Running head: CLASSROOM AND BEHAVIOR MANAGEMENT 1

Classroom and Behavior Management

Cierra D. Luna

Regent University
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Introduction

Classroom and behavior management can be considered as one of the most important

parts of teaching. Managing a class setting that expectation for your students and reinforcing in a

positive way (Incomplete thought). Without having consistent expectations, the students will

continue to push the boundaries that are set in the classroom. Bennet says, “A stream cuts a score

down a mountain until it becomes a ravine, and then a valley. It doesn’t do it because it’s

powerful. It succeeds by persistence and patience, using the same weapon with which a weed

splits a paving slab: time” (2010). Your students only do what you allow them to do, but if you

set the expectations and are consistent with positive reinforcement of those expectations, your

students will be less likely to push against the boundaries.

Rationale for Selection of Artifacts

Artifact 1: Callouts

My first artifact is the callouts chart that has many types of callouts that I use to get my

students attention. The callouts are put to use in the classroom whenever I need to get the

students’ attention, but especially when things get a little too rowdy. The students, especially

when doing partner work, are always listening for the callout words. Once one of the familiar

callouts are called, the students respond immediately and are engaged and ready to learn. When

writing about effective classroom management strategies, Bondy says, “The teachers used a

straight-forward style of speaking and incorporated cultural humor and culturally familiar

patterns.” (2007). Like the teachers that Bondy was writing about, I use specific callouts with my

students that are not only easy to understand, but also funny to them. A few of their favorites

include “Holy Molly—Guacamole”, “STOP! —Collaborate and listen”, and “Peanut butter—

Jelly time!”. Along with being catchy and engaging for the students, the callouts prevent the
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teacher from yelling over the students. According to Bondy, the tone of a teacher should be

kind, but firm, and should never demean the students (2007). Since my students enjoy the

callouts that I use, the learning environment has been phenomenal. When a callout is announced,

my students are excited to answer and they know the expectation is to respond and immediately

give their attention to me.

Artifact 2: “Shoot for the Stars!”

My second artifact is what I have been calling “Shoot for the stars!”. Essentially it is a

piece of paper with a rocket and stars that stays on the wall outside of the classroom. When my

students get a compliment from the principal, vice principal, specialist teachers, or any other

teacher, they get to color in one star for each compliment. Once all of the stars are filled up, my

students get a special day. Some of their options are a pajama day or extra recess time and my

students strive each day to get a star colored in each day. As McIntosh says “A single positive

comment to a child is worth 20 negative re-marks (2009). Even though I have been blessed with

two classes that are well behaved, I can definitely see the difference from when they get a

compliment versus when they receive a negative remark from someone. Although my students

get upset when they are given a negative remark from another teacher, they know that tomorrow

is a new day and that they can try again. One of the best things about using “Shoot for the Stars!”

is that my students are working together. No single student receives the stars, but instead they

work together as a class to follow the “Astro way”, which, in summary, is to always choose

kindness.

Reflection on Theory and Practice

When preparing for this experience, I remember a coworker telling me to “Listen to those

kiddos. You have no idea what they’re going through at home or if there is a home. Love them
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through and through.” That has stuck with me from the moment that I set foot in the classroom.

I’ve realized that although my students are well behaved, they will act out sometimes. The acting

out wasn’t due to disrespect, but rather to be noticed. My students want to be seen, but in the

chaos of life, I lost sight of that. After reflecting and really sitting with the Lord and asking,

“What am I supposed to do with this? How do I handle this?”, He spoke to me. I was

immediately drawn to Ephesians 4 where it says “Be completely humble and gentle; Be patient,

bearing with one another in love” (Ephesians 4:2, Bible gateway passage). With my students,

this is what I have been trying to do. I have been trying to use the callouts to be gentle my words,

but as kids do, they can sometimes get too loud and they won’t hear me. That’s where I have to

be patient with my students. School is already hard enough and the last thing that they want is a

teacher to raise their voice at them. As I have been student teaching, I’ve also been doing my

best to love my students with the love of Christ to the best of my legal ability. I will admit, it has

been tough, but I’ve found my ways. When I know that my students have had a “rough day” in

their eyes, which is clear to see on their faces, I take that time to find something that they’ve

been doing well that day and I color a star in. Although some teachers may say that they didn’t

deserve it, the look on my students’ faces says it all. They had a rough day, but they need to be

reminded that those individual moments don’t define their whole day. I reflect on Ephesians 5

where it explains to “make the most of every opportunity because the days are evil”, which is

exactly what I’m trying to teach my students. Some of them need a reminder that it’s never too

late to turn your day around even if it’s a small act of kindness.
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Reference

Bennett, T. (2010). The Behaviour Guru : Behaviour management solutions for teachers.

ProQuest Ebook Central https://ebookcentral-proquest-com.ezproxy.regent.edu

Bible gateway Passage: Ephesians - new international version.

https://www.biblegateway.com/passage/?search=Ephesians+4%3A2&version=NIV. 

Bondy, E., Ross, D. D., Gallingane, C., & Hambacher, E. (2007). Creating environments of

success and resilience: Culturally responsive classroom management and more. Urban

Education (Beverly Hills, Calif.), 42(4), 326-

348. https://doi.org/10.1177/0042085907303406

McIntosh, J. D. (2009). Classroom management, rules, consequences, and rewards! oh,

my. Science Scope (Washington, D.C.),  32(9), 49-51.