Artifact #1: Classroom Management Tools

The first artifact I have chosen for this section of my portfolio is a set of classroom

management tools I have created. These tools showcase my skills in classroom management as

well as my ability to keep students engaged in classroom routines and procedures, and my ability

manage classroom behavior. Classroom management techniques are essential in facilitating a

safe, happy, and successful learning environment. A teacher who establishes routines and

procedures, as well as sets expectations for student behavior at the beginning of the year, benefits

from more time spent teaching and not disciplining. This key competency maintains an

organized classroom, where everyone respects the rules and each other. Ultimately, this

facilitates a positive learning environment for students that fosters academic success.

Classroom management is a best teaching practice that is intrinsically linked to

instructional success. Harry Wong emphasizes the need for classroom management, stating that

in order for learning to take place, a teacher must do whatever is necessary to organize time,

students, materials, and space (Wong, Wong, Rogers, & Brooks, 2012, p. 60). It is absolutely

essential to set expectations and establish routines and procedures at the beginning of the year.

Routines are the things that happen repeatedly in a classroom that students can come to expect

and what the students do automatically. Procedures are what the teacher wants, in the way that

the students carry out routines. Routines and procedures need to be taught until they become

automatic and be customized for each classroom. According to Wong et al. (2012), “The

procedures provide the framework for the consistency” and the students become “secure in

knowing what is going to happen every day” (p. 64). My cookies on a cookie sheet to exit the

classroom is a procedural classroom management tool. On the first day of school, I would

establish the procedure for leaving the classroom: ask permission first, then, if the teacher says
yes, the student may get up and move their chocolate chip cookie from the in-class section to

either the washroom or office section of the cookie sheet. Having the students ask permission

and move their cookie allows for organized exit of the classroom as well as a visual

representation of who is in-class and who is not.

My race cars on a race track tool is a behavioral classroom management tool. Students

would color their cars on the first day of school. I would explain the classroom rules (to be polite

and kind to each other, to listen carefully, to raise their hand when they want to speak, and to pay

attention). They should all be on track, but if they misbehave or do not follow the class rules,

they go off track, which comes with consequences. Students get two warnings before their race

car goes off track. If they are on track they would get play time or computer time at the end of

the day. If they are off track, they would not get play time or computer time at the end of the day.

This is a clear and effective way to shape desirable classroom behavior, as students know what

on track and off track mean, as well as the respective consequences of their cars being on or off

track. This tool embodies B. F. Skinner’s work in behaviorism and as behavior being shaped by

operant conditioning, meaning that one acquires his behaviors through consequences (Nevin,

1992, p. 614). According to Skinner, positive reinforcement increases the frequency of a desired

behavior; and negative reinforcement decreases its frequency (Nevin, 1992, p. 614). This tool

strengthens desired classroom behavior through both positive (race cars on track) and negative

(race cars off track) reinforcement. It is an example of operant conditioning in that the students

are learning through the consequences of their behavior.

 Connections to Standards

InTASC Standards

Standard #3: Learning Environments

The teacher works with others to create environments that support individual and

collaborative learning, and that encourage positive social interaction, active engagement in

learning, and self motivation.

3(d) The teacher manages the learning environment to actively and equitably engage

learners by organizing, allocating, and coordinating the resources of time, space, and learners’

attention.

3(k) The teacher knows how to collaborate with learners to establish and monitor

elements of a safe and productive learning environment including norms, expectations, routines,

and organizational structures.

CAEP Standards

Claim 2: Medaille College graduates meet the needs of diverse learners through

effective pedagogy and best teaching practices.

NYS Code of Ethics for Educators

Principle 2: Educators create, support, and maintain challenging learning

environments for all.

Educators apply their professional knowledge to promote student learning. They know

the curriculum and utilize a range of strategies and assessments to address differences. Educators

develop and implement programs based upon a strong understanding of human development and

learning theory. They support a challenging learning environment. They advocate for necessary

resources to teach to higher levels of learning. They establish and maintain clear standards of
behavior and civility. Educators are role models, displaying the habits of mind and work

necessary to develop and apply knowledge while simultaneously displaying a curiosity and

enthusiasm for learning. They invite students to become active, inquisitive, and discerning

individuals who reflect upon and monitor their own learning.

Ontario Teacher Ethical Standards

Respect

Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members

honour human dignity, emotional wellness and cognitive development. In their professional

practice, they model respect for spiritual and cultural values, social justice, confidentiality,

freedom, democracy and the environment.