Running Head: CLASSROOM MANAGEMENT COMPETENCY 1

Classroom Management Competency

Emily Simmons

Regent University

In partial affiliation with UED 495

CLASSROOM MANAGEMENT COMPETENCY 2

Classroom Management Competency

Introduction

Classroom management is something that everyone as a teacher must master at some

point, but I also believe that this is something that one can always be growing and working at. A

key component of classroom management is to manage behavior of your class so that it fosters a

positive learning environment for all your students. As one continues in their teaching

experience this is something that will get easier and easier but might be something that you do

not have down right away.

Rationale for Selection of Artifacts

As I have been working with my fourth-grade class for the past two weeks, there have

been a few opportunities to practice my classroom management. There have been a few times

where Mrs. Simeone will leave the classroom to allow me to take control and practice keeping

the students under control and making sure it is a positive learning environment for each student.

The two artifacts that I chose to include to support this competency was one of my lesson plans

for Language arts, along with a picture of me leader a small group for Language arts.

The first artifact that I want to delve into is the photo of me leading my swim small

group. This group contains the low readers in my class and is normally the group I meet with

first every day during their language arts time block. As you can see in the picture everyone is

reading their books silently, I had just assigned for them to read a few pages and then we would

gather back as a group and discuss what they had read. Throughout small group time we were

able to have stimulating conversations about main topics and supporting details and discuss the

book that they were reading, which was about sound. They were all engaged and interested in

our small group discussion and were willing and wanted to participate. This helped me keep
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control of the whole classroom because while they were reading I was able to make sure the rest

of the class was working and doing what they were supposed to be doing.

The second artifact that I wanted to include was my lesson plan because this is what the

rest of the class was doing while I was meeting with the small group. One thing that I truly

appreciate about Mrs. Simeone’s classroom is that everyday language arts is the same, we will

have whole group and then I will start pulling my small groups. While I am meeting with my

small groups, all the other students will be working on their tasks. A quote that I really love

which can be found in a book by John Maxwell states “You will never change your life until you

change something you do daily. The secret of your success is found in your daily routine.”

(Maxwell, 2000) Every single one of Mrs. Simeone’s students always knows what is expected of

them during their Language arts time while we are working with small groups. It is not surprise

to them that they have tasks that have to be completed daily and is also not a surprise that they

have to be working silently. Since they have a daily routine, it is easy to keep a positive

environment because the students always know what is expected of them. This artifact helps

show my classroom management because it lays out all the different things the students were

doing. Sometimes when students are doing all different things it is hard to keep the classroom

under control; because of the routine and work the students were doing it was easy for me to pull

my small groups and not worry about the classroom getting out of control.

Reflection on Theory and Practice

While studying at Regent University I was able to take a whole class on classroom

management. This was one of the most helpful classes that I took because there was a lot of

useful information and skills that we were able to learn, practice, and master. One of the skills

that I remember Professor Kreassig teaching on was how we should be speaking to students and
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that yelling at students is not the way to get their attention. We also talked about how we never

want to call a student out in front of the whole class but that if there is a problem we should pull

them aside individually and discuss what we need to be working on. This relates very well with

our walk with Christ because even when we mess up or if we see someone who may not be

following the right path, we do not want to criticize them in front of everyone. Jesus was not

someone who judged people and was talking down to others, he always showed us the best way

to act and was always the first one to pull someone aside or talk to them individually and not in

front of a whole group. An example of this is the woman who was caught in adultery, all the

teachers of the law were ready to throw their stones, but Jesus told them that whoever hasn’t

sinned can throw the first stone. Every single one of them ended up laying down their stones and

walking away, Jesus then told her that he didn’t judge her either but that she should walk away

and stop sinning. He waited till the rest had walked away and then talked to her. I was able to do

this with one of my students last week, earlier in the day the class had to pick partners, we came

down to two students who didn’t have partners and one of the boys said, “I don’t want to work

with you” and wouldn’t look at the other boy. Later on, in the day I was able to talk to him and

pull him aside individually and talk about the power of our words.

The students are always looking at us, and we need to be the first ones to have control of

our emotions, feelings, ways we react to things, and ways that we interact with others. In an

article I was reading recently it talked about practicing positive vocabulary. When we are

working with the younger students we need to always be reinforcing using kind words and

building others us. We can be a great example of this by telling students when they are doing

something right, uplifting them if they do something kind, pointing out that you saw when they

helped a classmate, or whatever it is that they did to show kindness to someone else.
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In conclusion, I believe that your classroom management and the way your class treats

you relies heavily on how you treat and show your class to act. Students are going to respect you

if you show them you respect them. Always creating a positive learning environment for each

student may be hard but is something that you as a teacher need to work on and master because it

is your responsibility for these students to have a safe and positive learning environment where

they can do their best work to succeed. By creating a daily routine and always reinforcing

positive vocabulary and building your students up, you can create a class where your students

feel safe and at home which will help you foster an environment where they will want to learn,

and create a positive learning environment.

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References

Maxwell, John. C. (2000) Success One Day at a Time. Norcross, GA: Maxwell Motivation

Nucaro, A. (2017, October 2). Positive Words Go a Long Way. Retrieved January 29, 2018,

from https://www.edutopia.org/article/positive-words-go-long-way

Artifacts

Swim Small Group

January 22, 2018

Teacher Education Lesson Plan Template

Teacher: Emily Simmons Date: January 22, 2018

Title of Lesson: Finish Functional Cooperating Teacher: Mrs. Simeone

Formats: identify main idea, details

Core Components
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Subject, Content Area, or Topic: Language Arts

Student Population: 20

Learning Objectives: I want the students to be able to identify main idea and details, identify
sequence, cause and effect information in different functional texts. They will be able to
identify chronological or sequential order.

Virginia Essential Knowledge and Skills (SOL)

4.3.1 Identify sequence and cause-effect relationships of information in functional
formats (e.g. recipes, flyers, advertisements, direction); identify chronological or
sequential order of steps; identify specifics details and main ideas in functional
formats
Analysis: Explain the authors purpose 4.5.9 by describing how an author crafts their
purpose and message through their choice of specific language and features (e.g.
italics, bold word, color) Why is the message being sent? Is it meant to persuade,
inform, instruct, entertain, sell, or a combination of these?
VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources: main idea and details whole group slide

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
x Homework & Practice 28%
Nonlinguistic Representations 27%
x Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS YOU
WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
x Practice by Doing 75%
Discussion 50%
x Demonstration 30%
x Audio Visual 20%
Reading 10%
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Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
*Anticipatory Set NA

*State the Objectives (grade-level terms): they will be able to identify main idea
and supporting details

*Instructional Input or Procedure NA

5 *Modeling
Talk about how every main idea has supporting details

read to the students four slips of paper, three being details and one being main idea,
have the class determine which is the main idea and which three are details
1 *Check for Understanding
Ask students if they understand?

5 *Guided Practice
Same as modeling, do another group of four sheets with one main idea and three
supporting details let students help you choose which is the main idea
7 *Independent Practice
Give students four sheets of paper and independently let them read and choose the
main idea, walk around and check for understanding
Assessment : NA

*Closure
Go over how you can use this while you are reading to determine what the
main idea is or while you are researching to help you find details

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Pull Small groups: swim group, tennis group, soccer group
Swim group:
Go over sort, each student does it independently,
Mini lesson for swim group: draw conclusions activity
Text:
Before: intro the text, have them decide if its fiction or non fiction
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During: have them read whats up page 1-4, as they are reading have them pick an idea they
can share with their classmates
After: complete the draw conclusions activity based on what they read
Tennis Group:
Go over sort, each student does it independently,
Mini lesson for tennis group: draw conclusions activity
Text:
Before: intro the text, have them decide if its fiction or non fiction
During: have them read sounds all around page 1-4, as they are reading have them pick an
idea they can share with their classmates
After: complete the draw conclusions activity based on what they read
Soccer group:
Go over sort, each student does it independently,
Mini lesson for soccer group: draw conclusions activity
Text:
Before: intro the text, have them decide if its fiction or non fiction
During: have them read Get over it page 1-4, as they are reading have them pick an idea they
can share with their classmates
After: complete the draw conclusions activity based on what they read

While you are pulling small groups students are working on tasks independently:
Students should be working on:
1. Achieve 3000 (read and take notes)
2. Vocab alley
3. Nonfiction list poem
4. ABC order/ guide words

Classroom Management Issues (optional)

Have students be working quietly, or not being too loud when they are in small groups

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date

Signature