Running head: CLASSROOM & BEHAVIOR MANAGEMENT 1

Cameo Roman

Classroom & Behavior Management

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Fall 2017

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Introduction

Classroom and behavior management could easily become one of the most stressful

aspects in the teaching field. Improper classroom management and failure to show the students

whats expected can have a negative impact of the school year. To help ease this stressful factor,

I have implemented two strategies to help reduce the number one problem I have noticed in the

classroomtalking while I am speaking. Talking while the teacher is teaching or giving

directions leads to the second, most annoying problemrepeating the directions and

expectations. If I put more effort into solving the first problem, then the second problem would

naturally decrease. To encourage students from being disruptive, I printed out little stop signs to

hand out as a warning to change their behavior. I also decided to use a strategy called the blurt

bean jar.

Rationale for Selection of Artifacts

My first strategy is meant to give the students a warning if they are speaking while I am

speaking. I printed out little stop signs that say, Please stop what youre doing and make a better

choice! I love this message. It lets the students know that I know they could do better. It also

gives them an opportunity to change their behavior without me having to stop instructing and

calling them out in front of the whole class. Putting the stop sign on their desk can be done

discreetly if the teacher is used to walking around while teaching. This strategy is proving to be

helpful. Of course, a few students will still continue to talk after I have given them a stop sign,

which is why I also implemented this next strategy.

My second strategy is called the blurt bean jar. Each student has a total of ten pinto

beans, which is two pinto beans for each day. The pinto beans are kept in one jar. If a student is

disruptive after I have given them a stop sign, then I get to take one of their pinto beans and
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place it in the blurt bean jar. If I have taken away their two pinto beans for the day, then their

name is written on the board for silent lunch.

If the students still have their beans at the end of the day, whether its one or two beans, then

those beans will go in a separate jar. This jar is the reward jar, which is the destination goal for

the pinto beans. There is tape that goes around the jar at the very top, which indicates when the

students have reached the reward. If the students have enough beans to make it to the top by the

end of the week, then I reward them. My rewards range from an artistic drawing for each student

to keep to showing them a picture of me when I was in fourth grade. The rewards remain a

surprise for the entire week.

So far the students really like the blurt bean jar. This is a good way to show students that

their actions not only affect themselves, but also the entire class. If I have to stop my lesson in

order to address a student then time is wasted. The students who do want to learn easily become

annoyed and frustrated. This strategy shows how as a class, they can work towards a common

goal. It takes everyone to do their part. The students count on each other to reach the prize.

Although I mainly talked about behavior management, I want to take the time to mention

some of the classroom management strategies that Mrs. Lester has set in her classroom that I will

one day implement in my own classroom. During the first week of school, Mrs. Lester made

each student fill out a job application. Once she reviewed them, she assigned everyone a job.

Everyone's name is on a popsicle stick, which is placed in envelopes on the job wall. This gives

students responsibility and motivation to take care of the classroom. Mrs. Lester also has

bathroom passes, which controls how many students go to the bathroom at a given time. Lastly, I

like Mrs. Lester's rule that in the beginning of the day the students must get everything they will
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need out of their book bags. The students are not allowed to get anything out of their book bags

once the day has started. This helps save some time.

Reflection on Theory and Practice

My courses at Regent have done a great job preparing me on how to handle classroom and

behavior management. Although I would have to say that nothing prepares someone the way that

experience does. In my classes (especially in the Classroom Management and Instructional

Strategies course), I have learned that teaching and learning cannot occur in a classroom that is

not managed well. If students are disorderly and disrespectful, and no apparent rules and

procedures guide behavior, chaos becomes the norm. In these situations, both teachers and

students suffer (R. Marzano, J. Marzano, & Pickering, 2003). It is important to have a balance

between being firm with the students and being free with the students (Parent, n.d.). I have also

learned different theories about classroom management and can say that it is beneficial knowing

the opinions of experts.

When I think about behavior management, I think about the importance of discipline and the

purpose behind it. My goal as a teacher is to help my students understand that the rules are there

for a reason. The rules need to be followed so that a positive learning environment can be

achieved and so that safety is ensured. The bible gives us many verses about discipline. This is

because it is a vital and constant part of life, just like it is in a classroom.

Hebrews 12:11 (New International Version) mentions how discipline may seem painful, but in

the end it helps us grow into better people. I do not enjoy disciplining the students. I do it

anyways because I know that if I dont, I will fail them in the end. Trying to please them for a

moment rather than not correct them would show that I do not care. If I at least try to show them

that negative actions lead to negative outcomes (just as God has shown me many times) then
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they may be able to have a more pleasant school experience when our interactions are more

focused on learning, exploring, and having fun.

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References

Holy Bible. New International Version.

Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom Management That Works:

Research-Based Strategies for Every Teacher. Alexandria, Virginia: Association for

Supervision and Curriculum Development.

Parent, J., (n.d.). Classroom Management: Leading Thoughts [PowerPoint slides].