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Beverly Leftwich
Regent University
CLASSROOM AND BEHAVIOR MANAGEMENT 2
Introduction
Of all the variables, classroom management has the largest effect on student achievement
(Marzano & Marzano, 2003). Children, nor adults, can learn in environments that are chaotic,
lacking in structure and routine, and that do not feel welcoming and safe. A behavior and
classroom management plan should be at the top of the to-do list for teachers to set in motion
beginning the first day of school. Whether educators enter the class at the start of a school year
The first artifact that I chose to show was of a Dependability Contract that I created for
the students in my fifth-grade class. Naturally, this age group is very social and enjoy being
amongst their peers (Bergin & Bergin, 2010). The need to chat was very prominent with this
class and it was a challenge when it was time for them to get quiet for instruction. Several
students also displayed many inappropriate behaviors, such as calling out, making rude and
disrespectful comments to each other and the teacher, and not staying on task by playing with
items in their desks and browsing inappropriate websites during computer time.
I began to enact morning meetings and as a class, we discussed these behaviors. 100% of
the class agreed that things needed to change and that they have not been being the best students
that they could be. The Dependability Contract was a contract between the class and myself.
Each student came up with three things that they felt that I, as their teacher, should be able to
depend on them to do. We discussed consequences for inappropriate actions and reviewed the
contract at the end of the week. This artifact was evidence of how I incorporated a classroom
management strategy where students were made accountable for their actions and were able to
CLASSROOM AND BEHAVIOR MANAGEMENT 3
self-reflect. The contract was on-going and changed weekly as students reflected on behaviors
Classroom and behavior management goes beyond rules and consequences. It also
involves implementing instructional strategies and activities that are age appropriate and that will
grasp and hold students attention. My second artifact included photographs of my students
completing a 3D plant or animal cell model. This artifact showed how my students were
involved during the lesson and remained on task throughout the assignment. I was once told, if
the bum is numb, the brain is too. Amazingly, my students did not display one inappropriate
behavior and they remained on task the entire time. Research shows that when students are
actively engaged in a lesson, the display of negative and inappropriate behaviors decreases
I am a strong believer that what you do on the first days of school will greatly impact
your entire school year (Wong & Wong, 2009). My first day just happened to be at the end of the
second quarter in a fifth-grade class. The artifacts that I chose to preview showed how I was able
to understand where my students were developmentally within their age group and in turn,
created a lesson that was fun and engaging, which eliminated unwanted behaviors. I also
displayed how implementing the Dependability Contract helped to build a sense of community
within the classroom and my students were able to reflect and see how their inappropriate
My faith impacted decision making and practice in this area in many ways. First and
foremost, it took prayer and seeking God to figure out how to be the most effective in the
CLASSROOM AND BEHAVIOR MANAGEMENT 4
classroom. There were a few students who displayed several disrespectful behaviors and I
realized very quickly that I could not handle them on my own strength. I had to totally put my
trust in God and believe that he would lead me down the right path. I held on to Proverbs 3:5-6
which tells me to trust in the Lord and to lean not on my own understanding. In all my ways to
Reference
Bergin, C. C., & Bergin, D. A. (2010). Child and Adolescent Development In Your Classroom.
Marzano, R. J., & Marzano, J.S. The Keys to Classroom Management. Educational Leadership;
Wong, H.K. & Wong, R.T., (2009). The First Days of School: How to be an Effective Teacher.