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    Ued496 Fraser Classroomandbehaviormanagement

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    This document discusses classroom and behavior management. It begins by explaining how classroom management is foundational for education and outlines an ideal process of first developing a philosophy, then a model, and finally strategies. The document then describes an incentive system called ARMOR that was used, including a poster and badges to reward good behavior. It reflects on how classroom management has one of the greatest impacts on learning and how teachers must thoughtfully create a program based on their philosophy to shape a positive learning environment through relationship and moral instruction.

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    Ued496 Fraser Classroomandbehaviormanagement

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    67 views5 pages
    This document discusses classroom and behavior management. It begins by explaining how classroom management is foundational for education and outlines an ideal process of first developing a philosophy, then a model, and finally strategies. The document then describes an incentive system called ARMOR that was used, including a poster and badges to reward good behavior. It reflects on how classroom management has one of the greatest impacts on learning and how teachers must thoughtfully create a program based on their philosophy to shape a positive learning environment through relationship and moral instruction.

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    This document discusses classroom and behavior management. It begins by explaining how classroom management is foundational for education and outlines an ideal process of first developing a philosophy, then a model, and finally strategies. The document then describes an incentive system called ARMOR that was used, including a poster and badges to reward good behavior. It reflects on how classroom management has one of the greatest impacts on learning and how teachers must thoughtfully create a program based on their philosophy to shape a positive learning environment through relationship and moral instruction.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    67 views5 pages

    Ued496 Fraser Classroomandbehaviormanagement

    Uploaded by

    api-382434721
    This document discusses classroom and behavior management. It begins by explaining how classroom management is foundational for education and outlines an ideal process of first developing a philosophy, then a model, and finally strategies. The document then describes an incentive system called ARMOR that was used, including a poster and badges to reward good behavior. It reflects on how classroom management has one of the greatest impacts on learning and how teachers must thoughtfully create a program based on their philosophy to shape a positive learning environment through relationship and moral instruction.

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    of 5

    Running head: CLASSROOM AND BEHAVIOR MANAGEMENT

    Classroom and Behavior Management

    Margaret Karlov

    Regent University

    In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2015


    CLASSROOM AND BEHAVIOR MANAGEMENT 2

    Introduction

    Classroom and behavior management are foundational for any educational setting.

    Without them, maximum learning cannot be achieved. Thus, it is crucial to find and

    implement ways to uphold the desired standard. There are numerous resources that

    outline an ideal model of classroom management. One book by Robert Tauber describes

    a process for this. He believes philosophy must come first, then a model, and finally a

    strategy (Tauber). So, a teacher must first decide their philosophy, or what they believe is

    appropriate. Then, both personal and outside resources can be referenced to set up a

    model. Finally, the teacher can use different strategies to carry that model out. With the

    proper tools and consistency, a teacher should be able to successfully develop and

    implement a management plan that promotes a learning classroom.

    Rationale for Selection of Artifacts

    Artifacts: Incentives Armor System: Armor Poster, Armor Badges

    In order to demonstrate classroom and behavior management, I chose an

    incentive system I created during my first student teaching placement. The first artifact is

    a poster that advertises and defines the ARMOR system. I developed an acronym out of

    the word ARMOR to define good classroom behavior. It stands for Attention, Respect,

    Maintaining self-control, Offering your best, and Remembering to learn. I used a colorful

    poster to teach this new system to my students during a brief 15-minute lesson at the

    beginning of my placement. First, I was sure to introduce this system at the beginning of

    my placement to set the stage for what I expect. Then, I incorporated my own philosophy

    on proper classroom behavior. I believe it is important to train students to learn and

    behave in a Christ-like, loving manner even if they do not know that is what I am
    CLASSROOM AND BEHAVIOR MANAGEMENT 3

    comparing it to. It is important to pay attention to the lessons being taught, respect

    classmates and teachers, have self-control, work towards one’s personal best, and

    remember the objective of all of those things. Finally, I had students interact with each

    other and the poster in order to make the expectations their own. With those standards

    set, the students understood what I expected from them and why.

    After introducing my behavior system, I created paper ARMOR badges to

    maintain it. I made five different badges: helmet of respect, shield of self-control,

    breastplate of your best, sword of attention, and belt of learning. When students

    demonstrated the expected behaviors, they would earn one of the badges. After collecting

    five badges, the students could trade them in for a treat (candy or a knickknack) from me.

    One of the most important elements of this system was to remain consistent. If the

    students knew there was a consistent reward for good behavior, they were more likely to

    continue it. Additionally, having the badges correspond to moral character traits made the

    system more thoughtful to the students. Altogether, these artifacts worked together to

    encourage good and respectful classroom behavior.

    Reflection of Theory and Practice

    Classroom and behavior management are some of the most important tools a

    teacher can take advantage of. One study even found that “classroom management has

    the greatest effect on student learning, as compared with other factors including cognitive

    processes, home environment and parental support, school culture, curriculum design,

    and school demographics,” (Cummings). Because of this, it is so important a teacher


    CLASSROOM AND BEHAVIOR MANAGEMENT 4

    decides what their philosophy is, how to model it, and what strategies to use to carry it

    out.

    First, teachers must define what they believe to be good classroom management.

    This should be done with through research, observation, trial, and careful consideration.

    A teacher must consider what is meaningful and relatable to every student. Personally, I

    believe that classroom management should begin with relationship. When trusting

    relationships are built with students, a teacher can best communicate what is expected

    and why. Then, I will consistently reward good behavior and calmly correct the bad. One

    author says it like this, “Winning them over, not winning over them” (Shirley).

    After a philosophy is solidified, a teacher might then create a model to implement

    it. My armor system is one example of a portion of a management model. There are many

    systems that one can implement. So, a teacher should outline what they want to do and

    create steps, expectations, and consequences. Then the teacher should communicate the

    model with the students and have a conversation about the meaning behind it. Finally, a

    teacher must use different strategies to carry a classroom management plan out. For

    example, some strategies include consistency, incentive programs, highlighting the

    positives, and more. There are so many strategies to choose from that a teacher can

    simply decide what fits best with his or her philosophy and implement them.

    Classroom management deserves thought and attention. It is up to the teacher to

    thoughtfully develop, communicate, and maintain a program that has the best interests of

    students in mind. Classroom management must revolve around winning over students by

    relationship and good moral instruction. With this, it has the ability to shape a classroom

    into a fruitful learning environment.


    CLASSROOM AND BEHAVIOR MANAGEMENT 5

    References

    Bull, S., Feldman, P., & Solity, J. (2013). Classroom management: Principles to practice

    Taylor and Francis. doi:10.4324/9781315002439

    Cummings, Carol. Winning Strategies for Classroom Management, Association for

    Supervision & Curriculum Development, 2000. ProQuest Ebook Central,

    http://ebookcentral.proquest.com/lib/regent-ebooks/detail.action?docID=280445.

    Created from regent-ebooks on 2019-03-04 05:31:37.

    Tauber, R. T. (2007). Classroom Management : Sound Theory and Effective Practice

    (Vol. 4th ed). Westport, Conn: Greenwood Publishing Group. Retrieved from

    http://eres.regent.edu:2048/login?url=http://search.ebscohost.com/login.aspx?dire

    ct=true&db=nlebk&AN=218193&site=ehost-live

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