Running head: CLASSROOM MANAGEMENT 1

Classroom and Behavior Management

Hannah Wissmann
Regent University

In partial fulfillment of UED 496 Field Experience ePortfolio, Spring 2017

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Introduction

An effective teacher can manage a classroom and limit behavioral interruptions. One way

to limit disruptions is to be prepared and communicate clear instructions and expectations. For

this competency, I have included an artifact about communicating clear expectations and

instructions and an artifact about being prepared.

Rationale for Selection of Artifacts

For my first artifact, I have included a power point slide that appeared for students as

they walked in to the classroom. As I stood at the door, this slide communicated my expectations

for what they were to be doing before class started. They knew to be quietly working on the bell

ringer and to make sure their homework was on their desk. When the bell rings, the student will

be prepared to begin with checking homework and bell ringer. The next two slide were for a

timed group work activity. While they were working, the slide reminded the students to be on

task. Ideally, this would also include a timer so the students could see how much time they had

left. When time was up, the students had a visual reminder to move to the next station quietly

and to take all their belongings. At the end, they had a visual representation of the expectations

for an exit ticket. In each case, the student is receiving an auditory instruction from the teacher

reinforced by the visual representation of the same instruction.

For my second artifact, I have included a picture of the week at a glance board. Each day

has the tasks to complete. Each class is started with a review of the board, reminding them of

important dates (such as tests or quizzes) and the tasks to accomplish between then for them to

be prepared. Also in this picture, I have included a bucket and stack of binders. The bucket

contains the copies for class. This way I have all the notes, homework, and quizzes in one place.

I remain organized so to not waste time searching for the next piece of paper. The binders are
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designated by block. Each block has a different binder with different notes and assignments. If a

student is absent, they are responsible for getting their notes and missing classwork from these

binders. This is another example of teacher preparedness and passing of responsibility to the

student.

Reflection on Theory and Practice

An effective teacher is prepared. According to Wong and Wong, they have prepared the

work, the room, themselves for the day (1991, pp. 92-93). Being prepared limits confusion and

time wasted. This allows the teacher more time on task. In a study, the main difference between

effective and ineffective teachers was the level of preparedness (Wong & Wong, 1991).

Ineffective teachers with ill-prepared classes lead to misbehaving classes. Having the work and

room prepared allows teacher redirect students before behavior becomes an issue because they

know where they are headed and direct students there. When a teacher has prepared, there are

scenarios she has played out in her head while preparing to eliminate confusion and disruption.

The first scenario a teacher will think through is the content. She will consider her

presentation and its connection to the students prior knowledge. She will anticipate the questions

that arise from the material. She will plan differentiated practice based on student need, over plan

practice or instruction to make best use of the time.

The second scenario is the setting. The teacher will consider seating arrangements that

best facilitate discussion or independent/group work. This may mean a rearranging desks or

students. She will place students in groups that will work well together and with minimal

distractions. This includes a seating chart, a place to seat misbehaving students, and having a

plan for students who do not listen.

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The third scenario is classroom environment. This includes setting clear expectations of

the class in general from the start of the year and an ongoing restatement of these expectation

specific to the assignment(s). According to Dean, Hubbell, Pitler, and Stone, when teachers

create an environment for learning, they motivate and focus student learning by helping them

know what is expected of them (2012, p. XV). This also agrees with Wong and Wong by

contrast, the ineffective teacher keeps the assignment a mystery until it is announced, and it may

be announced in different ways and posted in different places (1991, p. 123). Knowing these

expectations takes preparation. If I do not know what I doing in class, have not planned

sufficiently, I will not know my expectations for the lesson.

An effective teacher has prepared everything but the students. She cannot prepare for the

cares of the world each of them will bring into the classroom. She can only offer an organized,

planned, safe environment to learn. If she has set-up routines and procedures, the student will

know the general expectations of the classroom and can expect the teacher to clearly

communicate the expectations for the day. These students will have little opportunity to act out

because of wasted time or confusion. The teacher will have eliminated some the problems before

they even happen.

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References
Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. (2012). Classroom Instruction that Works.
New York: Pearson.
Wong, H. K., & Wong, R. T. (1991). The First Days of School: How to be an effective teacher.
Sunnyvale, CA: Harry K. Wong Publishers.