I chose the K-12 grade self-contained classroom for various reasons. First, the environment contains about twenty and thirty students, allowing every learner to interact with their peers. According to Barnes et al. (2021), observing children in a self-contained classroom is much easier based on the increased interactions between teachers and students. Secondly, the type of environment focuses on small groups, making the assessment of close-knit space more viable. Thirdly, self-contained classrooms in K 12 grade foster creativity and safety learning for students; thus, I selected the environment to increase security and one-on-one attention among the smaller groups created within such classrooms.
The information in the Clinical Field Experience A provided me with a lot of information that will impact my future career. I gained knowledge about effective classroom management theories and will incorporate behaviorist, humanistic, cognitive, and psychoanalytic theories in attaining safe environments among teachers. I will use the findings to improve my professional practice, especially the working experiences among paraprofessionals, teachers, and other faculty members. First, I will be able to understand the expectations of learners based on the course outline before delegating duties and responsibilities to the trained aides in education. Secondly, I will learn the required activities for every lesson and share them with fellow teachers to increase learning and collaboration completion rates. Thirdly, the information from the clinical field experience will enhance my interactions with other faculty members in scheduling learning activities. For instance, I will use intelligence to identify the best approaches of arranging classrooms; angled rows with desks will be the most utilized organization.
In conclusion, I will use the results from my clinical field experience to understand the procedures for creating a safe, productive, positive learning environment. The information will allow me to work with teachers to realize safe and accessible spaces where learners are willing to share their thoughts and ideas about phenomena. I will be able to discuss the approaches of judgment in a class setting with other faculty members to increase inclusive learning in such environments. The application of open feedback will also be implemented based on the findings of the observation.
Classroom management is one of the most important tasks in the professional life of a teacher. According to Lewis, Roache, and Romi (2011), the ability of a learner to grasp the concept that is passed by the teacher heavily relies on the ability of that particular teacher to manage the behaviour of the learners. This explains why some teachers are able to achieve better results than others are.
It all depends on how the teacher will tune the learners. Ayers and Gray (2013) note that the attitude of the learner towards a given subject heavily relies on the teacher who is responsible for the course. The perception that a leaner has towards a teacher will define their attitude towards a given subject.
If the teacher actively engages the learners as is able to evoke their critical thinking towards a given concept, they will always view such a subject as being manageable even if it involves complex concepts. They will develop the urge to conduct further investigation so that they can be part of the engagement in the next lesson.
In such contexts, learning becomes a good experience that is enjoyed not only by the learners, but also by the teacher. However, a teacher who is unable to manage classroom behaviour will experience several challenges that will affect quality of the learning process. In this essay, the researcher will analyze the relevance of classroom management models that are popularly used in the current society.
Counselling Approach
Counselling approach of managing classroom behaviour is one of the most common models that teachers use to define the behavioural pattern of the learners. This model emphasizes on the need for effective communication between the learner and the teacher. According to Ayers and Gray (2013), the first step towards creating a manageable classroom environment is to establish communication systems between the learner and the teacher.
It is necessary to break that psychological barrier that is always created in the minds of a learner. Breaking this barrier makes it easy for a learner to open to the teacher, and this makes it easy to identify underlying factors that could be affecting the learner negatively.
The approach also encourages the need for the teachers to encourage students self-understanding. A learner should be in a position to identify personal weaknesses in order to overcome them. For a teacher, it is very necessary to take an empathetic approach when dealing with these weaknesses, maintaining genuineness towards the learners. This way, a learner will be certain of any comment the teacher makes about improvements to successful academic achievements.
Democratic Approach
Democratic teaching model of learning is one of the most ignored models that are very important in defining the future of a learner. For a child, it is very possible to have mistaken objectives or goals in ones life. A child would have the desire to become a superstar in music, a police officer, a soldier, a doctor, a teacher, or any other profession held by someone it admires.
This is perfectly right because such ambitious always creates the drive to work hard at this early stage of life. However, it is important to redefine these goals as one gets to higher levels of learning. According to Ayers and Gray (2013), this may only happen when there is a democratic learning environment within the classroom.
As opposed to autocratic learning approach, democratic models encourages creates a sense of belonging among the learners in the presence of the teacher. It makes the learners feel the sense of worth. The fact that the teacher is willing to listen to them makes them feel that they are of value.
In such environments, it will be easy to make the learner to understand his or her life aspirations, and to correct any mistakes that could have been made in the past while defining goals and objectives in ones life. Democratic learning encourages self-discipline among the learners. The teacher will make the learners realize that they have a responsibility to themselves and to others to behave as per the expectations of all the stakeholders. The role of supervising the behavioural pattern of such learners will be transferred from the teacher or any other existing authority, to the learner.
Research-Based Empirical Approach
According to Tuckman and Monetti (2011), Kounin undertook an empirical study to determine the relationship learners behaviour and the teaching methods. He was particularly interested in determining the relationship between the comments and reprimands made by the teachers, and the response of the learners. From his study, it is revealed that the reprimands made by the teacher towards a learner have serious negative impact to young learners.
The study also reveals the existence of a ripple effect on other learners who are exposed to such reprimands even if it is not directed to them. Such learners will develop unexplained fear towards the teacher, and this will create a psychological wall (Ayers & Gray, 2013). The learner will develop a feeling that there is a huge rift between him or her and the teacher.
This makes learner engagement very difficult because the learner has always created a psychological barrier. When handling mature learner, such desists may create more of a rebellion than a change of attitude. A mature learner thrives in an environment where he or she is treated with respect.
If there were an issue that warrants reprimand, it would be necessary to call the learner and inform him or her of the mistakes in a context that will make them feel respected. This will weigh heavily in their mind, and it will create a natural bond and respect between the learner and the teacher. The learner will feel respected, and this will make them to make personal effort to avoid such mistakes in future.
Behavioural Approach
According to Ayers and Gray (2013), behavioural approach of learning is based on the classical conditioning experiment that was conducted by Pavlov. In this experiment, it was determined that conditional stimulus would produce automatic and involuntary response widely known as reflex reaction. Although this experiment was conducted on an animal (dog), further experiments proved that it also applies to human beings.
This behavioural approach fits well in the learning context. Anxiety-provoking objects would involuntarily provoke fear among the learners. A good example would be an exam. When an exam is packaged as an object that is meant to challenge the capacity of a learner, it will evoke anxiety and fear. This will bring panic in the exam room even when the questions are manageable. This is also witnessed when defining the relationship between a teacher and the learners.
When a teacher is very harsh, probably using physical or verbal forces, towards the learners, he or she will be associated with the pain he or she causes. This means that the presence of such a teacher will evoke involuntary response from the students. In most of the cases, the learners will be withdrawn, trying to rebel but very afraid of the consequences of their action.
In their attempt to avoid making misstates, they will always avoid any active engagement with the teacher or even with fellow learners in the presence of the teacher. As Springer and Persiani (2011) note, this comes naturally. The feeling of fear towards the teacher can sometimes be so strong that it becomes almost impossible to control a classroom. In order to avoid such negative reinforcement, it may be necessary to remove aversive stimulus that makes the learners to be withdrawn.
Cognitive and Social Learning Approach
Cognitive theories have widely been used to explain the learning process. This theory looks at how the learner and the teacher are affected by cognitive processes. In the current society, learners are encouraged to focus on their cognitive processes and modify them to suite different contexts in what Ayers and Gray (2013) call Metacognitive approach. This is a self-management approach where the learner tries to control perception and attitude towards various external stimuli.
This model is very appropriate for mature learners who are able to make rational decisions. Lewis, Roache, and Romi (2011) talk about the need for the learner to make self-reinforcements to address some of the weaknesses identified in the learning process. Self-motivation is one of the ways of achieving the best results within a learning environment.
When using this model, a learner is encouraged to make self-evaluation programs, and sometimes develop self-instruction when trying to overcome personal challenges. This may help in developing problem-solving skills or stress management techniques. Sometimes a teacher may need to help a leaner in cognitive restructuring.
This will involve systematic change of perception towards a given lesson or a given issue that is affecting the performance negatively. Developing a positive attitude towards issues that cannot be avoided in a learning context is very important both to the learner and to the teacher in an attempt to create a positive and interactive learning environment.
Assertive Discipline Approach
This model of classroom management is based on the premise that teachers and learners have rights and responsibilities. Each of the two parties must understand the responsibilities and ensure that the responsibility is addressed as per the expectations of all the stakeholders. It is at this stage that developing of rules and regulations become necessary. Some of these rules or regulations may be obvious.
For instance, a teacher should not be reminded that it is his or her responsibility to ensure that the syllabus is satisfactorily covered by the end of an academic year (Ayers & Gray, 2013). However, it may not cause any harm emphasizing this fact to them in order to make them feel that other stakeholders are looking upon them to meet their obligations.
The same case applies to students when it comes to taking notes or addressing assignments within the set period. Having a plan that constantly reminds the learners and teachers of their responsibilities helps in creating safe classroom environment where teacher-learner engagement is high. The two parties will know what is expected of them, and this enhances understanding among the learners themselves.
Ecological and Ecosystemic Approach
This approach of managing classroom behaviour views a learning setting as a system made up of various subsystems. The manner in which these subsystems interact will define the environment within the system. If the interaction is positive, then there will be a peaceful coexistence within the ecosystem.
If the interaction is negative, then the environment will be chaotic as each of the elements or subsystems will be struggling to assert its position or authority within the ecosystem. In this ecosystem, numerous other factors play vital roles other than the learner and the teacher. Class size is one of the factors. Having a small manageable class size is one of the major steps towards having a manageable environment.
Issues such as sitting arrangement and possible external sounds (noise) also have an effect on the quality of co-existence within this environment. Harmonizing all these internal and external environmental factors plays a pivotal role in ensuring that classrooms remain manageable. As Ayers and Gray (2013) note, failure of any of the elements to play its role effectively within this delicate ecosystem may have serious repercussions on other elements.
Conclusion
Classroom behaviour management is one of the most challenging tasks that teachers face in various learning institutions. In order to achieve success, it is important to maintain a close relationship between teachers and their learners. However, this positive relationship is reliant on various factors within the learning ecosystem.
Teachers and their learners can control some of these factors, while others may need attention of the schools administration. For this reason, achieving a positive leaning environment should not be considered solely the responsibility of teachers. Other stakeholders also have a role to play.
References
Ayers, H., & Gray, F. (2013). Theoretical approaches and their practical applications to classroom and group management in Classroom Management : A Practical Approach for Primary and Secondary Teachers. Hoboken: Taylor and Francis.
Lewis, R., Roache, J., & Romi, S. (2011). Coping styles as mediators of teachers classroom management techniques. Research in Education, 4(85), 53-57. Web.
Springer, S., & Persiani-Becker, K. (2011). The organized teachers guide to classroom management. New York: Cengage.
Behavior is a response to a situation or a stimulus and is normally derived from the subconscious part of the mind. It can also be used to refer to the manner in which people react towards other people. Behavior normally develops from character, when a character is exhibited, then the behavior gets developed from that character that has been repeated severally. The behavior of a person can either be bad or good, this is dependent upon a person’s own cultural believes and moral values.
In a classroom environment both, the learners and the teachers exhibit various behaviors and the manner in which these behaviors are expressed will have a lot of impact on the learning process. In the classroom situation, the teacher can either elicit behaviors that can either promote learning or those that discourage learning. For instance, a very moody and strict teacher will probably hinder learning while a teacher who is friendly and liberal, to some extent will encourage the learners’ participation in the class activities. In order for one to provide the learners with a suitable learning environment, it is important that the environment is made orderly in such a way that the learners show respect to one another. In order to achieve this, there is need to have the students be held accountable for their behaviors (Aurora Public Schools, 2009). This can be done by teaching the learner to make the decisions and to relate with their peers and adults in appropriate ways as stipulated by the school regulations. The purpose of an educational system is to provide quality education to the learners. To achieve this certain standards, there is need to establish good behavior in the school. This will enable both the teachers and the learners to learn in an environment that is safe, healthy and where both courtesy and responsibility are very crucial (Elliot, 2009).
Education enhances the transfer of information from the teacher to the learners through the methods of instruction. In order to have a successful learning process; cooperation of both the teachers and the learners is required. It is therefore important that the conduct of the learners is put under check in order to have a successful learning time. Some learners tend to seek attention from his or her fellows; this may interfere with the learning process especially when it is done during class time. It is therefore important that strict rules and regulations are put in place to direct the learners conduct while they are within the school compound. It is also necessary that the learners are made aware of the consequences of breaking each of the school rules.
In a learning centre, the teacher should be able to explain to the learners the kind of behavior expected of them in the learning centre. For instance, the teacher can explain to the learners that they are expected to handle the books with care and that none of them is allowed to tear or write inside the books. The teacher can also explain to the learners that they are expected to avoid causing any interruptions to other learners through loud discussions or through unnecessary movements within the centre. The learners are therefore expected to settle down and maintain silence.
Not all the learners participate in the class activities, sometimes not because they have no idea about what is being learnt, but because the learner is not paying attention. In a classroom environment it is important that the learners know the kind of behavior expected from them so as to ensure their participation in the learning process. For example, the teacher can make the learners know that they are not allowed to engage in any discussion of personal issues while he or she is teaching; the learners should also indulge in taking down notes. Since learning is like a dialogue between the teacher and the learner; it is important that the teacher encourages the learners’ participation in the learning process. The teacher can make it mandatory for participating in group activities. The learners should therefore be present in all the group activities and each of them should be in charge of a given task for the group so as to improve their understanding of the activities.
The learners do interact with one another during playground time and it is therefore important that those interactions are guided so as to ensure that they contribute positively to the learner’s development. The teacher would expect the learners to indulge in games that are safe. The learners are therefore expected to be friendly and to avoid any confrontations with each other. Assembly is a very important element of the school activities. This is because it is during such times that the school administration makes their requirements known to the students. The learners are therefore expected to be very attentive during such assemblies; they are also expected to arrive for the assemblies on time so as prevent interruptions.
The learners need to know what is expected of them in terms of behavior, both in class and when they are outside socializing with fellow students. It is therefore important that the teacher devises some methodologies to assess this. One of the methods that can be used is continuous measurement which involves recording data regarding the learner’s response to the expectations. This method allows for the continuous collection of data concerning the behavioral changes in the learner. This may involve keeping track of the improvements in the learner’s behaviors over a period of time. For instance the teacher can assess if the learners have improved on the way they handle the books in the reading area and if at all they are able to maintain silence in the study area. This may involve going with the learners to the study area; assessing the books they used to check out if there is any damage; the teacher can also assess the level of silence in the study area, study the learners as they play and record information on the kind of games they play. At the same time, the teacher can assess the mood of the learners as they play to determine if there is an improvement in the mood of the interactions. In the classroom environment the teacher can assess if the learners are aware that they should be participating in group work by recording data concerning the level of participation of each of the members in every group. He or she can assess the level of performance of each of them in the group tasks over a period of time.
The other method is the discontinuous method which involve taking down measurements for subsets of learning opportunities. This method is never very comprehensive and may provide incomplete information about the behavior change in the learners. It involves studying the learners only on specific times, for instance it can be during the first and the last lessons of the week or it can be at the beginning or at the end of the semester. The teacher can therefore assess the learners understanding of what is expected of them in terms of behavior during class hours, outside the class, at the assembly and at the learning centre, at the beginning of the semester and then later at the end of the semester. An improvement in terms of behavior shows that the learners have been able to understand the behavior expectations and have been able to put it into practice
To enhance effective learning in the school it is important that behavior expectations are set and both the learners and the teachers made aware of them. These are normally in form of school rules and regulations. They should be clearly stated and if possible they should be reinforced by tying each of them to a given form of punishment if they are broken.
References
Aurora Public Schools. (2009).
Students Attendance and Behavior. 2009. Web.
Elliot, M. (2009). Student behavior and expectations.Web.
The journal article Classroom Management Strategies for Difficult Students: Promoting Change through Relationships provides a way in which education especially for middle-level schools can be enhanced through the creation of good relationships between the students and the teacher through the incorporation of counseling and psychology techniques into the classroom management. The author of the article accredits this to the sensitivity of the adolescence stage that these students in the middle-level grades are. The strategies that have been suggested to teachers and elaborated in this article include; building a sense of empathy, showing admiration the student’s negative attitudes and behaviors, letting go of ego when dealing with the students, and understanding the different aspects connected to the culture of the students as well as that of every other person. Through showing empathy, a teacher can create a feeling that enables the students to understand him/her. The article declares this a crucial strategy in that the students will feel free to open up to the teacher thus paving way for thorough handling of any misapprehensions, whether student-student or teacher-student misunderstandings. In addition, admiring the negative attitudes and behaviors of the most difficult students and being genuine about it is another very important strategy for building a positive relationship. The strategy, as incorporated in classrooms, comes from the field of counseling and psychology. Leaving egoistic emotions at the door does work in creating positive relationships between teachers and students as well as initiating multicultural connections that help in understanding the cultural aspects that surround the cultures and the associated stereotypes. The teacher should initiate ways in the classroom to try to show a sense of appreciation for the students’ different cultural entities.
Response to the Article
In the article Classroom Management Strategies for Difficult Students: Promoting Change through Relationships, the authors seem well versed in the subject of classroom management through the way they address the issue. Their arguments are worth concurring. According to their arguments, the best strategies for handling the most difficult students in middle-level schools have nothing to do with formal classroom management techniques. In addition, the suggestion that counseling and psychology strategies need to be well integrated into the classroom is true because by so doing, they will foster the relationships between teachers and the students who are most difficult to handle. However, their proposed strategies such as “…building empathy, admiring negative attitudes and behaviors portrayed by students” (O’Farrell, Ellen, Alan and Fred, 2010, Para. 11) are subject to further clarification because one may fail to grasp their implication as far as classroom management is concerned. In my opinion, building empathy needs to stand out as a sure way of containing the students bearing in mind the psychological changes that they are facing in their age. However, one can ask why this is so. In this way, the strategy ensures that a relationship founded on understanding develops between the teacher and the student. It however calls for a lot of professionalism and kind-heartedness to be able to practice this as a teacher by considering the number of students that a middle-level schoolteacher has to deal with.
Putting up with negative behaviors and attitudes seems inapplicable in the field of academics let alone admiring them as suggested in the article. One needs to have a deeper knowledge of human psychology to be able to create a link between bad behavior as portrayed by a student and a good quality that one can develop by redirecting it. Furthermore, it can be rather hard to pose as being genuine in admiring intentional misconduct by a student. Dealing with personal ego is rather more of an advice to the teachers faced by the challenge of teaching middle-level school students than it is as a strategy. This is because students at this age tend to learn more from the teachers’ behavior and actions than what s/he teach verbally in the class. However, this strategy as it stands out in the article nullifies the possibility that punishment can bear positive results in instilling discipline among unruly students. This is somehow contestable bearing in mind that the impact of punishment has been verified as a way of changing bad behaviors for the better.
As far as I am concerned, creating multicultural connections is one of the strongest strategies that teachers can possibly employ in class management because it is the cultural misunderstandings, which trigger the worst relationship crises in the classroom. Understanding deeply what the requirements are in the different cultures of the students and suggesting ways in which the students can coexist with each other can really save the teacher from problems in the classroom. To sum up, the suggestions given in this article are viable and if followed to the latter they can help greatly in the overall agenda of improving relationships between teachers and students more so those who seem difficult to handle. This is because these strategies, as portrayed in the article have been backed by facts and thoroughly conducted research, and their effects verified in handling students mostly in middle-level school who are majorly in the critical adolescent stage
Reference
O’Farrell, B., Ellen, M. Alan, G., & Fred, H. (2010). Classroom Management Strategies For Difficult Students: Promoting Change through Relationships. Middle School Journal, 41, 4-11.
An effective teacher is a good planner. She anticipates everything and anything that can happen to her classroom. Thus, it is essential that she comes up with a classroom management system to cover everything she needs to do and remember.
Classroom management involves not only the management of student behavior but everything that goes on in the class… from preparation for the class day, to what transpires during the day and even up to when the students leave, to the nitty-gritty of the physical environment which must be conducive to maximize the learning of her students (Crosser, 2002).
Of course, a teacher can only do this if she is adept in developing a program developmentally suited for the age and grade level of her students.
The Hypothetical Classroom
As a teacher of very young students, I am aware of how curious and active they are and how exploration and play are essential in their learning and development. Thus, I need to provide them with an environment that respects their nature as well as guide them in the proper behavior expected in a school setting. I am designing a classroom for the preschool class of twelve 5 years olds half of whom are girls and half are boys. This class is from middle-class families with young and educated parents.
In a particular research, it was found out that when the quality of the physical environment declined, teacher restriction and control increased, the teacher’s behavior became less friendly, the students became less interested and involved, classroom rules increased, and conflict among children increased. It was likewise observed that the learning environment influences, and directly contributes to, children’s behavior and levels of learning. The physical environment should reflect the goals and expectations of the teacher.
It will also dictate somehow to the children how they will behave in the classroom (Brewer, 2001).
Figure 1. The Floor Plan
Room Arrangement for a Preschool Classroom
Rationale of the Classroom Design
The physical environment should be one that is open and stimulating in order to encourage children to participate, explore, and learn. “A stimulating environment provides the teacher with many opportunities to observe where a child’s interests lie as well as those areas the child may be tentative in exploring” (Greabell and Forseth, 1981). The environment should also be flexible and spontaneous to accommodate children’s play which is essential in a preschool classroom. This implies that teachers should allow for adequate space and an array of creative materials. Furniture should be child-sized, durable, comfortable, and organized in such a way that would be easy to rearrange depending on varying classroom needs. Basic classroom furniture includes tables and chairs, shelves, cubbies or similar storage units, sofas, and pillows.
An appropriate early childhood classroom can be formed by partitioning a room into learning centers. A learning center refers to a particular corner where related learning materials are organized within a classroom. Organizing the room into learning areas provides children with various choices. The arrangement of shelves, tables, and other similar furniture is useful in defining these centers. Examples of learning centers that can be found in preschool classrooms include areas for Blocks, Art, Music and Movement, Literacy/Library, Dramatic Play/House Area, Science Math, and Sand and Water.
The room environment is conducive to social interactions as reflected in the way the desks are positioned. They are clustered into small groups. Chairs face each other.
Also, space is reserved for the groups to convene to discuss or work together. It also promotes equity, in that even handicapped students will not be restricted in getting around in it.
Special implements of such handicapped students such as wheelchairs or specialized equipment to aid them may be considered in the planning of space and seat arrangement to ensure the comfort and accessibility of such children.
The storage of the materials is also well planned.
Materials are easily accessible that no time is wasted in searching for them when needed. Everything has its place and the students are expected to bring the materials back to their proper place after use. This teaches the students order.
Without order and organization in the classroom, the student’s learning will be gravely affected as the concentration will be difficult in a messy and disorganized environment.
Each available space is maximized and utilized well.
Each material in the classroom is carefully chosen to serve a particular purpose. Desks seat children and house their personal things, storage cabinets become the repository of various materials, shelves are home to books, bulletin boards and walls become display areas and the plants and animals encourage students’ care and responsibility.
Personal Philosophy of Management/Discipline
The organization seen in the physical environment is also translated to the management of student behavior. My classroom management plan involves the use of rules, routines, and procedures my students have been trained to follow. I believe these structures are essential in helping them grow up within certain bounds even if they are regarded to live out their natural independence. Being a democratic teacher, I encourage my students to participate in the creation of class rules at the beginning of the school year and the consequences of breaking them will likewise be decided by them. This rule-making activity is documented on poster paper and signed by everyone to signify their agreement and then the final poster may be tacked on the bulletin board to serve as a reminder for everyone. Whenever anyone breaks a rule, the teacher or any member of the class can conveniently refer the rule-breaker to the agreed-upon rules and consequences of breaking them. Engaging the students in this activity gives them a sense of responsibility, accountability, and respect for being asked their contribution to a class agreement.
Very young children also need routines in their daily lives. “Routines are the backbone of classroom life. They facilitate teaching and learning” (Shalaway, 1997, p. 25). It structures the activities and helps students know what to expect and how to behave during transitions.
Reflection of My Philosophy
My philosophy on classroom management was initially very idealistic and more teacher-directed than I care to admit. I stressed the need for organization and emphasis on good behavior as seen from the adult perspective. Rules and procedures were handed down to the children without question or consideration for their own opinions. Such a philosophy was developed from the sheer desire for a class that would function smoothly, to the teacher’s expectations and standards. However, in designing a classroom management plan for much younger children, I realize that sticking to such a philosophy may backfire, as preschool is the foundation stage of all human development.
Introducing rewards for good behavior or active school performance may encourage students to rely on external motivation instead of igniting their own internal drives to behave well and succeed academically. Although for younger children, rewards are needed intermittently since they need concrete reinforcement for good behavior. Once they feel the fulfillment of being good students, these external rewards shall eventually be phased out in place of internal rewards such as a warm feeling of pride and boost in self-esteem.
Classroom Rules
Some rules I shall add to my classroom management system are as follows. One is to return things where they belong. Everything is labeled in the classroom with picture or print labels not only for students to know where each thing belongs, but also to expose them to early reading. Aside from teaching them organization, their pre-reading skills are likewise practiced. I must make sure that at the end of every activity, I allot time for them to “pack away” to the tune of a certain children’s song and expect them to be done when the music stops playing. Another rule is to show respect for others. That can translate to listening to someone when he speaks and not interrupting, asking permission to borrow another person’s possession and not just grabbing it at a whim, to being considerate in waiting for one’s turn and not hogging the limelight all the time. During the discussion, young children are so eager to recite that it becomes a big issue for them if the same children are called upon all the time.
So I have devised a way to give each child a chance to participate in the discussion and call on those who may be too shy to recite. The younger they learn the value of respect for others, the deeper it is to ingrain it to their characters. A third rule is to share. Young children may have a difficult time with this rule, but they need to learn this value – whether it is sharing food, toys, books, school materials, etc. It helps them gear focus more on others and away from their egocentricity. This third rule corresponds to the second rule in developing the socio-emotional self of the child.
The fourth rule I want to add is using kind words and the proper tone of voice. They are reminded to use the magic words “please”, “thank you”, “I’m sorry”, “you’re welcome” whenever necessary. Also, they are made aware of using soft voices indoors and can express themselves more loudly outdoors. Early communication skills are taken into consideration when planning a good early childhood program. The last rule is to clean up their own mess. If they accidentally spill their drink or paint cups, there are sponges and mops accessible to them to use. If they scatter toys all around, they are responsible for picking them up and putting them in the right places and will be required to stay after school to complete the task, if need be. This is to develop their responsibility for their actions and serves as a preventive measure against mess. This rule supplements the first rule in helping children develop organization skills and the value of cleanliness.
Family Involvement
Communication and correspondence between home and school are open. Students are given feedback on their performance, and parents are updated with reports of what their children are learning in school and how they are doing. This is made possible letters I shall send home explaining the topic of study and a standing invitation for the parents to participate in the students’ activities. The usual Parent-Teacher Conferences are scheduled periodically to communicate to parents their children’s progress in school and to discuss special concerns. The homework I give the children usually involves parent participation. This gives parents a role in monitoring their children’s schoolwork.
I intend to make my classroom management system more democratic without losing the essence of discipline and organization.
Then, it would create a more conducive learning environment for my students.
References
Brewer, J. (2001) Introduction to Early Childhood Education. Allyn and Bacon.
Crosser, S. (2002), “Managing the Early Childhood Classroom”. Young Children, 2002
Shalaway, L. (1997) Learning to Teach…not just for Beginners. Scholastic Professional Books.
Classroom management is an integral part of any institutionalized educational process. Its aim is not only to keep discipline in the classroom (which means not punishing students but rather developing desired behaviors (Khalsa, 2007, pp. 2, 6)) but also (and mainly) to organize educational activities, create the proper environment, maintain the learning process, and facilitate it for the students (Allen, 2010, pp. 2, 9; Savage & Savage, 2010, pp. 6-7). Therefore, it is crucial to strive for effective classroom management. To achieve this goal, it is important to observe and assess classroom management of individual instructors to provide constructive criticism and improve the strategies employed in this process.
There exist several methods using which classroom management by individual instructors can be observed and evaluated. One of the simplest methods to do so is to have assessors sit at the back of the classroom and evaluate the teacher’s performance. However, this may not be the best method because both the instructor and the students will feel uncomfortable in the evaluators’ presence. Therefore, it is better to use other means. For instance, it is possible to simply conduct an interview with the teacher (and/or their students) to find out what methods are used, and enhance them. Questionnaires and quizzes can also be employed. Also, video cameras can be utilized to record the lessons to analyze them and improve the educator’s performance (Star & Strickland, 2008).
Let us consider some examples of classroom management. The first situation takes place in the 9th grade of a K-12 school. A history teacher provides direct instruction; he sits at his desk and reads his students the notes he prepared for the lesson, sometimes offering some additional comments; the students write everything down word by word. Some students are bored, and only pretend to write; there is a certain degree of buzzing in the classroom.
The second situation takes place in a higher education setting; a university group is having a seminar on Plato. The learners have read some Plato’s dialogues, and the instructor asks them certain leading questions that are aimed at having students build several interpretations of the given text. The educator also attempts to elicit responses from the most passive students by asking them simpler questions.
The students participate in the discussion and arrive at an interpretation, then the instructor asks questions that make them reconsider what they have just said and achieved a new understanding, and then the educator helps them to discover the third interpretation. The discussion finishes by the professor pointing out that, even though the interpretations contradict each other, neither of them contradicts the text, and, therefore, all of them are possible.
To analyze the first scenario, it is possible to interview the teacher or have them fill in a questionnaire to find out what happens during the lesson. Students’ reactions and attitudes can also be assessed. Because they are bored, it is predictable that they will misbehave (Landrum, Scott, & Lingo, 2011). It might be suggested that the teacher should not simply have students write down notes, but should engage them in discussions. The teacher could also walk around the classroom if the students are buzzing, for the instructor’s physical proximity reduces misbehavior (Jones, Jones, & Jones, 2007, p. 32).
On the other hand, it is harder to criticize the second scenario, because the strategy is effective, and both the instructor and the students are satisfied. In this case, a video recording appears to be the best choice to detect if there were any shortcomings during the seminar.
To sum up, it should be emphasized that classroom management is an important part of the educational process, and every teacher should strive to improve their classroom management skills. To do this, individual teacher skills can be observed and monitored via different means to provide some constructive criticism and enhance the educator’s classroom strategies.
Jones, F. H., Jones, P., & Jones, J. L. (2007). Tools for teaching: discipline, instruction, motivation (2nd ed.). Santa Cruz, CA: Fredric H. Jones & Associates. Web.
Khalsa, S. K. (2007). Teaching discipline & self-respect: Effective strategies, anecdotes, and lessons for successful classroom management. Thousand Oaks, CA: Corwin Press, Sage Publications. Web.
Landrum, T. J., Scott, T. M., & Lingo, A. S. (2011). Classroom misbehavior is predictable and preventable. Addressing challenging behavior in the classroom: Prediction, prevention, and instruction. Phi Delta Kappan, 93(2), 30-34. Web.
Savage, T. V., & Savage, M. K. (2010). Successful classroom management and discipline: Teaching self-control and responsibility (3rd ed.). Thousand Oaks, CA: Sage Publications. Web.
The effectiveness of the teaching-learning process in the kindergarten depends on the use of the appropriate curriculum, teaching strategies, and the classroom organization. Much attention should be paid to arranging the classroom and creating a successful curriculum to address the needs of five-year-old children and guarantee their learning and development. Therefore, the formulation of the classroom management plan that reflects the teacher’s philosophy, individual features, and skills, the teaching style, as well as goals and priorities, is a challenging task. Still, such a plan is important to organize the work of an educator to address the young children’s needs most appropriately.
Although the classroom management plan includes a range of components, its development is important to reflect the teacher’s priorities and actions to achieve the set goals; therefore, the plan should include the statement of the teaching philosophy, the classroom design, the guidance strategies, and details related to the curriculum.
Philosophy Statement
My philosophy of teaching young children is based on Jean Piaget’s theory. According to the theory, children’s approaches to discovering the world differ significantly from adults’ ones because children learn through experiences. Piaget (as cited in Kostelnik, Soderman, Whiren, & Rupiper, 2011) noted that “the principal goal of education is to create [people] who are capable of doing new things, not simply of repeating what other generations have done – [people] who are creative, inventive and discoverers” (p. 30).
While referring to this theory, I should state that my goal is to guarantee that all children in my class have the opportunity to explore the world, objects, and phenomena; learn easily; communicate; feel comfortable and safe. I believe that children learn while constantly interacting with each other and the world around them. Therefore, the environment of the classroom should provide them with opportunities to discover something new daily (Kim, 2011). I believe that the children’s focus on experiences and experimentation is explained with references to their intrinsic motivation to learn, and the teacher’s task is to use this motivation to help children develop with references to age-appropriate practices.
My daily decisions regarding the choice of practices and activities for children are based on my visions that children need more independence to explore the world around them. Therefore, I focus on their abilities for self-education and provide them with a safe environment to study the objects, processes, and phenomena. The main detail is that the environment in which students learn should be stimulating and motivating to discover (Kim, 2011). I am also focused on creating a positive and supportive atmosphere in which young children can learn, communicate, have the required assistance, and develop.
Kindergarten Room Design
To promote the children’s self-development and exploration, it is necessary to create a specific supportive climate in the classroom. Therefore, the classroom arrangement is based on the idea of organizing several learning centers for five-year-old children (Face, 2009).
The support for the children’s learning and discovery is provided through the organization of the work in such centers as Creative Art Center, Pretend-Play and Listening Center, Library and Reading Center, Blocks Center, and Sand and Water or Science Center (Figure 1). Depending on the daily plan or the selected type of the activity, children can easily move in the classroom from center to center and manipulate objects and things independently or in pairs and groups while following the teacher’s instructions. The clear division of the space into learning centers allows organizing the room and materials most effectively to be easily used by children.
Figure 1. Kindergarten Classroom Map.
The room is divided into seven areas that are identified and arranged according to their functions. The entrance is the first area where children can find clothes stands and wash hands. The next area nearby the sinks is Sand and Water or Science Center. This center is intentionally organized near sinks in order to supply children with all the necessary resources and help them maintain hygiene. This center is also equipped with tables having containers for sand and with the storages with tools (Bulunuz, 2013).
The central area of the room is equipped with round tables for students and the teacher table. This space is organized as a Creative Art Center where children can draw and use easels. Blocks Center is separated from the other room with the help of shelving units. All materials, large and small blocks, as well as figures of people, animals, and cars, can be found on these shelves. The next center is organized for reading.
There are many books with large illustrations in this center, and children can spend time there during their independent activities, and when the teacher reads books aloud. The next large zone is arranged for Pretend-Play and Listening Center. This area is equipped with carpets on which children play, storages for toys, the TV station, and the projector. There is also space for other technologies, such as computers.
While organizing the space, much attention is paid to guaranteeing that children can move in the room easily, and there is enough light in the classroom. There are many shelves on the walls without windows to provide children with more space. The proposed design of the room reflects the formulated philosophy directly because the arrangement guarantees that all children will be provided with materials and resources to become involved in activities that are interesting for them, and these activities can contribute to developing their experiences (Trivette, Dunst, Hamby, & Meter, 2012). Moreover, the centers work to ensure that all proposed activities are developmentally appropriate.
Children’s Physical and Psychological Safety and Guidance Strategies
The teacher’s expectations are based on the ideas that all children are respected in this classroom; their individual needs are met; their positive behaviors are encouraged. During this stage of their development, children need clear rules regarding their communication with each other and the teacher, as well as regarding activities. The behavior and guidance plan includes the following points:
in this classroom, children respect each other and cooperate;
we do not run in the classroom, only walk;
all problems are solved with the help of words;
children listen to the teacher’s words attentively;
children follow the rules of the safe behaviors (Kostelnik et al., 2011).
The list including the main rules followed in the classroom should be presented by the teacher orally and in the written form with symbols understandable for children.
These formulated rules and strategies should be known not only to children but also to their parents, as well as teaching assistants, who can participate in the educational process. To ensure that all parents and other involved teachers are informed regarding these rules, they are printed in the form of a colorful brochure and presented on the stand in the classroom, as well as distributed with teacher notes and comments before the beginning of the year to all parents (Kim, 2011). Thus, these rules and principles should be communicated orally and in the written form.
Curriculum Model
The model that is the basis for the curriculum selected for five-year-old children is the Children’s Comprehensive Curriculum that includes six main domains. The proposed domains are the aesthetic, language, physical, social, affective, and cognitive ones (Kostelnik et al., 2011, p. 263). To speak about the complex development of a child, it is important to address these domains with references to the content and sequence of the curriculum. Activities related to developing all of these domains are expected to be included in the children’s daily schedules. For instance, on Monday, the planned activities include the work in Pretend-Play and Listening Center, as well as in the Library and Reading Center.
These activities are oriented to developing the children’s language, cognitive, and affective abilities, as well as the aesthetic vision. During this day, children can listen to music and share their emotions. On Tuesday, the planned activities can include the work in the Creative Art Center and Sand and Water or Science Center. Participating in these activities, children develop their aesthetic vision and cognitive abilities because they draw, work with sand, and create something new.
On Wednesday, for instance, the work in Pretend-Play Center and Blocks Center can be oriented to developing students’ social skills and contribute to their cognitive, affective, and physical development. Playing different roles, children develop their social skills (Trivette et al., 2012). In addition to planned tasks, children are also expected to choose the activities they want to participate in. The content of the curriculum is based on balancing the work in all centers while providing students with a lot of opportunities to select preferred tasks and work independently or in pairs to promote self-development. As a result of such an organization, the curriculum planning ensures following the goals and beliefs set in the philosophy statement.
Teaching Strategies and Procedures
The focus of the proposed curriculum is the student’s exploration of the world around him or her with references to individual and group activities. Moreover, much attention should be paid to utilizing strategies that allow the balanced development of a child according to six discussed domains. Therefore, the proposed teaching strategies include the work based on the self-development and cooperation, the work with different age-appropriate musical instruments, the work with blocks, the work with drawing materials, story-telling, retelling, playing different roles, the work with sand and water, and the work with computers among other approaches (Trivette et al., 2012). All these strategies are important to guarantee that a child develops all aspects of his or her personality.
While referring to the proposed curriculum and formulated philosophy, it is also necessary to provide examples of the teaching strategies that are expected to be actively used in this classroom. The first strategy is to organize the individual, pair, and group work depending on the activity in Pretend-Play and Listening Center, Blocks Center, and Sand and Water Center. The interaction during the work is important to develop students’ social skills. The second strategy is to organize the playing roles and story-telling to develop students’ language and social interaction skills, as well as skills in expressing emotions.
The language abilities also develop during these activities, and they can be enhanced with the help of reading aloud (Kostelnik et al., 2011). The third important strategy is to extend the students’ knowledge in the area of science while working in the associate center. The strategy connected with the third one is the use of children’s daily experiences to explain the scientific principles and phenomena in an age-appropriate manner. The next strategy is to help children categorize, classify, and group objects according to qualities (Face, 2009). Much attention should also be paid to using technologies as one of the teaching strategies. Thus, it is significant to encourage children’s listening to music, the work with projectors and whiteboards, as well as the participation in interactive games. These strategies are proposed to teach the domains’ content in the most appropriate manner that is oriented to five-year-old children.
Plan to Address Diversity in the Classroom
To meet the needs of diverse children and contribute to their learning and development, it is necessary to formulate the plan referring to the following goal: to ensure the learning and progress of all students in the class, regardless of their cultural background or developmental differences. The plan has a range of points to follow:
the reading materials should include resources for children diverse in terms of languages they speak;
the used video and audio materials should include the information regarding the various cultures, especially those that are represented in the class;
the teacher should promote the cooperation between children belonging to different cultures or having special needs.
Also, it is important to include the culturally-specific information in the daily activities oriented to developing students’ cognitive, art, and social skills. Children need to learn about different cultures and traditions during their daily activities. Moreover, children need to develop their skills regarding the interaction with people having different needs, and the teacher’s task is to avoid developing stereotypes and promote tolerance in the class (Sherfinski, Weekley, & Mathew, 2015). Furthermore, the significant point of this plan is the cooperation with parents to invite them to the classroom and prepare the activities with children in order to demonstrate how it is important to help and support each other.
Conclusion
The classroom management plan developed for children who study in the kindergarten should be developmentally appropriate. While reflecting on the teacher’s priorities and goals, this plan is used actively to guide the daily activities of students to address their needs directly. Therefore, the effective plan includes the statement of the teaching philosophy formulated with references to the followed theory.
The plan also includes the discussion of the classroom design with the map and rationales for the selection of the space, furniture, and equipment. Moreover, it is also necessary to discuss the guidance strategies that are used by the teacher to coordinate the children’ behavior in the classroom. The plan should also include the details related to the curriculum and the teacher’s strategies used to educate children and to promote their cooperation while being involved in a culturally diverse environment.
References
Bulunuz, M. (2013). Teaching science through play in kindergarten: Does integrated play and science instruction build understanding? European Early Childhood Education Research Journal, 21(2), 226-249. Web.
Face, C. D. (2009). Block play: Practical suggestions for common dilemmas. Dimensions of Early Childhood, 37(1), 3-8. Web.
Kim, H. K. (2011). Developmentally Appropriate Practice (DAP) as defined and interpreted by early childhood pre-service teachers: Beliefs about DAP and influences of teacher education and field experience. SRATE Journal, 20(2), 12-22. Web.
Kostelnik, M., Soderman, A., Whiren, A., & Rupiper, M. (2011). Developmentally appropriate curriculum: Best practices in early childhood education. Upper Saddle River, NJ: Pearson. Web.
Sherfinski, M., Weekley, B. S., & Mathew, S. (2015). Reconceptualizing advocacy: Creating inclusive education in US universal pre-kindergarten. International Journal of Inclusive Education, 19(12), 1213-1228. Web.
Trivette, C. M., Dunst, C. J., Hamby, D. W., & Meter, D. (2012). Relationship between early childhood practitioner beliefs and the adoption of innovative and recommended practices. Research Brief, 6(1), 1-12. Web.
There are many kinds of disruptive behavior in the classroom. They vary in severity; some of them are grave, others are minor. But there are also behaviors which seem minor at first glance, but lead to quite serious negative consequences in the end. In our paper, we would like to address one such kind of behavior, “helpless hand-raising”, and explain how to deal with it.
Jones, Jones, and Jones (2007) speak about “helpless hand-raising” as a major problem teacher often face (p. 51). A student who is a “helpless hand raiser” either pays little to no attention to the teacher’s explanation of the new materials or gets disrupted during the explanation; as a result, the student misses important information and is unable to do the assigned task during the lesson. This is when they raise their hand and ask for additional help, and when the teacher comes and asks “What exactly do you not understand?”, the student says “All of it”, so the teacher starts explaining everything from the beginning, giving all their attention to that single student (Jones et al., 2007, p. 52).
It would not have posed a problem had it been a rare occasion, but Jones et al. (2007) argue that this kind of behavior is very wide-spread; it is stated that in each class there are 5-6 “helpless hand-raisers” each time the teacher assigns a task to be done during the lesson, and they are usually the same people (p. 53). It makes the teacher go around the class, explaining the materials to each of these students anew.
The process takes 3-7 minutes for each student; as there are 5-6 such students, it takes 15-35 minutes to get to the last one, which means that the last one might never receive the teacher’s help There is also a constant noise in the classroom, for the waiting students feel bored while they wait, and start disrupting others. Finally, the teacher gets exhausted and annoyed as a result, for they have to explain the same materials many times during the lesson, which is extremely tiring (Jones et al., 2007, p. 52-55).
To deal with this situation appropriately, it is important to find out why students are experiencing such problems. According to Landrum, Scott, and Lingo (2011), student misbehaviors usually occur at repeated patterns, and understanding their causes and dealing with these causes can prevent these problems from emerging again (32). There are a few possible reasons for “helpless hand-raising”; we will mention two of them:
The student simply wants to get more attention from the teacher; they may just ignore the teacher’s explanation during the lesson to raise their hand and wait for the teacher to come, give them their attention and do the task for them (Jones et al., 2007, p. 56-57);
The student is generally lacking confidence, feel uncertain or stupid (Khalsa, 2007, p. 116-117). Even if they have understood the materials, they might delay and wait until the teacher comes so that they can ask, so as not to make any mistakes in the task.
It is possible to use the method which is proposed by Jones et al. (2007) to solve this problem (59-69), but the way of addressing the root of the problem will differ depending on the type of cause.
So, in the lesson, when the part during which the students have to work on their assignment has begun, it is recommended not to spend too much time on each student. First, the teacher shouldn’t explain all the materials, from the beginning to the end; students usually get stuck on some particular step, and if the teacher tries to explain everything, it will consume much time and may overwhelm the student, which will only exacerbate the problem…
Therefore, it is better to look at the student’s notebook and identify what is wrong. It is advised not to tell them that they have done something wrong, for this may discourage the student. Instead, the teacher should indicate the place where the correctly done part of the exercise finishes, and quickly explain the next step to be done. After that, the teacher should encourage the student to try to solve the problem on their own, and quickly leave without checking the student’s understanding (Jones et al., 2007, p. 59-69).
The last action might appear unreasonable, but getting entangled in the student’s trying to explain what they will do, and then correcting them, again and again, is time-consuming and ineffective; it will enable the student to take advantage of the teacher, deprive the other learners of the educator’s time, and will not teach the student to solve the problem on their own.
Let us consider an example of a situation. The class is practicing problems with fractions and common denominators. The teacher gives the class a problem: 2/5 + 4/7, and six students raise their hands. The teacher comes up to Johnny first and sees:
2/5 + 4/a = /
Johnny says: “I understand nothing”.
The teacher says: “So, it’s good, you actually do understand that you need to change something at this step, do something with these numbers because you haven’t written anything further”. (It encourages Johnny a little.) “Now tell me, do you remember that we can multiply both the numerator and the denominator of a fraction by the same number, and the value of the fraction will not change?”
“Well, maybe…”
“So, you have heard about it, yeah? Try to get the common denominator using this trick, and I’ll check on you later,” the teacher says and goes to the next student.
As we see, this conversation should not take more than one minute (probably less), and there is a good chance that Johnny will be able to solve the problem. The teacher will check on him later and will help him if there are complications. Had the teacher asked what the problem was, Johnny would have taken a lot of time trying to put together the explanation of what he didn’t understand.
It also should be mentioned that the reasons for such behavior of the student should be addressed separately. For instance, if the problem is that the student wants more attention, it is better to provide them with that attention whenever an opportunity comes; for instance, if the teacher has occasionally noticed that the student has done something well, they should always praise the student for doing that (e.g. “Thank you for wiping the board, I didn’t have much time to do that”). It will also encourage the student to do good things.
If the student feels stupid and is afraid of failure, the teacher should talk to them after the class to e.g. find out what they can do well (for instance, play the piano), why they can do that well (because they have practiced enough), and encourage them by saying that they can do as well in the subject if they practice enough, too (Marzano, Marzano, & Pickering, 2003, p. 57).
As we have seen, “helpless hand-raising” is a type of disruptive behavior that might seem minor at the first glance, but can lead to teacher’s exhaustion, bad discipline in the classroom, and “hand-raisers” learning nothing on their own. This issue can be dealt with easily, though, by praising the student, giving them a quick explanation of the next step, and moving to the next learner.
Landrum, T. J., Scott, T. M., & Lingo, A. S. (2011). Classroom misbehavior is predictable and preventable. Addressing challenging behavior in the classroom: Prediction, prevention, and instruction. Phi Delta Kappan, 93(2), 30-34. Web.
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: ASCD.
From the case study scenario, one can conclude that Mr. X is concerned that a classroom manager has a little impact on the education process and student outcomes. His concerns should be addressed because they can affect his motivation and the quality of the education process in general, because of the frustration connected to the new role. The paragraphs below aim to explore the question of classroom management and address the concerns of Mr. X by explaining the role of classroom management in the context of continuing education.
In the context of Mr. X’s concerns, it is essential to examine the role of an educator and a classroom manager to distinguish between the two and highlight the similarities that exist. From the context of Mr. X’s words, one can conclude that he sees educators as people who provide knowledge though lectures, and classroom managers as individuals who give learning materials to students. Arguably, an educator’s main task is to help students gain knowledge by presenting information and guiding learners through the material, although some instructors may see their primary task as using lectures to teach the material.
A classroom manager is responsible for organizing learning activities and instructing the students regarding the tasks they have to complete (Hulac and Briesch 11). However, the overall practice of classroom management is more complex and usually contains three primary elements – humanistic tradition, applied behavior analysis, and the classroom management traditions (Fricke 9). The first element is connected to the communication and problem solving within a classroom, the second one is a modification of behavior and reinforcement for improved learning outcomes, while the final element is connected to content presentation and instructions.
Considering this, one can argue that Mr. X’s view of classroom management does not incorporate the variety of components that allow an educator to analyze the behavior and attitudes of the students and organize the learning activities in the most effective way. One should also note that Stough et al. state that numerous studies found a correlation between a student’s achievements and the effectiveness of a classroom management technique chosen by the instructor (36). Therefore, an active classroom managed aids students in gaining more comprehensive knowledge, suggesting that Mr. X can help his students improve their learning outcomes by using classroom management.
Mr. X voiced a concern regarding the task of distributing the material as the main element of classroom management. However, the previous paragraph explains that the methodology of classroom management involves more than merely presenting instructions and materials because it incorporates the development of an appropriate learning environment. Although Mr. X may have less time for lectures, he can leverage the various means of learning, such as discussions or teamwork, to ensure that students comprehend the material better.
According to the survey by Stough et al., approximately 83% of educators report a lack of training that would prepare them to become classroom managers, which may explain the frustration that Mr. X feels (36). This means that instructors do not receive training and practice that would prepare them for using classroom management in practice, resulting in a discomfort similar to that felt by Mr. X.
The main task of such a teacher is to arrange the classroom to ensure that everything is an order and that the students are aware of the procedures and materials they have to learn. However, unfortunately, many educators misperceive this concept, understanding the main focus of this approach as a discipline (Hulac and Briesch 10). An interesting outlook on the issue described by Mr. X regarding the role of a classroom manager, especially in the context of continuing education is offered by Garett, who states that a misunderstanding of the concept of classroom management is common because educators may perceive it as having control (45).
An educator, however, is the central element of the education process because they present the material to the class, ask questions, and check the assignment. With this approach, a student does not have enough autonomy over the course of studies.
Classroom management involves a variety of methods and approaches that allow an educator to analyze the needs and learning capabilities of the class and choose techniques suitable for these individuals. In addition, according to Fricke, “finding ways to effectively manage a class in order to guarantee a high amount of learning time is a matter of research all over the world” (9). This information suggests both the importance of this approach to education and the need to continuously improve the existing best practices.
Overall, this case study highlights the issues that classroom managers encounter in their work due to the insufficient understanding of their role in the education process. However, it is essential for an educator to have a cohesive understanding of the contemporary approaches to education and allow students to lead the education process. Therefore, the answers that Mr. X. should receive to allay his discomfort include the diversity of classroom management techniques and strategies and the lack of adequate guidelines, leading to concerns from many educators.
Assignment #2
New educators or neophytes may struggle with determining their professional identity and establishing themselves as a faculty member. An assessment of classroom management’s best practices suggests that Mr. X successfully applied this methodology during his lecture and created a positive learning environment for students encouraging behavior that aids learning. The following paragraphs will focus on examining the approach taken by Mr. X to evaluate the evidence suggesting that he managed the class.
In order to identify the evidence suggesting that Mr. X managed the class, it is necessary to examine the definition of classroom management and the main elements of it. Classroom management encompasses different approaches and techniques that teachers use to help students engage in the learning process. Arguably, Mr. X’s lecture focused on providing students with an opportunity to take part in different forms of learning new material, such as role-play and discussions. According to Stough et al., one of the models that describe classroom management is titled “Judicious Discipline” model, and it implies that an educator manages the behavior of the group (36).
As such, the focus on the interactionalist approach implies that the educator creates an environment where the students develop behavior systems that allow them to adjust their behavior for adequate learning. In the case of Mr. X, the students were provided with a lot of autonomy during the lecture. However, they were not passively listening, as the educator included several activities, such as a discussion and group work, allowing these individuals to be engaged in the process and learn best practices of education.
Mr. X ended the lecture by discussing the main aspects of the concepts that were defined during the lesson and by assessing feedback from students about the approaches he used during the lesson. This is an essential element of classroom management that teaches individuals to evaluate information and methodologies critically, as well as to learn about their personal preferred style of learning. According to Sharma, “the purpose of education is not just making a student literate but also adds rationale thinking, knowledgeably and self-sufficiency” (1). Through feedback assessment, Mr. X was able to address the mentioned elements of education.
The purpose of classroom management is to provide individuals with an ability to engage in the process of learning, instead of merely listening to a lecture or looking through the materials. Sharma cites active learning and the use of multimedia as a vital component of modern classroom management (1).
In this context, Mr. X successfully addressed the two domains since he showed students a video as an introduction to the topic. Sharma argues that this is a problem-solving method designed to help students develop a new set of skills by viewing multimedia materials (1). Additionally, the process of active learning implies that students collaborate and discuss the topic for better learning outcomes. Mr. X employed this technique several times because he invited students for a discussion of the topic and offered them a role play game and group work. Due to the fact that these were non-traditional learning approaches, one can argue that Mr. X managed the class.
Over the course of the lesson, Mr. X employed several different techniques and approaches, including digital content, discussions, and group work, that allowed the class to learn the material from different sources. This is consistent with Kohn’s theory of Student Directed Learning developed in 2006, which suggests that extrinsic motivation is ineffective, and instead, teachers should encourage the intrinsic curiosity of students (Understanding Three Key Classroom Management Theories).
One of the ways to leverage Kohn’s approach is to use multiple activities with different structures. Mr. X successfully employed this since the entire lecture consisted of different tasks. In such an environment, students exchange ideas on the topic and aim to explore the elements of it that are of the most interest to them (Understanding Three Key Classroom Management Theories). Moreover, they learn how to apply the examined concepts in their clinical practice, which is essential and was facilitated by the final discussion of the practical implications.
Classroom management is more complicated than traditional approaches to educating students, as one can see by examining the example of Mr. X. This method requires “creating active, relevant learning experiences that enable students to demonstrate mastery and success” (Understanding Three Key Classroom Management Theories). Since Mr. X continuously offered students new activities and employed different learning techniques, it can be argued that he successfully applied classroom management.
Overall, Mr. X successfully managed the class despite being a neophyte and having anxiety about his professional performance as an educator. The evidence that supports this conclusion includes the definition of classroom management as the use of different techniques that help create an appropriate environment for learning. Additionally, this educator leveraged the benefits of “Judicious Discipline” model, by guiding the students through the process of discussing the topic and working in collaboration with others.
Works Cited
Garrett, Tracy. “Misconceptions and goals of classroom management.” The Education Digest, vol. 5, no. 5, 2015, pp. 45-49.
Hulac, David Amy Briesch. Evidence-Based Strategies for Effective Classroom Management. The Guilford Press, 2017.
Fricke, Katharina. Classroom Management and Its Impact on Lesson Outcomes in Physics: A Multi-perspective Comparison of Teaching Practices in Primary and Secondary Schools. Logos Verlag Berlin, 2016.
Sharma, Rajesh. “Emerging Innovative Teaching Strategies in Nursing.” JOJ Nurse Health Care, vol. 1, no. 2, 2017, pp. 1-3.
Stough, Laura et al. “Persistent Classroom Management Training Needs of Experienced Teachers.” Journal of the Scholarship of Teaching and Learning, vol. 15, no. 5, 2015, pp. 36-48.
“Understanding Three Key Classroom Management Theories.” Husson University. Web.
In this essay, the case of Johnny, a fifth grade student, who is known due to his misbehavior in the classroom, will be examined. The major point is that Johnny’s misbehavior in the classroom is caused by his prior records; this is why it is not that easy to create a certain learning plan without taking into consideration numerous outside factors and Johnny’s personal preferences in some spheres of life.
It is necessary to talk to the school counselor, discuss Johnny’s strong and weak points, taking into consideration his grade level, keep in mind possible rewards and obligatory schedules, and, at the same time, address the needs and duties of the rest of the students, who are in the same classroom with Johnny, in order to present a positive learning plan with the description of proper classroom management to help the boy under consideration increase his productivity and develop his skills within the classroom.
One of the first steps of our work should be a thorough examination of the reasons of Johnny’s misbehavior and his explanation of taking this or that step.
As the boy is a fifth grade student, his prior records are not that considerable, but still have to be taken into account, as any crime at young age needs attention and evaluation in order to prevent any other kind of crime in future. Due to such records, Johnny’s misbehavior is all about disobedience to teachers’ orders and tasks, rude relation to his classmates, and poor level of knowledge.
It is quite hard for Johnny to make progress at the same level as the rest of the students make. He does not want to find enough time to learn the material and realize how the things under discussion happen. He does not want to ask for help and even prevents other students to study the material. This is why it is crucially important to start thinking about proper classroom management and positive learning plan that can provide Johnny with a chance not to be behind the rest of the class.
Good classroom management turns out to be significant in order to create positive environment for learning. Time is considered to be one of the first enemies of any teacher; this is why it is better to think about time from the very beginning.
Scaplen (1999) admits that not each student requires the same amount of time to accomplish the task; this is why it is better to analyze the abilities of the students as soon as possible and use this awareness during each activity. Even the transitions between the activities have to be properly managed (NEA Research, 2006).
If a student is good at calculating, it is wrong to give the assignments of the same type each time. It is better to order this student help another student do the same progress. As Johnny is a part of a certain group, it is better to spend equal part of time with each student during the classes, and then, ask Johnny to stay after classes in order to explain the discussed material once again and be sure that the subject is clear to the boy.
To my mind, one hour will be enough. This very activity should help Johnny learn the material on the proper level and not to single out him from the rest of the group. Of course, it is better to give him one or, at least, a half of an hour, to have a rest after the classes.
Engaging activities and the use of rewards take an important place as well. It is better not to single out Johnny and give him easier assignments, just take into consideration the activities he prefers and provide him with a chance to deal with something, he is really fond of.
After good accomplishing of the assignment, it is obligatory to remember about the rewards: to shorten the time for study after the classes or provide him with a good grade and even public praise within the classroom. This activity may encourage Johnny and the rest of the class to do the same next time. David Wiggins admits that any student has certain needs: survival, fun, power, and freedom (n. p.).
This is why to achieve good results with classroom management and Johnny’s learning plan, teachers should not forget about his personal preferences and give him a chance to use his skills and ideas to solve the problems and offer personal vision of the situation to analyze better his potential.
Lots of professional writers admit that proper planning is a good start for classroom management (Enerson et al., 1997, p.16). So, it is not surprisingly that the case of Johnny, a fifth grade student, who demonstrates his misbehavior within a classroom, should be properly planned.
It is necessary to consider Johnny’s personal interests to encourage him to participate in classroom activities; spend more time to explain the material after the classes in order not to single out him between the rest of his class, but still, be able to help grasp the material on the proper level, and, finally, mind possible rewards to promote him for something better and demonstrate other students that thorough work and desire to learn and develop will be noticed and appreciated.
Reference List
Enerson, D. M., Johnson, R. N., Milner, S., and Plank, K. M. (1997). The Penn State Teacher II. Web.
NEA Professional Library Distribution Center. (2006). Classroom Management. Web.
Scaplen, J. (1999). Classroom Management Techniques. Web.
