Students, in my opinion, do not need to be controlled and disciplined, but effectively managed. As a teacher, I will tell them what it expected, model it and practice it. Young adolescents are experiencing a lot of changes and therefore can be naturally disruptive so it is important to provide consequences for both positive and negative behavior. Students are not subordinates, I will give them techniques for changing their misbehaviors and teaching them self discipline. My classroom management plan will align closely with Linda Albert’s cooperative discipline model; “students choose their behavior, and we have power to influence—not control—their choices…Cooperative discipline assumes that students will misbehave again unless teachers use encouragement techniques that build self-esteem and strengthen the student’s motivation to cooperate and learn.” (Classroom management: Models, applications, and cases. Upper Saddle River, NJ: Merrill) Therefore, this makes me a democratic teacher, a teacher that encourages students to help make the rules and consequences of the classroom as well as help the students to feel saf...
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... and their instructional model of addressing undesirable behaviors: use a nonverbal queue, ask the student to obey the rule, give the student choice to obey the rule or develop a plan and move the student to another part of the room, send the student to another location to complete the plan.
Classroom Management refers to all the things a teacher does to organize students, space, time and materials so instruction and learning take place. My professional plans thus far are to provide a supportive classroom for safe risk-taking, organize meaningful content, know all different learner behaviors, listen to students, interpret my class data, small-group instruction, formulate good questions and have high expectations of every single one of my students. I know that I plan to incorporate methods for all visual, kinesthetic, auditory learners and all of those in-between.
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