Running head: CLASSROOM MANAGEMENT

Classroom Management
Hannah Crow
Regent University

Introduction
The following paragraphs will explain the importance of classroom management, while
providing two examples of practice in the classroom. The first example is ClassDojo. This is a
classroom management tool based on a points system. The second example is a reward system
based on coins and prizes. While there are many tools and techniques for classroom
management, these are approaches that have proven effective in my kindergarten class at Atlantic
Shores.
Rationale for Selected Artifacts
The first artifact is a picture of ClassDojo. This system, developed by Sam Chaudhary
and Liam Don, is based on points, both positive and negative. Students receive points based on
behavior in various categories, which are preset by the teacher. Some examples of positive point
categories include: being prepared; being on task; helping a friend; and good behavior in the
hallway, at the bathroom, chapel, specials, etc. On the other hand, some examples of negative
point categories include: being unprepared, off task, talking without permission, and
In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2015

CLASSROOM MANAGEMENT

disobedience. What makes this system unique is that teachers and parents can download the app
on their phones so that teachers can update points at any time and parents can check points at any
time without the need of a computer. I also like how the students can design their own avatar,
which makes it more personal, and the system also provides them with the opportunity to
exercise responsibility by signing in for attendance by using ClassDojo projected by the Mimio.
The students seem to respond well to this system and are consistently eager to converse with
their parents about the daily points they receive. As a whole, I focus on using this classroom
management tool as an avenue for positive reinforcement; therefore, I focus on the positive point
aspect, as opposed to giving negative points. This helps encourage the children and makes them
feel as though they can succeed with good behavior.
The second artifact is based on a coin and color system. When misbehavior continues
after a warning, students are told, Make a check and give a coin. This means that students must
place an x beside their name on a designated dry-erase sheet and place a coin on Mrs.
Sizemores desk. The first x is simply a warning. If students must write another x, they have
moved to yellow. If they are then later asked to make another x they move to red. Each time an
x is made, they must place another coin from their box on Mrs. Sizemores desk. Gaining coins
is based on both the color system and ClassDojo. If students remain on green during the day, a
coin is automatically placed on their desk the following day. If they receive ten points from
ClassDojo, an extra coin is given. If they receive a total of fifteen points from ClassDojo in a
day, they will receive a total of three coins on their desk the following day. When the students
enter the classroom, they take the coins from their desk and place them in their box. Each Friday,
the students are able to trade in ten coins for a prize from the treasure chest. The students are
used to the color system from previous classes, and they understand the system well. They love
the prospect of gaining coins to receive prizes and are visibly motivated to make better decisions
In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2015

CLASSROOM MANAGEMENT

when they lose coins. They also enjoy talking to their friends about their coin count and
encouraging others in their quest for good behavior.
Reflection on Theory and Practice
Classroom management is essential to success in any classroom. Loeser (2008) defines
classroom management as the strategies that teachers employ to effectively create safe,
respectful classroom environments that reinforce positive behaviors and eliminate behaviors that
negatively impact learning opportunities (para. 1). Since there is no universal classroom
management style, strategies vary from teacher to teacher and each has their own unique
approach to the topic. However, regardless of the approach chosen, classroom management is a
must.
Effective classroom management is manifested differently depending on the age of
students. What works for older students very well may not work for younger students and vice
versa. However, at any grade, clear expectations and consistency are key. According to Lock (as
cited in Loeser, 2008), it is vital for teachers to communicate procedures, expectations, and rules
from the first day of school (para. 12). I believe it is important to demonstrate expectations and
have an open dialogue with students regarding the classroom expectations. Loeser (2008) states,
Students need to know the parameters and boundaries that exist in a classroom and must have a
clear understanding of the consequences that will occur should they cross a boundary (para. 12).
This being said, I think it is important, not only to communicate and demonstrate expectations,
but to clearly display them around the room to remind students throughout the year. Furthermore,
it is imperative for teachers to be consistent in following through with expectations. As Loeser
(2008) states, The quickest way to undermine any classroom management system is to enforce
expectations for one situation and not the next (para. 13). Therefore, I believe it is vital for
teachers to follow through with stated consequences for unacceptable behavior. Although
discipline is never fun, it is important in training children. Hebrews 12:11 states, For the
In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2015

CLASSROOM MANAGEMENT

moment all discipline seems painful rather than pleasant, but later it yields the peaceful fruit of
righteousness to those who have been trained by it (ESV). It is important for teachers to
approach discipline with love, gentleness, and patience.
Overall, I believe the methods of classroom management in Mrs. Sizemores kindergarten
classroom meet all the expectations of effective classroom management. Rules are clearly stated,
routine is implemented so students know what to expect, and discipline is consistent. For these
younger students, providing them ways to track their behavior throughout the day and providing
tangible incentives proves to be effective in cultivating positive behavior that allows for a
positive learning environment.

References
Loeser, J. (2008). Classroom management. Research Starters Education (Online Edition).

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