Regent University
Tiffany Crisp
Introduction
Classroom management is arguably the most important and hardest aspect of teaching. Of
course, teaching the core curriculum and having high test scores is essential, but a good
classroom management strategy must be a priority to be able to teach students effectively. I’ve
observed many successful and many unsuccessful behavior management strategies. The one
approach I observed from teachers that consistently works in any grade-level is positive
Artifacts
The first artifact I chose to highlight is a behavior management clip chart. The reason I
picked this clip chart is because the students can see and track how they are doing on behavior
throughout the day. Each student is given a close pin at the beginning of the year with their name
on it. All the students start with their clips on the “Ready to Learn” space and move up when
their behavior is good, and when they are being “model” students. At the end of each day, the
students will check to see where their clip is on the chart. If their clip is on “Great Job” or
“Outstanding,” the students get to go to the treasure box and pick out one small toy to take home
as a reward.
In order to get all the students on task and doing their jobs, I find the students who are
doing their job and compliment them. I make an announcement to the whole class and say
something like, “I love how this child is sitting. He/she has their bottom on the floor and their
eyes are on the board. They are doing a great job at showing me that they are ready to learn.
Running head: CLASSROOM MANAGEMENT 3
Let’s see if I have more friends who are ready to learn.” I reward the student for their good
The second artifact I chose to highlight was a lesson plan I created. I write classroom
management techniques and reiterate my expectations in my lesson plans so that I can remind
my students of the behaviors I expect to see from them. By laying out my expectations prior to
teaching the lesson, students will be reminded of exactly how to act/behave and will know when
they are not following directions. I’ve observed that kids—especially the ones in the primary
grades—need constant behavior refreshers and listings of expectations to be the best they can be.
Running head: CLASSROOM MANAGEMENT 4
the key to successfully teaching and student learning. Behavior management is a large portion of
Running head: CLASSROOM MANAGEMENT 5
the teaching day and teachers always need to be monitoring and managing the students in the
class. Authors of the journal article, “Enhancing On-Task Behavior in Fourth-Grade Students
Using a Modified Color Wheel System” believe, “Effective classroom management procedures
should reduce behaviors that interfere with learning including inattention, noncompliance, and
disruptive behaviors” (Blondin, Skinner, Parkhurst, Wood, & Snyder, 2012). One of the ways
student behavior can be monitored is through proximity. Teachers need to make sure they are
moving around and weaving in between the desks to check and make sure students are following
the expectations of the classroom. Patricia Anguiano, author of “A First-Year Teacher’s Plan to
Reduce Misbehavior in the Classroom,” comments on the benefits of using physical proximity.
Through her research, she found that the more she moved around the classroom to manage
behaviors, the less opportunities that the students had to misbehave (Anguiano, 2001, p. 55).
build relationships with students. Abby Blake, author of How do we Manage? Classroom
Management Strategies for Novice Teachers in High-Poverty Urban Schools, writes about how
the relationships between teachers and students create a welcoming atmosphere: “Learning
environments that promote feelings of belonging, safety, and success can impact students’ social,
behavioral, and academic decisions” (Blake, 2017, p. 15). I think one of the best ways for
teachers to build relationships with students is through meetings with the kids. Sincerely getting
to know the students’ “lives outside of school can help teachers build supportive relationships”
I approach all of my classroom behavior strategies from the perspective of being a Christ
follower. In all of my interactions and relationships with the students, I am sure to act in the most
Running head: CLASSROOM MANAGEMENT 6
positive and beneficial way possible to promote student learning. Titus 2:7-8 says, “Show
yourself in all respects to be a model of good works, and in your teaching show integrity, dignity,
and sound speech that cannot be condemned, so that an opponent may be put to shame, having
nothing evil to say about us.” Teaching is a very public profession where teachers are acting as
role models to students. It is imperative that teachers act in the way that Titus outlines.
Conclusion
to track student behavior, like with a classroom behavior system, is important to encouraging
students to behave appropriately. Teachers can use strategies like proximity and reiterating
expectations to build relationships with students and create the best learning environment for
students.
Running head: CLASSROOM MANAGEMENT 7
References
Blondin, C., Skinner, C., Parkhurst, J., Wood, A., & Snyder, J. (2012). Enhancing On-Task