Running head: BEHAVIOR MANAGEMENT 1

Classroom and Behavior Management

Hannah Miller

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2019

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Introduction

While many people may think that the only thing teachers do is impart and assess

knowledge, a large and essential part of the job is classroom and behavior management. Without

strong and consistent classroom management no learning would ever get done. This is one of the

most difficult aspects of being a teacher because the strategies and methods need to be adjusted

and readjusted for every class. Recognizing that students are individuals who require

personalized consequences, both good and bad, is essential to having a good grasp on classroom

management.

Rationale for Selection of Artifacts

For this objective, I selected a “dynamic dolphin” – a ticket received for displaying good

behavior. Dolphins are rewarded to students by teachers for going above and beyond while

following school rules. They can receive one for 1) caring about the community, 2) learning

safely and responsible, 3) earning and giving respect, or 4) striving to do their best. The ticket is

rewarded in front of classmates and the teacher states why the student has earned it. In my

classroom, students often earn dolphins for striving to do their best on homework by

implementing the strategies we have given them. The dolphins are then placed in a bucket from

which a winner is drawn weekly. This winner then gets to randomly choose a prize which could

be student specific or could extend to the whole class. The more dolphins earned in a week, the

more opportunities the students have to be the winner. This is a way to reinforce positive

behavior.

The other artifact I selected was a class dojo reward sheet from a third grade classroom I

did my practicum experience in. Class dojo is an app that can be used to track student behavior,

communicate with parents, and give real time feedback. The teacher can reward points to
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individual students as they see behaviors that they are pleased with. They can also take away

points from students who are not following school and classroom rules. After earning enough

points, students can receive rewards, both as individual and as a whole class. Both of these

artifacts are used to reward positive behavior, but class dojo can also be used to give

consequences to bad behavior. This artifact shows how giving students’ behavioral goals can

positively impact their classroom experience without costing the teacher too much time or

expense.

Reflection on Theory and Practice

In my classroom management and instructional strategies course at Regent we often

discussed the importance of having a clear and consistent classroom management plan. The

students need to know what is expected of them and they should be recognized when they are

behaving in a positive manner. Without classroom and behavior management little learning

would get done. Additionally, when a classroom is well-managed fewer behavior problems and

disturbances occur. The students know the rules and boundaries, they understand the

consequences of their actions, and they are adept in the policies and procedures that govern day-

to-day life in the classroom; “Put simply, a good classroom manager is able to prevent

undesirable classroom behavior and thereby can foster desirable behavior” (Dicke, Elling,

Schmeck, & Leutner, 2015, p. 2). However, this is easier said than done, especially for new

teachers.

Corporate Landing Elementary follows the PBIS model of behavior management. “The

Positive Behavioral Intervention Supports (PBIS) model establishes a method for providing

social, emotional, and behavioral services to children within schools,” and is a multi-tiered

system that focuses on positive, rather than negative behaviors (Krach, McCreery, & Rimel,
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2017, p. 267). I believe that students should be recognized for their good behaviors, rather than

berated for their negative ones. Proverbs 15:1 states, “A gentle answer turns away wrath, but a

harsh word stirs up anger” (NIV). As a Christian teacher, I am conscious of how my words and

reactions affect my students. I have witnessed how disheartened and defensive students get when

they feel called out in front of the class. Reminding students how to do things the right way is

more effective than yelling at them for doing things the wrong way. In addition, PBIS is a

school-wide program that, “targets all students in an effort to prevent behavior problems before

they occur” (Bradshaw, Reinke, Brown, Bevans, & Leaf, 2008, p.3). This is done by laying out

specific rules and guidelines to reward positive behavior and modify negative behavior.

In my experience, forming relationships with each student and truly knowing them and

what they respond to is the most effective way to structure classroom and behavior management.

Every child is a reflection of God. Genesis 1:27 states, “So God created mankind in his own

image, in the image of God he created them; male and female he created them.” (NIV) This

means that every student is unique and creative and intelligent. They are all capable of learning

and growing because they were made by an intelligent creator. By getting to know my students

as unique people, I am able to tailor the rewards and punishments to suit them specifically. What

may work for some, may not work for others. In my fifth grade classroom, I tried to marry this

desire to build relationships with my students to a behavior goal. Students who did not have any

noteworthy behavioral problems during the week were given the opportunity to eat lunch in the

classroom with me on Friday. This gave me the chance to sit down with some students each

week and get to know them better while still maintaining my authority as a teacher.

Personally, I struggle with classroom management when I have to discipline students. I

try to emphasize that when they make bad choices they have to accept the consequences.
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However, I find it difficult to discipline students as a student teacher because I am not always

sure what qualifies as negative behavior. I am much more likely to institute positive rewards than

to dispense punishments. Overall, students need to be loved and seen as individuals. They should

feel safe and secure in the classroom and they perform better when they are held accountable for

their actions.
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References

Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008).

Implementation of school-wide positive behavioral interventions and supports (PBIS) in

elementary schools: Observations from a randomized trial. Education and Treatment of

Children, 31(1), 1-26. doi:10.1353/etc.0.0025

Dicke, T., Elling, J., Schmeck, A., & Leutner, D. (2015). Reducing reality shock: The effects of

classroom management skills training on beginning teachers. Teaching and Teacher

Education, 48, 1-12. doi:10.1016/j.tate.2015.01.013

The Holy Bible. (n.d.). New International Version. Accessed at: biblegateway.com

Krach, S. K., McCreery, M. P., & Rimel, H. (2017). Examining teachers’ behavioral

management charts: A comparison of class dojo and paper-pencil methods.

Contemporary School Psychology, 21(3), 267-275. doi:10.1007/s40688-016-0111-0