Running Head: CLASSROOM MANAGEMENT 1

Classroom Management and Faith

Christina Lewis

Regent University
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Introduction

Classroom management is the glue that holds the class together. Poor classroom

management leads to an environment that distracts from the learning process. The philosophy

behind the procedures and rules in a class is just as important as the rules themselves. From a

faith-based perspective, having a class full of students is a bit like having a mission field. In the

way that I treat and interact with students I seek to embody 1 Peter 2:12, “Live such good lives

among the pagans that, though they accuse you of doing wrong, they may see your good deeds

and glorify God” (NIV). I take these words to heart, especially when it seems like everything in

my classroom is going wrong.

Rationale for Artifacts

The first artifact is a PowerPoint presentation that I used for a lesson. The very first slide

provides an agenda which establishes my expectations for the day and gives the students a

guideline to follow. Educator Eccleston (2004) writes that when a “class knows what to expect

during the day, they are more likely to concentrate, focus and succeed” (p. 55). The

concentration and focus of students is definitely a primary objective of classroom management.

Knowing what is ahead for the day helps the student practice self-awareness and time

management. Of course more distractible students will still need to be redirected, but it gives the

class a structure for the day of which they can take ownership.

The second artifact is a picture of the front of my classroom. This contains two crucial

contributions that I made towards classroom management. The first is the green baskets labeled

with each class. These baskets were used as part of an incentive with reading practice. For every

article read outside of regularly assigned reading, students could put in a slip of paper. I held a

drawing for the winner at the end of my placement. This is a clear example of positive
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reinforcement to encourage positive behaviors in the classroom (Maag, 2001, p.174). In this case

the goal is class community and additional academic achievement. In the corner of the photo,

there is another basket labeled “charger”. In this school, students are required to come to class

with their laptops fully charged; however, this extra charger is free for use by the students as an

extension of grace. The students may grab the charger at any point and charge their laptop to

help them complete their assignments.

Reflection on Theory and Practice

I have found classroom management to be an exercise in patience and grace. Student

behavior can be unpredictable and, at times, overwhelmingly negative. In those moments, I have

to remember that my strength and value does not come from students listening to my every word.

Rather, I can lean on a higher power for my own sanity and to influence how I respond in the

classroom. Relying to my faith helps develop classroom management in several ways. It keeps

the situations of the day from breaking me down. Philippians 1:27 states “Whatever happens,

conduct yourselves in a manner worthy of the gospel of Christ.” Classroom management consists

of simple things like instructing procedures, to high stress situations such as mitigating verbal

and physical altercations (Martin, 2017, p. 4). Perhaps it is because of the difficulties that

accompany poor student behavior that “teachers cite classroom management as the top reason for

leaving the classroom during these initial years in the profession” (Martin, 2017, p. 5). Looking

at these statistics and at my own peers of pre-service teachers, there is a fair amount of fear that

classroom management may be the reason I will eventually leave my teaching career.

It is no wonder that Christ is needed amidst the tide of negativity associated with

classroom management. But it is not only helpful for me as a teacher, but for the students as

well. After all, it is the students who are impacted most by teachers’ frustration. I would be naïve
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to say that classroom management will not be an obstacle as a developing teacher, but it would

be even worse to allow that obstacle to negatively affect students. Using the principle of “turning

the other cheek” (Matthew 5:39), I am able to hold myself to a higher standard and not give in to

base reactions when I encounter difficult management situations. I can extend grace to the

students because I know I have grace extended to me.

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References

Eccleston, J. (2004). And on today's agenda.. Teaching Pre K - 8, 34(4), 54-55. Retrieved from

http://eres.regent.edu:2048/login?url=https://search-proquest-

com.ezproxy.regent.edu/docview/231918738?accountid=13479

Maag, J. W. (2001). Rewarded by punishment: Reflections on the disuse of positive

reinforcement in schools. Exceptional Children, 67(2), 173-186. Retrieved from

http://eres.regent.edu:2048/login?url=https://search-proquest-

com.ezproxy.regent.edu/docview/201225786?accountid=13479

Martin, J. H. (2017). Urban high school teachers' perceptions of their pre-service training in

classroom management strategies (Order No. 10257405). Available from ProQuest

Dissertations & Theses Global. (1870489280). Retrieved from

http://eres.regent.edu:2048/login?url=https://search-proquest-

com.ezproxy.regent.edu/docview/1870489280?accountid=13479