Running head: CLASSROOM AND BEHAVIOR MANAGEMENT 1

Classroom and Behavior Management

Leigh Yarbrough

Regent University

In partial fulfillment of requirements of UED 495, Spring 2019

Running head: CLASSROOM AND BEHAVIOR MANAGEMENT 2

Introduction

Classroom management should be based on positive feedback and high expectations.

Classroom and behavior management is one of the most important aspects to run a smooth

classroom. Students must be aware of the expectations that you have for them and the teacher

must hold them accountable to these expectations. In reality, we know that there will be times

that we must recognize behavior that is not meeting the expectations of the teacher but at the

same time focusing on those students that are making good choices so that poor behavior does

not begin to gain too much attention. Educators must have a firm understanding of the battles

that they feel need to be addressed and those that can be ignored.

Rational

The first artifact that I chose was a photo of students getting to earn tickets because of their

positive behavior from my current placement of a first-grade classroom. Students have the

opportunity to earn tickets for showing simple acts of kindness, making good choices, staying on

task, and a variety of other reasons that are up to the discretion of the teacher. In both of my

placements, the schools are both focused on Positive Behavioral Interventions and Supports

(PBIS) which is a tiered system that calls focus to the larger portion of students that are making

good behavior choices. The hope is for those students who may not be making great behavior

choices to then want to model positive behavior. This system also helps to teach students what

good behavior looks like just as we teach reading, writing, or math. Once a month students get

to turn their tickets in for a “store” that the teacher has with supplies, toys, and other little treats.

I chose the reflection sheet that student’s use when they are feeling frustrated or just

struggling to make good choices. This also helps students to identify exactly what emotion they

are feeling. The paper has pictures of different faces (scared, angry, sad, and worried) that could
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explain their feelings and questions they need to answer on the reflections sheet. They must

choose an answer about what happened and what they will do differently next time. Then later

once the student has time to take a break the teacher can discuss with them why they were

feeling the way they were or just reassure that it is okay to feel the way they were at the time but

they must express themselves in a positive way. This form then goes home for the parent to sign

with a short note from the teacher letting them know if this needs to be addressed further or if

everything seemed to be cleared up and handled. This is again time to make sure students are

learning about their emotions and what are the best ways to handle them.

Reflection on Theory and Practice

Teachers need to establish positive relationships with students in order to manage

classrooms effectively. Ideally, building healthy and supportive teacher-student relationships

would become part of the curriculum in teacher training and intervention programs as a way of

improving adolescent well being (James, 2016). The first weeks of school are laying out what

the expectations are of students. Students that have an understood routine along with

expectations will succeed in their academics even further. A test of the relationship between

teacher’s classroom management practices and student’s outcomes suggest that there is a positive

relation between the two (Gage, Scott, Hirn, & MacSuga-Gage, 2018).

Once expectations have been set for students then they will want to rise to the occasion.

Students like to have routine, consistency, and rules so they know what to do to succeed as well

as to be praised which in turn makes them feel special, important and loved. By successfully

managing your classroom, you can increase student success and create a productive and

cooperative learning environment (Smith, 2017). When students work productively they will be

focused on the learning and teaching aspect of the classroom rather than the children that are
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continuously being disciplined. This allows the teacher to have more teaching time. Teachers

can create a more productive class where time is spent on engaging activities and lessons.

As I continue to grow in my faith and alignment my beliefs with public education I have

learned that I need to lead by example for my students especially in the thoughts of classroom

management. In 1 Timothy 4:12, Let no one despise you for your youth, but set the believers an

example in speech, in conduct, in love, in faith, in purity (The Holy Bible, English Standard

Version, 2001). One of the most important aspects for students to learn is that there is a

difference in being an imitator and being an example. If students see me as an example they will

allow positive choices in behavior become a part of whom they are, not just copying actions and

words.
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References

Gage, N., Scott, T., Hirn, R., & MacSuga-Gage, A. (2018, Feb). The Relationship

Between Teachers' Implementation of Classroom Management Practices and Student

Behavior in Elementary School. Behavioral Disorders, 43 (2), 302-315. Retrieved from

https://doi-org.ezproxy.regent.edu/10.1177/0198742917714809

James, S. (2016, August 09). Positive teacher-student relationships boost good behavior in

teenagers for up to four years. Retrieved March 31, 2019, from

https://www.cam.ac.uk/research/news/positive-teacher-student-relationships-boost-good-

behaviour-in-teenagers-for-up-to-four-years

Smith, L. (2017). What Are the Benefits of Classroom Management? (n.d.). Retrieved March 31,

2019, from https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1720-

what-are-the-benefits-of-classroom-management

The Holy Bible, English Standard Version. (2001). David C. Cook.