Running head: CLASSROOM & BEHAVIOR MANAGEMENT 1

Classroom & Behavior Management

Tiffani Cosendine

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2019

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Introduction

To cultivate a positive learning environment in the classroom, teachers must encourage

actions and conduct that coincide with good management practices. As research has revealed,

“there are specific classroom management practices that increase the probability of student

engagement and decrease the likelihood of disruptive behavior” (Gage, Scott, Hirn, & MacSuga-

Gage, 2018). I have learned that there are strategies that teachers can utilize in the classroom that

encourage student praise and positivity while simultaneously supporting classroom management.

This paper reflects the competency of classroom and behavior management and ways I have tried

to enforce this during my student teaching placement in a first grade classroom.

Rationale for Selection of Artifacts

The first artifact I chose to represent this competency is a set of examples from a strategy

I used where I would give students “High Fives” whenever I witnessed them demonstrating

positive behavior. For this strategy, I cut out handprints from colored or patterned paper and

wrote notes on them to give to students. Throughout the day I would observe students, and

whenever I saw a student following all directions, being kind to or helping a classmate, or

working hard on their tasks, etc., I would write them a special note on a handprint to give them at

the end of the day as a way of saying great job and showing them that I acknowledged their good

behavior. I chose this artifact because it represents an example of positive reinforcement I am

using in the classroom to support good behavior. I am currently using this practice in the first

grade classroom I am in, and some students are actually more motivated to follow the rules

because they know I am looking to give out “High Fives” at the end of the day.

The second artifact I chose to represent this competency are some examples of

“Compliment Cue Cards” I created. These are cards stating all of the different ways we have

students compliment each other throughout the day. Some of them my cooperating teacher
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already had in place, but once I realized it was something she used in the classroom daily, I came

up with my own to integrate while teaching as well. I decided to make them into cards so that I

would have some sort of documentation of all of the different compliments, and also I wanted to

have them to use in my own future classroom. I am currently using this tool in the first grade

classroom I am in. I chose this artifact because it demonstrates a way I am encouraging a positive

learning environment with a tool that is also advantageous when it comes to classroom

management.

Reflection on Theory and Practice

The first artifact demonstrates my efforts of supporting a positive learning environment

by acknowledging good behavior, even when students were not aware that I was observing them.

Throughout the school day I would watch students’ behavior and the choices they made and each

day chose one to three students to write a “High Five” for. At the end of the day, I would present

the students with the “High Five” in front of the class and thank them for lending a hand, being

kind, working hard, etc. This was motivating in a first grade classroom, and the students actually

appeared grateful and humbled when presented with their note.

The second artifact is also a reflection of positivity in the classroom in that students are

acknowledging when another student has done a great job. Not only does this encourage the

student receiving the compliment, but these cues also serve as a classroom and behavior

management tool. My cooperating teacher supplied me with a resource that listed strategies for

classroom/behavior management, and the points did include “provide praise and feedback when

directions are followed” (Lujan, Sherman, Collins, & Kuehn, n.d.). For instance, there are

several ways students play a part in the morning meeting, where they stand up in front of the

class and help me document the weather, do the calendar, keep track of the days of school, etc.

After each of these are complete, we always compliment the student who helped out. Some
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compliments are done silently, like finger claps or snaps, while others elicit more engagement

from the children. Most compliments generally involve some sort of call and response; I say a

phrase, and the students respond to the phrase while also using some sort of body movement. For

example, one cue I came up with involves me singing out, “Look who’s met the goal!” and the

students immediately follow through with, “*Student’s name* is on a roll!” while throwing their

arms up in celebration. This could be said occasionally after students have correctly completed a

task. It is known that “creating a positive and engaging classroom atmosphere is one of the most

powerful tools teachers can use to encourage children’s learning and prevent problem behaviors

from occurring” (Conroy, Sutherland, Snyder, Al-Hendawi, & Vo, 2009). Not only does this tool

create a good learning environment, but it is useful in that it helps students come back into focus

after each activity, especially during morning meeting.

My faith has significantly impacted these practices. In 1 Thessalonians 5:11, it that says

that we are to “encourage one another and build each other up” (Bible Gateway). As teachers, it

is important that we reprimand negative actions in the classroom, but it is also necessary to call

attention to the positive behaviors that occur. I desire for my classroom to be an affirmative and

uplifting place for students; the last thing I want is to be overbearing with punishment and

admonition. To me, spreading goodness is one important aspect of being a Christian. By

focusing more on the good qualities of students, a teacher can help model and cultivate an

environment where students are encouraging and supportive of one another. Also, when I praise

or compliment a student, in a way I am speaking God’s truth over them. In the same way God

sees the good in us, in spite of all our sin, I want to bring out and acknowledge the good in my

students.
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References

Bible Gateway. (n.d.). Retrieved from

https://www.biblegateway.com/passage/?search=1+Thessalonians+5%3A11&version=NI

Conroy, M. A., Sutherland, K. S., Snyder, A., Al-Hendawi, M., & Vo, A. (2009). Creating a

positive classroom atmosphere: teachers' use of effective praise and feedback. Beyond

Behavior, 18(2), 18-26.

Gage, N. A., Scott, T., Hirn, R., & MacSuga-Gage, A. S. (2018). The relationship between

teachers’ implementation of classroom management practices and student behavior in

elementary school. Behavioral Disorders, 43(2), 302–315. Retrieved from DOI:

10.1177/0198742917714809

Lujan, M. L., Sherman, T., Collins, B., & Kuehn, J. (n.d.). Early child development: A

curriculum planning tool for teachers of young children. Compact Guide.