Behavior and Classroom Management

Behavior and Classroom Management
Parker Thoroughgood
Regent University
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Running Head: Behavior and Classroom Management
Introduction
Classroom management is one thing that as a teacher is always changing year to year.
What works for one class and one year does not work for the next because each class will need
different behavior incentives. Classroom management is most important to focus on for new
teachers because it is one thing that most new teachers struggle with. Many teachers and those
outside of the profession of teaching think of classroom management as “controlling” the
children. Classroom management is important to ensure that students can learn in a focused and
safe environment. Effective classroom management is also important for teachers. Teachers that
struggle with classroom management find themselves in high-stress environments in the
classroom. A study done by the American Psychological Association shows that “Chaotic
classroom environments are a large issue for teachers and can contribute to high teacher stress
and burnout rates.” (Kratochwill, 2010) It is just as important for teachers as it is for students to
have effective classroom management strategies to have an effective classroom.
The rationale of Selected Artifacts
Artifact #1
`The first artifact that I used is Classdojo. I use Classdojo to keep up to date in real-time
with each of my students' behavior. Classdojo allows me to keep track of my students' positive
behavior by awarding them points for following classroom expectations. Classdojo is most
effective I find during independent work time when the screen is on the board and I can reward
those students who are quiet and staying on task during the independent work time. Classdojo is
also great for staying connected with parents because parents are receiving notifications when
their child is receiving positive Dojo points. It helps keep students accountable because they
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know that their points are going to their parents. At the end of the week, the top five students in
the class receive candy for the class Dojo points.
Artifact #2
`The second artifact that I chose is a strategy called classroom bingo. This is a classroom
strategy that my cooperating teacher came up with that was a way to improve student behavior in
the classroom. Each time that the class as a whole is following the classroom or hallway
procedures they will receive a classroom bingo point. Just like bingo once the students match the
eight spots in a row on the board the whole class receives a reward. At the start of the students
being back in the classroom, I would give students rewards very easily to get them to understand
that there are rewards for their good behavior.
Reflection on Theory and Practice
At Regent, I feel that I was set up for the utmost success for teaching and to have the best
transition from college to being a teacher. The thing that I learned at Regent was to always look
inward at myself if my classroom is not going the way that I think that it should. I at this point in
my student teaching am still looking at changing my classroom management strategy to better
my classroom. The rewards that I give my students based on my classroom management
strategies all involve activities with me as a teacher. I feel that this lends itself to a deeper
relationship with my students. In the case of these rewards, it creates a relationship with the
students which benefits the classroom with the relationships that are created. In an article
by Understood.org Trynia Kaufman the impact of rewards “The student feels good and is
motivated to feel that way again. With this increased motivation, students spend more time and
attention working on a skill.” (Kaufman, 2020) The skill in this case would be good behavior in
the classroom.
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The Bible verse that I’ve used before to guide my choices in classroom management is
Colossians 4:6 which states “Let your speech always be gracious, seasoned with salt, so that you
may know how you ought to answer each person.” (Colossians 4:6, ESV) I use this verse
because it is important to show grace even to your students. Children today are dealing with
situations that young children should not have to suffer through. Different behaviors can be
traced back to something happening in their life so it is important to still correct the behavior but
show grace when students have a bad day.

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References
Kratochwill, T. (2010). Classroom Management Module. Retrieved 2020, from
https://www.apa.org/education/k12/modules-classroom-management#:~:text=Why%20is
%20classroom%20management%20important,facilitates%20social%20and%20emotional
%20growth.
Kaufman, T. (2020). Series Building Positive Relationships With Students: What Brain Science
Says. Retrieved 2020, from https://www.understood.org/en/school-learning/for-
educators/empathy/brain-science-says-4-reasons-to-build-positive-relationships-with-students
100 Bible Verses about Show Grace To Others. (n.d.). Retrieved November 09, 2020, from
https://www.openbible.info/topics/show_grace_to_others

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Behavior and Classroom Management

outside of the profession of teaching think of classroom management as “controlling” the

struggle with classroom management find themselves in high-stress environments in the

have effective classroom management strategies to have an effective classroom.

The rationale of Selected Artifacts

the class receive candy for the class Dojo points.

that there are rewards for their good behavior.

Reflection on Theory and Practice

my student teaching am still looking at changing my classroom management strategy to better

my classroom. The rewards that I give my students based on my classroom management

show grace when students have a bad day.

Kratochwill, T. (2010). Classroom Management Module. Retrieved 2020, from

Says. Retrieved 2020, from https://www.understood.org/en/school-learning/for-

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