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Running Head: CLASSROOM AND BEHAVIOR MANAGEMENT

Classroom and Behavior Management


Candice Milam
Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2015

CLASSROOM AND BEHAVIOR MANAGEMENT

Introduction
Successful classroom management plays an important role in a positive classroom
environment. Classroom management is how a teacher establishes rules, expectations,
incentives, and consequences. A teachers classroom management determines the flow
of the school day. Its imperative for a teacher to have effective classroom management
skills in order to provide students with the best educational experience possible.
Rationale for Selection of Artifacts
I loved being in Mrs. Barbours class because it provided me with multiple
opportunities to practice my classroom management skills. Throughout my time with
Mrs. Barbour, I saw my management skills develop and grow more than I ever imagined
in such a short time. The artifacts that I chose are the guidelines I created for Mrs.
Barbours class, a picture of the classroom dojo report for the dates I was there, Mrs.
Barbours class profile with a portion of my final evaluation.
The first artifact I chose was the guidelines I created for Mrs. Barbours class. I
thought it was important for the students to know what I expected of them during my
time as their teacher. Establishing my guidelines was one of the first things I did. I put
these expectations on a bright sheet of paper and put it on the board in front of the
classroom so that every student could see them. Once I established my expectations, I
could refer back to them throughout the day when behavioral issues came about.
The second artifact I chose for classroom and behavior management is a picture
of the Classroom Dojo that the special education teacher, Mrs. Flade, at North Landing
allowed me to use. I like Classroom Dojo because it allows the teacher to log on and
reward students who are on task, listening, working well with others. It also allows

CLASSROOM AND BEHAVIOR MANAGEMENT

teachers to add any behavior problems that may have occurred throughout the day. Mrs.
Flade and I would communicate throughout the day about what should go on the Dojo.
Mrs. Barbours class used a behavior system on top of Classroom Dojo. Students would
have to mark a clipboard if they were misbehaving; if they got three minor offenses
marks on the clipboard then their actions were put on Dojo. Of course, if the student was
disrespectful or something major then it automatically goes to the Dojo. I chose this
picture because Classroom Dojo works as a great classroom and behavior management
tool because it allows teachers to record both positive and negative behavior.
The third artifact I chose for classroom and behavior management is Mrs.
Barbours class profile. With this artifact I included the behavior management portion of
my final evaluation. Mrs. Barbour has multiple students with IEPs and learning
disabilities, which can make classroom management seem like a daunting task. I took it
upon myself to learn the ways each student learned. I made sure that I included each
learning style and interest in my lessons. I am proud of myself for keeping the students
on track with engaged lesson plans, redirection, and incentives. I chose this artifact
because it is proof that with good, effective classroom management comes a positive,
wonderful learning experience.
Reflection on Theory and Practice
Regents motto is Christian leadership to change the world. That in mind, not
every setting is going to allow for opportunities to speak about your faith. Regent has
taught me that through my actions, I can show Christs love to students. How I manage
my classroom and behavior in my classroom reflects my relationship with Christ. If I
enter a situation with love and compassion for my students just as Christ sees them, then

CLASSROOM AND BEHAVIOR MANAGEMENT

there is more chance the outcome will promote a positive learning environment. In the
book, Classroom Teachers Survival Guide (2009) by Ronald Partin states, Teachers do
influence the behaviors of the students-both positively and negatively. Some teachers are
more effective at positive classroom management than others (p. 30). My goal is to have
a positive effect on my students behavior so that it is easier for them to see my faith.
Throughout my time at Regent, I have learned many things about classroom management
and appropriate ways to deal with behavior. Ive learned to prepare interesting lessons in
order to help prevent misbehavior. Ronald Partin (2009) states, A dull lesson is an
invitation to misbehave. Much student acting out is simply a reaction to boredom (p.
32). In order to prevent boredom, students need to be actively engaged. Classes at Regent
have helped equip me with the necessary skills I need to properly manage my classroom.
References
Partin, R. (2009). Classroom Teacher's Survival Guide: Practical Strategies,
Management Techniques, and Reproducibles for New and Experienced Teachers
(3rd ed.). San Francisco, CA: Jossey-Bass.