Running head: CLASSROOM MANAGEMENT 1

Classroom and Behavior Management

Ashia Brown

Regent University

Author Note

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2018

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Classroom and Behavior Management

One of the most important daily task that educators must complete is establish a positive

learning environment. Classroom and behavior management is the key component that holds

everything teachers do together. Teachers and students cannot be successful in the classroom

without an integral classroom and behavior management plan. Classroom and behavior plans

should focus on relationship building, a positive learning environment, and should allow students

to feel a part of a community. By establishing a classroom management plan that works, teacher

and students are able to focus more on the learning process by maximizing on-task-time.

Rational for Selection of Artifacts

The first artifact that I have chosen to illustrate my competence in classroom and

behavior management is my classroom management plan and philosophy. I chose this artifact

because it gives a detail view of what my philosophy of classroom management theory. I also

chose this artifact because it was something that I wrote prior to my field experience; my ideas of

classroom management have not changed. The ideas that I had prior to my experience are the

things that I established in my placement which yield positive results. I also chose this artifact

because it not only describes my classroom management ideas, but it also provides my ideal

rules, classroom procedures, behavior expectations and so much more. This document will be

something that I take into my future classroom because many of the things that are in the

document are the strategies that I used during my student teaching experience.

The second artifact that I chose was my mid-term evaluation that was completed by the

cooperating teaching in my first placement. I chose this artifact because my she speaks about my

classroom management skills. The classroom management style that she describes I have, is the

ideal classroom management and learning environment I was seeking to establish. Her
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evaluation validates my classroom management philosophy and plan. It also gives me confident

that my ideas toward classroom management aid in establishing a positive learning environment.

The cooperating teacher’s evaluation illustrates not only my ideas but also my actions since she

observed me during this time. This artifacts brings my ideas about classroom and behavior

management and my actions toward establishing it all together, and this is why I chose this

artifact.

Reflection on Theory and Practice

Although there is no magic formula for establishing good classroom management, there are a

few things that I learned in several courses that educators should consider when creating a

classroom management plan. What I was told in my courses and what I have seen in my field

experience is that every classroom and behavior management plan should focus on classroom

procedures, teacher expectations, and students self-monitoring skills. There are several behavior

theorist ideas that I have adopted to create my classroom management theory and plan. One of

the theorist that I agree with is Rudolf Dreikurs. I believe that there should be discipline in the

classroom, discipline in this way is best described as students that display self-control in a

learning environment that meets the needs of all my students. One of the things that I agree with

Dreikur about is that to have a discipline classroom, the teacher and students must work together

to establish regular classroom functionalities so that both students and teacher can feel a since of

belonging and community. By working in tandem with the students, the teacher establishes a

learning environment where students feel safe to share their ideas which makes them more active

in the learning environment.

Another thing that I have learned about behavior management is that student’s

misbehavior can be triggered by several things to include hungry, lack of sleep, family
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instability, and lack of routine (Lujan, 2008). As an educator it is vital to the success of the

students that I know my students. Knowing my students is not limited to what task they can

perform but knowing what is going on outside of school. By knowing my students triggers I can

better assist them in redirecting their behavior. During my field experience I have established

positive relationships with my students that has allowed me to learn their individual triggers. By

getting to know them and establishing a relationship with them it has reduced disruptive

behaviors.

Faith Implications

One scripture that illustrates my view of classroom and behavior management is

Ephesians 6:4, “Fathers, do not provoke your children to anger, but bring them up in the

discipline and instruction of the Lord”. This verse illustrates what I previously mentioned about

knowing your students triggers. If I know that my student is acting out because they are hungry, I

feel it is my responsibility to find something for that student to eat. I am not saying that I will

stop the flow of the classroom to find something to eat for them; what I am saying, however, is

that I should be prepared. If I am not prepared, then I will essentially be provoking the student. I

would rather give the students a light snack than to have one student disrupt my entire class.

Another scripture that illustrates my views about is Ephesians 4:32, “Be kind to one another,

tender-hearted, forgiving each other, just as God in Christ also has forgiven you.” This verse

reminds me that everyday is a new day. As an educator it is vital that I start over and allow my

students to start over daily. I cannot make my students accountable today for what they did

yesterday. I must forgive daily just like God forgives me day after day. The last verse that I think

demonstrates my classroom behavior and management theory is Proverbs 29:17, “Correct your

son, and he will give you comfort; He will also delight your soul”. This verse shows the power of
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redirecting students. One of the things I learned during my first practicum experience was that

children want structure and discipline. I learned this from the students themselves; each of them

wrote me a card with advices and most of the told me to be strict, by not to strict. I have used

their advice since, and I have found that when I redirect students it establishes a respect in them

towards me. I cannot explain why it is, but according to scripture this has been happening for

centuries. By redirecting and giving honor when honor is due, a positive learning environment

will be established and maintained.

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References

Lujan, M. L. (2008). Behavior Strategies Guide. Mentoring Minds.

Holy Bible NIV: New international version. (2011). Belfast: Biblica.