By definition; Classroom management: a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. Classroom management is a very big part of teaching, almost as big as the lesson itself. From my experiences most classes that have EBD and students with disabilities, you may have 5 students with special needs, 3 students that need to make up work, 3 disruptive students, 2 students with ADHD, 3 students who don’t have their books or home work, 6 students who decided not to bring a pencil and two who have no more notebook paper, and all of this is on the good days. Under these circumstances it is easy to see why a teacher wouldn’t be successful. An effective teachers best tool for situations like this is classroom management. While knowing your subject is the first step to being a good teacher, you wouldn’t be able pass the knowledge along to the students without effective discipline and classroom management.
I think it’s inevitable that you’ll run into some problems but you learn on the job. It’s important to set rules and boundaries. I think kids like you better when you have structure. As the year goes on you can joke or have a light moment with them. That’s one of the things I like most about teaching, just those relationships. But if you break to early you can never go back. You can get less strict but not more.
A teacher’s approach to classroom management will vary depending on factors like psychological, education level of the student, social, cultural, overall classroom level the physical conditions of the school and organization structure. Classroom management is the first and basic step of educational administration. Classroom is a place where in is ...
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...cher and student believe in. A great deal of students with EBD or disabilities lack emotional discipline as well as maturity that are needed to remain on-task for any extended period of time. Reprimanding the students for their lapse in focus will not get them to get back on track but most likely cause them to withdraw even more. Building in short breaks or rest periods into your lessons is a great way to give the students a chance to shake of any frustration and remain on task. Strategies for teaching these kinds of students should be based around changing their behavior and making it more positive and more focused on education, rather then the traditional school format of lesson, lesson, lesson. The best classroom management systems are focused on including students and praising good accomplishments, rather then trying to discourage bad behavior though punishment.
The disabilities identified were Attention Deficit Hyperactivity Disorder (ADHD), Emotional Disturbance (ED), and Attention Deficit Disorder (ADD). The special education teacher began to interact with all of the students right as they entered the classroom and also while the teacher provided them with instruction. She was extremely personable and approachable. It was apparent that even though it was a three- week summer school session, she had established a connection with the students and, therefore, developed a learning bond in the process. The boys seemed to have a great bond as well, and they worked together to complete their assignments. There were also obvious interactions among the boys that were unrelated to the lesson but not disturbing or distracting to the class. The special education teacher jokingly came near the boys and began to talk to them and suggested they continue to work together to keep each other engaged. The special education teacher mentioned that there were times when the boys will not respond to encouraging them to stay engaged and will resist her advances. Therefore, she has to make the decision when to press on to get them involved and when to back off and give them some time with the hopes that they will
Writing Assignment Two Introduction Special education includes addressing students’ academic needs as well as their behavioral needs. A student with a disability is not exempt from disciplinary measures, as students with can be suspended and even expelled from the school environment. More specifically, students with emotional disturbance can display maladaptive behaviors. These maladaptive behaviors can generate unsafe learning environments. More importantly, the creation of an effective behavior intervention plan (BIP) is imperative.
As a teacher in training, I have very limited in-classroom experience and depend heavily on the expertise of professors as well as a variety of books and articles published on education. I am convinced that a learner centered approach to instruction is of fundamental importance and that it will inform most teaching decisions I will need to make to become an effective educator. Knowing as much about the students before school even begins will help structure the content material and guide the instruction methods. Along with this, knowing what the school provides in terms of environment and materials will help formulate a plan to give students every possible opportunity for achievement and success. Wong (2005) defines classroom management as “all of the things that a teacher does to organize students, space, time and materials so that student learning can take place” (p. 84).
The following is a description of my personal classroom management philosophy, expectations in a classroom environment and related theories. Keeping in mind that every education institution will provide a school policy that must be adhered to as well.
Whether it was in school, the classroom or the home environment students with disabilities may exhibit various behavioral problems. Occasionally, these behaviors are hostile, aggressive, and disruptive and may impede learning for the ones who display such behaviors as well as others. It often a challenge to deliver a lesson or maintain control of the class due to the fact that teacher may not have sufficient knowledge on how to manage these types of behaviors. In “When the Chips are Down” Richard Lavoie give helpful advice that emphasizes on dealing with behavioral issues in a successful manner and also how these problems can be anticipated before they start.
In my twelve years of teaching experience, one thing that most of my colleagues have struggled with at some point in their career has been classroom management. Classroom management is one many keys to instructional success. Unfortunately, many have left the teaching field due to lack of knowledge of classroom management best practices.
Classroom Management Philosophy Statement Being a teacher was never something I had put much thought into. As I never envisioned myself even being a teacher, I never thought twice about the things that my teachers did for me both in and out of the classroom through my adolescence. I have, however, always placed much value in knowledge, as well as the means of acquiring it. Students and teachers have their own roles in the classroom, which may make or break the academic experience for either party involved. Effective and fair classroom management is key to setting a positive classroom atmosphere, and creating a sense of community within that.
When basic classroom management techniques and behavioral interventions are ineffective when dealing with challenging behaviors, it can be helpful to take a closer look at a student’s behavior. Is the behavior causing injury or harm to the student or others, intense or occur frequently, or place the student at risk for referral to special education or a more restrictive environment? If yes, than an intervention team could then discuss the possibility and appropriateness of conducting a functional behavioral assessment. (FBA). Challenging behaviors are often displayed when a student is trying to “obtain something they desire, or when the student is trying to avoid something they do not desire.”
Malmgren, K. W., Trezek, B. J., & Paul, P. V. (2005). Models of classroom management as
All effective educators need to find ways to motivate their students. The kids that fill our classrooms have different strengths and weaknesses. It is critical that teachers recognize the strengths and weaknesses of their students so they can use the right classroom management strategies to motivate their kids. In this particular case, the student named Jodie is inattentive and uninterested and neither the teacher intern or classroom teacher have a clue how to handle this situation. Ms. Marcia Thomas, who is the young intern feels that Jodie is just a problem child that lacks motivation and there is nothing she can do for this particular student. Ms. Thomas and the lead teacher Ms. Egan both lack the needed classroom management strategies that are necessary to motivate and engage students in a positive learning environment.
Classroom management is an important component of successful teaching. It is that teachers create and maintain appropriate behavior of students in classroom settings. (1…) Kessler (2012) mentions that “[s]tudies suggest that up to 51% of children may have a diagnosable mental health disorder, many of which involve severe impairment at home or school” (Kessler et al., 2012). Classroom management is defined as “ [c]lassroom management is the term educators use to describe methods of preventing misbehavior and dealing with it if it arises. In other words, it is the techniques teachers use to maintain control
As stated earlier, I believe Classroom Management is the key to how learning can take place and students can feel safe participating. I hope to create an environment that is conducive to learning and involves all my students. I believe the most important part of classroom management is not the behavior problems but creating a good rapport with the students, encouraging them to succeed and setting high expectations for them. As well as using an engaging a curriculum, I believe you can create this environment and it will limit the behavior problems in your classroom from the
This I Believe Philosophy statement will include my thoughts and beliefs about classroom management with comparison to other theorists’ models. The major theorists that will be mentioned are Barbara Coloroso, Linda Albert, and Lee & Marlene Canter. I highly agree with the Canter’s and Coloroso’s models of classroom management because it best fits my personality as an individual teacher. I believe that an affective classroom management plan is first practiced and then modeled for improvements. My ultimate goal for my Classroom Management Plan is to model self-discipline by teaching it through my daily actions so that students may be able to self-manage themselves accordingly.
Classroom management is a key element to establish a successful learning environment in any classroom. An effective classroom management plan creates a positive learning environment. Classroom management is affected by the characteristics of the students and their behavior. Students’ behavior is influenced by their age, academic abilities, goals, interests, and home backgrounds (Evertson, Emmer, and Worsham, 2006). Teachers need a diverse array of classroom management skills to facilitate learning. A classroom with a proper management plan will spend less time in disciplining and more time in learning. Students in effectively managed classrooms know and follow clearly defined rules and routines. A classroom management plan should provide for several important factors that influence proper discipline in the classroom (Edwards, 2004).
One of the ultimate trials that educators face currently is giving students with behavioral disorders and inappropriate behaviors, tools that will help them function self-sufficiently in a suitable manner. Teachers are facing classrooms where students parade various academic and behavioral characteristics; therefore, teacher are constantly looking for effective instructional strategies and classroom management skills. Classroom teachers tend to be more appealed to flexible, tranquil to implement and inexpensive teaching strategies and techniques that keep students energetically involved.