Teaching high school students requires not only a proper understanding of the content area being taught and the best way to teach and engage students in the learning process, but also involves the implementation and consistent maintenance of a successful classroom management plan. Teachers are both educators and managers and when one of these roles is out of balance it often times places a strain on the area. For example, the best educator is severally limited in his or her ability to teach their content subject with a class that is disorganized and unruly. On a personal level, I have always loved academics and am very passionate about teaching my content area, but I had not put a whole lot of thought into the management aspect that …show more content…
I had worked tirelessly preparing myself academically for the position trying to understand the mechanics of the English language. I felt like that I needed to have a certain level of mastery in the content area in order to be effective. However, my oversight (and it was a big one) was that I did not prepare myself regarding the management side of operating and maintaining a healthy learning environment. The result was an abundance of behavioral issues that I was not equipped to handle and a sense of frustration that all of my efforts to teach my students English were hindered because of a lack of organization, rules, expectations, procedures, and a proper understanding of my students personalities at the middle school level. Being a student at ISU in the education department has allowed me take classes such as EDUC. 3302 that deal with effective ways to organize and manage my classroom, so that students can learn and thrive academically. The writing of my personal “CMP” has stretched my thinking, given me new insights and strategies, and helped me to develop an effective management plan that can be implemented and maintained throughout the academic school year. This whole process of creating a “CMP” has made me a more complete educator with a broader and better understanding of what it means to be both a teacher and a manager as I prepare to become a high school Spanish
It was a steep learning curve over the next thirteen years as I gained experience and eventually taught in Taiwan’s most prestigious elementary schools. My teaching experience, combined with my understanding of the culture led to my first management position in an educational role as I became the Head Teacher of a public elementary school in Taiwan. I felt a real sense of commitment to the community in this role and I set ambitious goals when I started this position. My ability to work within the framework of the Taiwanese culture helped me accomplish these goals.
A critical review of Englehart, J. (2012). Five half-truths about classroom management. Clearing House, 85 (2), 70-73. This article is about the assumptions many teachers make about classroom management. Classroom management is a very personal matte to a lot of teachers and often “opportunities for better classroom management are missed by many teachers because relevant details are missing from their foundational belief system, and they assume that they are operating under a comprehensive understanding of the situation” (2012. p.70). This article focuses on five “half-truths”, or important exceptions and considerations that some teachers overlook and discusses them individually. For each of the “half-truths” the basic premise is identified, followed by the remaining reality, which is often over looked by teachers, but just as important. The five “half-truths discussed in the article are: you have to be a good manager before you can be a good teacher, different things work for different people, managing student behaviour just boils down to clearly communicating and consistently enforcing boundaries, it’s all about relationships and finally not much can be done with changing the
Organization and advancework are essential skills that teachers, especially new ones, must use to ready themselves for life in the classroom. Curriculums may change, policies may shift, technology will continue to advance and unpredictable problems or crises will happen. While a management plan will not prevent problems from impacting the classroom, creating a flexible and adaptable one can give teachers a stronger sense of confidence in their work and ability because they have thought ahead for solutions to address them. The goal is to set up an environment for supportive learning that is friendly, safe and effective; an environment where the students’ success and achievement is the focus; an environment where both the students and teacher will feel more like citizens than tourists of their own classroom (Freiberg, 2005).
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.
Looking back over the course of the semester, I feel that I learned many new and interesting uses for technology within the classroom – both for classrooms that have a lot of technology and for classrooms that are limited with technology. For the majority of the class, we utilized William Kists’ book The Socially Networked Classroom: Teaching in the New Media Age (2010), which provided multiple modes of instruction that both utilized and/or created technology. One of the first things that I remember, and consequently that stuck with me through the course’s entirety, is that individuals must treat everything as a text. Even a garden is a text. The statement made me change the way that I traditionally viewed Language Arts both as a student and as a teacher, as I very narrowly saw literature and works of the like as texts only; however, by considering nearly anything as a text, one can analyze, study, and even expand his/her knowledge. Kist (2010) states that society is “experiencing a vast transformation of the way we “read” and “write,” and a broadening of the way we conceptualize “literacy” (p. 2). In order to begin to experience and learn with the modern classroom and technologically advanced students, individuals must begin to see new things as literature and analyze those things in a similar manner.
Sayeski, K. L., & Brown, M. R. (2011). Developing a classroom management plan using a tiered
Jones, V., & Jones L. (2013). Comprehensive classroom management: Creating communities of support and solving problems (10th). Upper Saddle River, NJ: Pearson.
I completed my observation hours at a local middle school. I shadowed the math inclusion teacher for the sixth through eighth grade. I was able to observe three different classrooms and many different forms of instruction. Observing these three different classrooms gave me an insight to what a successful classroom management plan should be. The overall atmosphere of the class begins with the teacher’s attitude and how they approach learning. An effective classroom should be organized, efficient, and valuable class time should not be wasted.
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
I believe Classroom Management is the main component in the educational setting. I believe if students are in a safe environment, then learning can take place. This doesn’t mean punishing behavior problems but rather a combination of setting the tone in a class, preventing behavior problems with interesting and engaging curriculums and effectively including all students in the classroom so that their needs are met. Having the right environment for all students to learn is my major goal of implementing good classroom management--without it the students would not be able to learn.
For my assignment I have decided to choose a group which I have just finished taking for level 1 Hairdressing and they have progressed on to level 2 Hairdressing. This is within my current role as a hairdressing lecturer at Hugh Baird College which I have done since October. Within this group there are a couple of people who have support workers. There is one student within the group who has severe learning difficulties and is a more mature student. She also has many health problems which results in her having to carry an oxygen tank around for when she has any problems with her breathing due to her having problems with her heart. There is also another student in the class who has learning difficulties, she is very clever but just needs someone there for when she needs something explaining. She also has a support worker that comes in to give her support. This student has also been going through personal problems at home and has attendance issues. There is another student within this group who has severe dyslexia. She doesn’t have a support worker but the support people who are in there do give her help as she can have a tendency to give up, not to listen and just needs to be kept on track so by sitting next to a person that does have a support worker she gets the help from them. These three students have all had their level 1 qualification extended for a year were the rest of the group have progressed on to level 2 Hairdressing. Two of these students may progress on to level 2 but one doesn’t have the ability to be able to do this as the requirements are too high for her. The reason the course was extended for them was because they were struggling with the work that was required for this qualification, but as the col...
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).
Overall my experience of being in Lingleville ISD was a great experience that allowed me to learn a lot not only about the students in the classroom, but also helped me learn a lot about myself. Going in to this classroom I expected to only learn things about classroom management and maybe a few strategies. After spending a few days in this room I learned many other things. I did learn about classroom management but I also learned about content, strategies, organization, lesson planning, and inclusion adaptations. I learned that an inclusion special education student can really thrive being in a mainstream classroom, not only academically but also socially. It was a wonderful learning opportunity to get to be a part of that. My mentor teacher
Of all the variables in a comprehensive literature review classroom management had the largest effect on student achievement. Therefore, teachers need to provide clear purpose and strong guidance regarding both academics and student behavior. Teachers and students need to collaborate as a team sharing concerns about the needs and opinions of others. Teachers should be aware of high-needs students and have a plethora of specific techniques for meeting some of their needs. Positive support from the parents, administration, support personnel and the community to bring about positive changes in student behavior is also necessary. Teachers can make a modification; they can construct a community that nurtures and develops social and emotional skills as well as academic