CLASSROOM AND BEHAVIOR MANAGEMENT 1

Classroom and Behavior Management

Haylee Caldwell

Regent University
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Introduction

         Classroom and behavior management is one of the most important aspects of a

classroom. A poorly managed classroom can lead to loss of instructional time. Classrooms have

to be managed well in order to prevent discipline problems from occurring which can interfere

with teaching, or even make the classroom unsafe for other students [CITATION Lev14 \p 23 \l

1033 ].Therefore, classroom and behavior management are an extremely important aspect of a

classroom that needs to be implemented well by the teacher. 

Rationale for Selection of Artifacts

         The first artifact I chose to use for this competency is the seating chart that I created. The

way students are seated is important to classroom behavior and management. If students are

grouped to sit with all their best friends, there will likely be discipline problems that arise.

Additionally, if students known to have behavior difficulties sit near each other disruptions may

arise. These are just a few of the reasons why the seating chart in a classroom is important. When

making the seating chart I had to consider the behavior of each individual student as well as their

individual needs. Some of the students have a 504 plan or an individualized education plan that

states they have to be seated close to instruction. Lastly, I had to consider which students got

along well, which ones got along too well, and which ones misbehave together. All of these

things factored in to the way I designed the seating chart. For confidentiality reasons, I used the

numbers of my students to order them. The two that are sitting alone have requested to sit by

themselves. I consulted my cooperating teacher and she suggested that I continue to oblige their

requests of the students believing that they know what is best for themselves. I did not move any

of the table groups because they were set up the way cooperating teacher had them set up.
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Overall, I would say that the new seating arrangements went well although I was surprised by a

few students who I had previously thought were quiet as they started to chat with their new table

groups.

         The second artifact I chose is a splash ticket. A splash ticket is something implemented

school-wide at Centerville Elementary School to promote positive behavior. In my cooperating

teacher’s classroom, the students also get to put their splash tickets with their name on it in a

miniature trash can and at the end of every week the teacher draws five names out. The students

whose names get called get to select a prize from the treasure box. I was given permission to

hand out splash tickets during my first week of my first placement so that way I could promote

positive behavior from the start of my assignment. This caused me to start noticing good

behaviors rather than negative behaviors. Every time I see a student doing what they were

supposed to do, especially while others are not, I give the well-behaved student a splash ticket. I

chose this because it helped promote positive behavior rather than recognize and punish negative

behavior like a clip chart would. I chose this artifact for this competency because I think it

clearly shows recognition and promotion of positive behavior in the classroom which is an

integral part of classroom and behavior management.

Reflection on Theory and Practice

         Classroom management is such an important aspect of teaching, as I learned in my

classes at Regent. The implementation of classroom and behavior management must be

something teachers are willing to spend time and effort doing which is something I have had to

learn as I student teach. The job of a teacher is to realize the importance of these things as well as

to understand that they themselves are responsible for affecting student behavior (Levin &
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Nolan, 2014, p. 23). According to Levin and Nolan, “The single most important factor in

determining the learning environment is teacher behavior. Intentionally or unintentionally,

teachers’ verbal and nonverbal behaviors influence student behaviors (Levin & Nolan, 2014, p.

4).” This clearly shows the importance of the teacher and how they themselves can affect and

influence student behavior which is why classroom management is so highly important.

According to Michael Romano, to properly master classroom management a teacher

must, “plan, prepare, and engage[ CITATION Mic12 \l 1033 ].” For the seating chart I had to spend

about an hour thinking, planning, creating, and recreating the seating chart. Based on the

outcome of how the students acted after the seating changed, I would say that I planned well,

there were even some behavior issues that I saw dissipate. I also had to prepare for how and

when I would give the students their new seating assignments. I feel as though the splash tickets

effectively engage the students in positive behavior because they get recognized for participating

in the correct behavior. They are engaged and encouraged to continue in the positive behavior

after they see their behavior recognized and rewarded.

While I have implemented these things along with other classroom and behavior

management techniques there is still plenty of room for me to grow in this area. In an article

discussing how preservice teachers handle classroom management authors Douglas Kaufman

and David Moss state, “although preservice teachers may eventually look at student learning and

management issues from broader perspectives that include the support of student learning, they

still experience deep conflicts between offering flexibility and retaining rules that serve to

control students[ CITATION Kau10 \l 1033 ].” This is where I am still growing, I want to give the

students flexibility so they can have a bit of fun, but I also desperately need their respect. While
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this is a place, I am growing I believe it is important to recognize it and be working towards a

solution for my classroom management skills.

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References

Kaufman, D., & Moss, D. M. (2010). A new look at preservice teachers' conceptions of

classroom mangement. The Teacher Educator , 118-136.

Levin, J., & Nolan, J. F. (2014). Principles of classroom management. New York: Pearson.

Romano, M. (2012). Mastering Classroom Management (Part I). The New Teacher's Toolbox,

14.
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