Running head: CLASSROON AND BEHAVIOR MANAGEMENT 1

Classroom and Behavior Management

Elizabeth Churchill

Regent University

In partial fulfilment of requirements for UED 495/496, Spring 2018

Running head: CLASSROON AND BEHAVIOR MANAGEMENT 2

Classroom and behavior management is probably the most important competency in

teaching. In classroom management teachers have to know how to handle all of the students and

accomplish learning in the classroom. But teachers also need to be able to manage student

behavior because if there is poor behavior then no learning or student engagement will be had in

the classroom. Teachers can manage students in multiple ways, however, teachers will receive

the most engagement and learning out of students when the students are in a positive learning

environment. It is important that students have a positive learning environment because it “helps

students feel safe communicating their real feelings [and] it can also promote achievement,”

(Bergin, 2015, p. 341). While in my first student teaching placement, I have used multiple

techniques to create a positive learning environment in classroom and behavior management.

With my first artifact I will explain how I have used a behavior clip chart to promote student

achievement and in my second artifact I will explain how I use modeling and recognition in the

classroom to promote engagement and correct behavior.

My first artifact is the behavior clip chart. While this behavior management system does

have some controversy, I have adopted it by using it to promote positive behaviors and

achievement in students. Every student starts out on green (meaning that they are ready to start

out the day) then depending on what the student has done that day, they either achieve higher

colors (like blue and purple) to promote excellence or the student achieves a low color (yellow

and red) when they are doing something that they are not supposed to be doing. While in the

classroom I give the students opportunities to bring up their color with certain achievements that

they have made on the TenMarks or Achieve 3000 computer programs. If a student receives an

100% on these programs then they get to move their clip up to the next color. Also it gives the

student who is on red or yellow the chance to change their color back to green, blue, or purple.
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The students work harder, achieve success, and feel gratification once they have gotten back to a

decent color. With this type of behavior chart the students realize that it is their choices that

determine whether they are going to have a good day or a poor day. It helps them to choose

better choices for themselves (whether in behavior or student academic achievement).

When I first heard about the clip chart method I did not agree with it because I had seen

how it can poorly affect a child when implemented in a negative aspect. However, when I saw

how it can be used in a positive light I immediately started to rethink the clip chart method.

Seeing and implementing the clip chart with an older-set of students (third graders) and it having

a positive effect on their behavior has really opened me up to the possibility of the implications

that it has. Without using the clip chart, student behavior and management would be a nightmare

because I would have to stop instruction and take care of the problem. Then students would lose

instruction and the learning environment would not be as engaging and positive as I would like it

to be. Negative or disruptive behaviors “interfere with teaching and learning [and when] teachers

[have] this attitude [they] are better prepared to work effectively with all students,” (Levin, 2014,

p. 7). Therefore, by implementing the clip chart method in the classroom I will be giving

students the choice to have good behavior and academic achievement throughout their time with

me.

My second artifact shows a picture of me with my students. I am modeling how students

should be taking notes and how they should be completing their work. The students are engaged

and are receptive to the learning material. However, what you don’t see is that I have encouraged

them to complete the task, I have created relationships with my students, and that I have

recognized students who are doing what they are supposed to be doing by naming them in front

of everyone else in the class. When this happens, the students who are not on task or not
Running head: CLASSROON AND BEHAVIOR MANAGEMENT 4

behaving like they should, look at their peers who are doing what they are supposed to be doing

and then model what they are doing so that they also can be recognized. When students receive

recognition, they receive a sense of belonging and are more likely to be engaged in the learning

environment, (Kriete, 2016, p. 54). By recognizing students, it makes them feel important and

that they are apart of the “family,” (Kriete, 2016, p. 55). It creates a positive atmosphere in the

classroom instead of a negative atmosphere because I am focusing on commending the positive

behaviors that I would like to see in them, instead of looking at the negative.

In the classroom I have really seen that the students want that recognition and to see that I

am proud of them. Over time, I have seen that students are engraining what kind of behaviors

that I like to see in them and are using it throughout the day. When I am in the classroom I

provide the students with recognition by saying, “I love the way that (student’s name) is doing

(the behavior).” I follow that format because I can change the behavior or task depending on the

what I would like the students to do. It also brings it back to the students making their own

choices. They do not have to follow their peers, but they do it because they want to make that

good choice. When I use this method of behavior management, I always think of the verse,

“Train up a child in the way he should go: and when he is old, he will not depart from it,”

because these kids need to know what good character is and how they can attain it, (The Holy

Bible, KJV, Proverbs 22:9). When this happens, they will not forget it, but use it in their lives

forever. Having that good character and behaviors are going to get them farther in life than any

book-learning will. Therefore, classroom and behavior management are important, not only for

the teacher to teach the material, but for the students to learn good character so that they may

have it for the rest of their lives.

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References

Bergin, C. C., & Bergin, D. A. (2015). Child and Adolescent Development: In Your Classroom

(Second ed.). Stamford, CT: Cengage Learning.

Kriete, R., & Davis, C. (2016). The Morning Meeting Book (3rd ed.). Turners Falls, MA:

Responsive Classroom.

Levin, J., & Nolan, J. F. (2014). Principles of Classroom Management: A Professional Decision-

Making Model (Seventh ed.). Boston, MA: Pearson.