Running Head: MANAGEMENT AND 1

Classroom and Behavior Management

Robert Frazier
Regent University
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Management and Behavior Management in the Classroom

In every lesson I teach, I include different classroom management strategies to keep the

students on task. If students get too talkative, I clap my hands twice to get them to quiet down.

However, if this does not work, then I flip the light switch to get their attention. My final

warning to students, before having to call home, is telling them that I will give them homework

or ask their P. E. teacher to have them run laps. Often, this three-step plan is successful in getting

the students quiet. However, this was not a perfect system and needed some refinement. One

thing that I needed to do more was to reference the classroom rules and relate them to the issues I

saw in the classroom. While I did this after teaching for a few weeks, it would have likely been

more effective had I implemented this earlier on in the session and established this from the

beginning. When students come in late, I catch them up on what we are doing or have other

students do this if I am busy teaching. When students stop working or are having trouble starting,

I walk over to them and redirect them towards the task. If they have a lot of trouble with this, I

go over to them and help them with the first parts of assignments and then have them work on

the rest of the assignment alone. Often, I ask questions to have the students think for themselves

and get their mind focused on their work. If students are not talking with their group during

cooperative learning activities, I talk with the students in the group and make connections

between students’ thoughts to get them to speak with one another. When students take out their

phones, I tell them to put them away. If I have to tell them more than once, I will take the phone

and put it in one of the cubbies at the front of the room. Students can come and claim their

phones after class. I do the same with headphones and other distractions.

If I did not have to navigate Covid restrictions, I would further revise and add more

classroom management strategies, such as allowing students to go to the restroom with a hall
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pass with 1 boy and 1 girl allowed out at a time, having a place for students to submit written

work and a place for work to be returned to students (cubby holes), including how I would kindly

respond to incorrect answers and provide probing questions to get students on the right track, and

having students wipe down the desks at the end of class, instead of me having to do this. With

these revisions I believe that I would be able to better manage the classroom and prevent some of

the issues that were prevalent during this lesson plan. One major issue this would help is students

continuously clicking on the online E-Hall Pass, during the lesson. The E-Hall Pass restricted

students to going to the restroom 1 at a time (1 person could go for the entire school building). I

would also change the Anticipatory set, so that students would do a Popcorn Sharing activity,

where students voluntarily popped up out of their seat to explain what they wrote down in their

POWER paragraph. Also, for the comma rule activities, I would make them more engaging. For

Comma Rule #1, I would change the activity to either a whiteboard activity, where student

would write their answers to the 5 sentences on a whiteboard and hold them up (the first person

who holds it up and has the correct answer will get candy). I would also change the Guided

Practice to having the students do a Food Pairing activity, where students would work together to

fix opinion statement sentences. Additionally, I would do the peer-review activity with the same

pairs and have them have physical copies of their papers for their peers to check. The

Independent practice would be one part I would leave the same if the students could be mature

enough to handle the activity. However, if I had to change it, I would have students write down

their opinion statements on paper. Doing these activities and strategies would be important to

classroom management, as they are student-centered. Youki Terada (February 2019) explains

that, “Students feel more invested in their learning if given opportunity to share their interests.”

Through the Popcorn Sharing activity, students would be able to share something personal to
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them and may feel more connected and engaged with the material, due to this. This could help

with classroom management, as students would feel more comfortable within the classroom by

sharing their thoughts and ideas with the other students and the teacher. The other activities, also

give responsibility and control to the students, so that they can be in charge of their own

learning, which benefits their engagement with the content and their willingness to control their

own behavior.

With these corrections to the lesson plan, it would adhere to the criteria of some of the

other 7 competencies as well, such as Developmentally-Appropriate Instruction and Integration

of Technology. The former criterion would be addressed through the use of many strategies, such

as the Popcorn Sharing, the whiteboard activity, the Food Pairing activity, and the peer-review

activity, which are appropriate for all ages and bring benefit to students of many different

learning styles. The latter would be addressed through the use of Google Slides to write the

opinion statements and having students do a peer-review on this as well, through the Google

Slides. Sadly, the activity did not work out because of immaturity, but I believe that this activity

would be beneficial to students who are mature enough to handle it.

Managing a classroom is important because it helps all students stay on task and get their

work done. This helps to mold these learners into hard workers, who can stay on task. In

Proverbs 13:4, Solomon states, “A sluggard's appetite is never filled, but the desires of the

diligent are fully satisfied.” Through managing behaviors in the classroom and keeping students

on task, students can come to understand how to work hard and be diligent, which will leave

them satisfied with themselves and their work. This is necessary, especially now, as many

students have low self-esteem and anxiety issues and might be afraid to really put themselves out

there and do their best. If teachers cultivate students’ ability to work hard in the classroom, then
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students will have a much easier time in their future endeavors, where hard work is required.

Additionally, this is in line with my teaching philosophy, as I believe that school prepares

students for their future. If students do not know how to manage their own behavior or are

unwilling to do so, then it is important for teachers to correct them and show them how to

properly act around others. There is also a need to manage different classrooms and students in

ways that meet their individual needs. For instance, for my A-1 class, I had to make many

adjustments to my lesson plans to help them, since they had many students with 504s and ELL

needs. One major behavior management strategy that I had to use with my A-1 class was to

completely get rid of any activity that allowed students to mess with other students work, such as

a Jamboard or Google Slides presentation, because they were not mentally mature enough to not

delete other students’ work. Most of my other classes could handle the Jamboard and Google

Slides activities, so I implemented those in my lessons for them. Collecting and utilizing data

from students is also important in this regard because without collecting informal data from my

A-1 class about their ability to work on assignments where they can edit or delete other students’

work, I would have implemented more of these in future lessons, which would have gone very

poorly. Students and classes need to be managed differently, so it is important to collect data and

differentiate based on what the information shows.

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Resources

Terada, Youki. (2019, September 27). The Key to Effective Classroom Management. Edutopia.

https://www.edutopia.org/article/key-effective-classroom-management