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Research on effective classroom management
Introduction to effective classroom management
Research on effective classroom management
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This student is a difficult read and is difficult to build rapport with. Since she is so shy, she does not come forth with conversation and therefore, I know her the least out of my students. I attribute some of this to her age, demeanor, lack of confidence, and shyness. Even when I have the student one-on-one, I have to pry for information about school or casual conversation. There are other times when she catches me off guard and is very talkative, but only about topics she is willing to discuss.
Her parents are not overly involved in the student’s school work. She is Hispanic and her parents do not speak English. They often take her out of school to translate for various reason including business or doctor’s visits.
7. Student cooperation
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My school does not have an agreed-upon approach to classroom management or discipline program to be upheld throughout the school. The principal and I are new this year. He has a philosophy of not micromanaging individual classroom rules or grading practices. The only request he has is to have clear and concise classroom rules and individually hold students accountable for those rules. They need to be clearly posted and discussed at the beginning of the semester, so there is no further discussion or questioning of classroom procedure. When a teacher is clear and consistent, students get into the routine. I personally really enjoy being able to manage my individual classroom as I see fit.
My personal classroom management style revolves around student rapport and relationship. I went into my classroom the first day with a clear vision of my rules and management, but quickly adjusted to the needs and wants of the students. I allowed them to help formulate rules and consequences for actions. By allowing them input, there was more buy-in and respect build. I had a very strict format for rules and turning in of coursework, but I realized quickly that I needed to be flexible in a high school setting versus
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Each relationship is different and each teacher has his or her own way with students. I have seen from a distance that for the most part students have great respect for teachers and therefore get respect in return. A couple of teachers expect respect, and since it is not earned, students do not always give it. I live by the thoughts that I have to earn the respect of the student body and model behaviors for them. The relationship I build with them is up to me, but in order for great things to happen, I need to foster individual relationships and show that I care.
10. I had immediate growing pains and adjustment pains to my late work and missed work policies. Since it is my first time working in a high school, I took a lot of my expectations from my college teaching practices and personal experiences from high school. After all, I attended a very similar size high school, so expectations, in my mind, would not be so different. I was wrong and maybe a bit dated from my high school experience.
First, I had a firm policy in my college class of not accepting late work for any reason. This worked well for me and students tending to learn this policy quickly. By having it clear cut with no wiggle room, I only had a few try to push the boundary for an exception. I quickly learned this was a nightmare in a high school setting. It is the expectation to allow students a chance for credit, even though we do not have
The teachers’ job is to provide clear and concise communication to their students directly, explaining what is expected out of them and how they are to meet those expectations (Charles, 2014). Teachers should rationalize any rules that have rewards or consequences to their students to ensure they have a clear understanding. Implementing classroom procedures and rules is important for creating a classroom management routine and teachers have to be consistent in order for the system to work (Charles, 2014). Performing rudimentary day-to-day activities continually during the first few weeks of school will leave little room for error for the future (Charles,
Why are relationships important? A review of the research literature shows that authors have a lot to say about positive relationships with students. Thompson (1998) says, “The most powerful weapon available to secondary teachers who want to foster a favorable learning climate is a positive relationship with our students” (p. 6). Canter and Canter (1997) make the statement that we all can recall classes in which we did not try very hard because we didn't like our teachers. Speaking form personal experience as an educator, I realized the importance of the relationship or connection related to teaching. My students responded to instruction and retained knowledge when there was a connection.
Educators have the biggest influence on student’s beliefs and experiences. Every classroom should have a positive and social learning atmosphere (Classroom Management for Elementary Teachers, 1994). Setting rules and expectations the first day is very important. All procedures and behavior expectations will be clearly stated, and practiced. I will implement the traffic light to let students know how they are behaving. Green for excellent behavior, yellow for ok behavior red for unsatisfactory behavior. I will ask a student why think the issue is occurring. Then ask what should be done if it keeps occurring. Then send a letter home to the student parents (Zaus, 2010). If there is an improvement, I will give positive reinforcement to motivate the student have appropriate behavior (Classroom Management for Elementary Teachers,
My philosophy of classroom management is that the management of elementary classrooms require several things. Among patience, determination and motivation are: flexibility, careful planning and consistency. A well-managed classroom did not get well-managed without a teacher who planned, had a flexible vision and was determined. Any new teacher, who is asked, will say they want a classroom with as few behavioral problems as possible as well as one that is easily manageable. But any experienced teacher, who is asked, will tell those new teachers that classrooms do not come "well managed". They have to be made into well-managed classrooms. These experienced teachers would also encourage by saying that it is not easy, but that it is not impossible to have a manageable classrooms. On the other hand, they would be quick to add that all classrooms will have behavioral problems at some point or another. This is proven to be true to anyone who has been in an elementary classroom, whether they were a teacher, observer or a student themselves. But what teachers can take to comfort is that they can prepare themselves. The first thing that is needed is flexibility. Being able to evolve with changing needs is something teachers need to acquire quickly. Adaptability can make or break classroom climate. A teacher who is not flexible and wants things one way, will find themselves in a power struggle that will be hard to reverse. Also, the negativity will build up and make teaching unpleasant for the teacher and learning unpleasant for the students. Being able to "go with the flow" will help teachers tremendously. The second thing needed for classroom management is careful planning. Now this d...
My personal philosophy of classroom management focuses on creating an environment where children feel safe and where they feel like they belong. I will create this environment for my fourth grade class through making my expectations of the students clear while developing an engaging lesson plan and personable interactions with my students. I developed my philosophy from studying different theorists and based my philosophy on the theories of Glasser and Kounin. Glasser believed that the teacher’s roll in the classroom is that of a leader rather than a boss. He believed that students should be given power in the classroom and that the teacher should share it with the students. I will use his ‘7 caring habits’ specifically supporting and respecting to help my classroom feel safe and welcoming to my students. Meeting the individual needs of my students will be the focus of my classroom management routine. I will meet individual needs by promoting self management and self efficacy in my students by creating an environment that that has predictable and consistent daily routines while focusing on my student’s successes (Shindler, 2010). Having a predictable routine will encourage a success oriented environment and will reduce anxiety and help towards creating positive self efficacy in each of my students (Shindler, 2010). In Glasser’s Choice Theory he talks about focusing on the present and not bringing up the past (Glasser, 2010). Therefore, I will focus my classroom on being goal driven and will help each student obtain their goals. Thus, helping my students have positive self efficacy. I will apply Kounin’s technique of Momentum (Pressman, 2011). This involves the teacher keeping exercises short and moving around the room a lot so...
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.
After spending some time reading about effective teaching, I found that one of the key aspects that seemed to come up most was communication. I believe that as a teacher you will need to have a range of communication, interpersonal and group skills. Communication is not just about being able to speak with your students , but also include writing, reading, listening with your eyes and ears, and also body language.( Ornstein, Lasley ,2004) For effective communication a teacher must interact and communicate respect , there should always be respect for the students, Parents, Colleague’s and their network of educational professionals . I feel that listening deeply and giving credit for the student’s contributions will encourage respect from the students, a great example of this can be seen in the (Online course: Becoming a Teacher,2005). The Teacher’s Name is Anne Christodulou, and the communication with her students is continuous, respectful, shows a caring attitude, and provides a model of high ethical standards. Coulson (cited in Killen, 2009) describes: “Effective communicators as teachers that will relate well with students, explain clearly, make their expectations explicit, and engage the students.” I be...
As I start my career as an educator I will turn to the studies of these theorists to continue to craft
Classroom management has the largest effect on student achievement, so students cannot learn in poorly managed classroom. Additionally, research has pointed out that the quality of teacher-student relationships is the main aspect of classroom management.(…2). Furthermore, when teachers set classroom management plan, the plan will give structure to everything from seating to lessons to grading to the relationship between students. Teachers should incorporate strategies for addressing student behavior into classroom
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
Starting on day one is important, but the relationship must be encouraged throughout the school year and in some cases, multiple years. There are a number of ways to help to develop these relationships inside and outside the classroom. Communicating high, achievable academic standards, providing individual, specific, positive feedback, embracing individuality, demonstrating a caring attitude, using appropriate humor, and never giving up on a student are just a few ways to lay the foundation of a positive teacher-student relationship. Students who love school have positive relationships with teachers and feel they belong and matter (Tessione & Inlay, 2014). Teacher-student relationships can determine whether or not a student has success or failure in the classroom (Brailey,
Before such things can be implemented, there is some specific ground work and strategies that must be done within the schools before situations or dealt with and handled. In this groundwork, principals are vital in the success of the program they implement in their schools (Ballard, Argus & Remley, 1999). They are the conductors of each category needed in a successful program. Principals must hold students and staff accountable for their roles in changing the climate of the school and they must allow for the time and manpower implementing a new program will take. Gil (2002, p. 73) explains that first a solid code of conduct must be in place and operating smoothly. These clearly stated rules are to be communicated to all students and staff what the expectation is for behavior and they must be “enforced without
To be compassionate about what their students are dealing with outside of school. Take the time to sit down with the student and talk to them, if there is an issue. Even though, the teacher and students schedules get occupied with the amount of work that needs to get done. There is still a way to reach out to a student or teacher if one of them is determined to do it can happen. Nowadays, it is easy to communicate between them both, so there should not be an excuse about not having the proper communication. Then, respect develops more between them. The teacher gives a clear act of respect toward the teacher; therefore, the student does the same for the teacher. There should not be special treatment or anything like that at all. All of these factors mentioned are descriptions of an effective teacher and good qualities that they must express while entering into the teaching profession; that is what makes a teacher
Respectful of them, their opinions, and their standpoints. I have witnessed first-hand how hard it is to agree with someone who shows no respect for you and vice versa. It happens everywhere, and I have learned that as a future teacher, that respect is vital. In order for my students to learn, and actively engage in my classes, I need to prove to them that I respect them as a person. I have seen that in class where some students have little to no respect for their peers. In addition, I have also experienced that. There was one instance where me and a few other girls were targeted for voicing our opinions on an issue. We were told by another student that we were wrong. It seemed that he refused to actually listen to us and let it settle with him. As a result of this, he got no cooperation from us. We had basically shut down. We felt vulnerable and refused to say anything for a little while being scared that he would make us feel belittled yet again. With that being said, I know now that it is not only important, but essential to show respect to anyone and everyone, and also that you receive it in
Classroom management is a necessary component to every classroom. It includes creating a set of rules and clear expectations that all students follow. This helps unify the classroom for both the teacher and students allowing for a smooth, effective, and educational environment. When the students are aware of what is expected, they are motivated in order to attain the goals dispensed by the teacher. Some students are naturally motivated and want nothing more than to surpass goals for the sake of triumph and pleasing the teacher. Other students need extrinsic motivation in order for them to become engaged in