A Reflection On Classroom Management In Schools

The most important factor affecting student learning is the teacher. If the teacher is ineffective, students will achieve inadequate progress academically. Effective teaching and learning cannot take place in a poorly managed classroom. If students are disorderly and disrespectful, with no apparent rules and procedures to guide behavior, chaos becomes the norm. Teachers struggle to teach, and students will learn much less than they should. http://behaviourmanagementreport.weebly.com/

This model is centred around principles of rights, rules, respect responsibilities, and relationships. Rogers emphasises the need for teachers to establish a set of student led classroom rights, rules and responsibilities during the establishment period of the year (Killian, Ogden, Shipston, & Facas, 2017). These rights, responsibilities and rules entail the behaviours that are expected in the classroom and protect the student’s rights to; feel safe, be treated with respect and to learn. The rules are to be developed reasonably and provide freedom in the sense students are free to move around the boundaries. As the rules are decided and agreed upon by the students, this develops a sense of understanding and accountability for their own behaviour and learning (Edwards, & Watts, 2008). In order to ensure students are respectful to the rights of students, the teacher must also treat students with respect. The teacher must consider the dignity of the students and their rights in the classroom ensuring they avoid any behaviours they

I believe that a well managed classroom provides safety, education and respect and fosters an environment of team work and empathy. In order to support and encourage learning in a classroom environment, students should feel comfortable and safe both physically and emotionally. Behavior, character, independence, attitudes, and academics are all learned in a classroom. They should feel they have the right to contribute and be part of class activities. They should feel they deserve the respect and consideration of myself and their peers. I intend to establish and maintain a classroom where learning will be optimized and rewarding. My role as a teacher is as a guide, it is my responsibility to create an environment where students will develop self management over their learning and the self efficacy that will motivate them to try.

Classroom management is a popular topic in education. Teachers are always looking for ways to improve their classroom environment, or new ways to deal with problem behaviors. For every person who has ever worked with children, there is an idea, a theory, as to how to best meet children’s needs. Early theorists provide the basis for many current behavior management ideas, and often include a combination of ideas. Theorists such as Abraham Maslow, Rudolf Dreikurs, William Glasser, and Stanley Coppersmith offer insight into the behavior and motivations of children that help teachers design strategies to prevent disruption and provide a positive learning environment for all students.

Creating a plan that supports positive classroom behaviours requires consideration of numerous factors. In each classroom, there are a range of students with different needs and learning abilities. This fact makes it difficult to develop a straightforward answer to an effective positive classroom behaviour plan. However, I will implement my knowledge of behaviour management models and how it will impact my professional practices. Policies have a significant effect on the direction of my theories, such as the AITSL (2011) standard 4.3, which requires teachers to ‘manage challenging behaviour’. My ideas on how I could create positive classroom behaviours includes creating a safe environment for students, developing relationships with your students

classroom. I feel that students, teachers, support staff and parents need to be treated with dignity and respect, fostering relationships of trust through fairness, transparency and equity. It is through these relationships that we will be able to work collaboratively to ensure student learning.

After meeting my teacher and seeing the overall design of the classroom I have found some positives and negatives of the design. In order to have an effective classroom management plan, you need to consider the five processes of classroom management, organizing the physical design, establishing rules and routines, developing relationships, implementing engaging instruction and addressing discipline. The first step, organizing the physical design is one of the most essential step towards and effective classroom. When considering the design of the classroom you should consider the children’s security and shelter, social contact, and task instrumentality. I strongly believe a child must feel comfortable in order to want to learn. If you student

Behaviour stems from children actions and decisions, adults use discipline to help children make appropriate decisions about their behaviour (Hayes, 2009). This assignment aims to focus on the role of the teacher in managing behaviour with reference too, teacher-pupil relationships and the way they impact both positively and negatively on individual children, learning through reinforcement/rewards and how they influence children to behave in a particular way, rules and structure in order for children to be more comfortable in their school environment. The teacher is the key person for managing behaviour, the steer report (2005, page 22) cited in (Adams, 2010) states that consistent experience of good teaching promotes good behaviour. However schools also need to have positive strategies for managing pupil behaviour that helps pupils understand their schools expectations.

The role that the teacher plays in molding student behavior is the rule keeper, the love giver, and the judge. Every teacher needs 3-4 standard rules that will be followed. For me, the rules students will be expected to follow are:

Challenging behaviour has always been and still is an issue for schools. It is known if behaviour is not dealt with adequately in the classroom, a vast amount of teaching and learning time is lost. Although, Carpenter and McKee-Higgins (1996) argue that even if classrooms are free of disruptive behaviour, it does not ensure academic gains, but generally, order is a prerequisite for the smooth running of a classroom. This is an issue that does not only concern those new to the profession, but also those whom are experienced. As a class teacher, it is my responsibility to manage and improve children’s behaviour effectively.

I am focused on making my classroom a protected and testing environment and captivating my understudies through the educational module and additionally getting to know them and associating with them one-on-one. I accept that addressing the needs of my understudies is an exceptionally significant piece of my classroom. I need them to be agreeable with alternate understudies, and additionally me, additionally me that there can be genuine dialogs and communications. Talking will be regular place in my classroom, alongside gathering work. I need to urge all understudies to take an interest in class so they can gain from one another and me. I need to have a popularity based and impartial classroom with the goal that understudies can learn. I need to be a reasonable as I can be, so the understudies trust me.

During my practicum experience, I saw my Associate Teacher establish a really good classroom culture and environment, that gave students a sense of belonging and acceptance. This Environment that my Associate Teacher created, allowed students to freely connect with and engage in their learning through discussion and written language, which provided them with a sense of safety and positivity needed in order to set them up for success (MOE, 2007). Students entered the classroom every morning with confidence and ease, knowing that they were in an environment where learning was key, and the equity of respect and support for others played just as important roles too. The conduct in classrooms as well as school rules and

It is the teacher’s responsibility to create a supportive environment in the classroom. To do so, teachers must be aware of their own mindset and actions as well as having a general idea of their student’s mindset. Students are to feel comfortable, wanted, valued, accepted, and secure in an environment where they can interact with caring people they trust and learning is perceived as interesting, relevant, and important. A supportive environment is that one where students are learning not only the content of the course, but also how to be successful students, and the teacher plays a role model. It is crucial to establish classroom norms and expectations while fostering student accountability that communicate respect, fairness, and high expectations to all students. Teachers must acknowledge the reality of the challenges that students perceive avoiding comments that minimize challenges. Students are to be assisted in their efforts to meet the teacher’s high expectations for the course by helping them learn strategies for successful studying, class preparation, and participation. To this end, while building on students' prior knowledge and skills, they are to be provided with appropriate scaffolding so students move more easily from what they know to what they need to know.

This assignment asks for “one particular memorable classroom or school situation when you were a student that if you had been the teacher, you would have handled differently. As the teacher in that setting, how would you have brought resolution to the conflict?” I decided to approach this assignment with some liberties of a self-reflection of my own personal classroom management as a substitute teacher this previous Tuesday, October 31, 2017, in singular 9th grade Algebra class in which authority I exhibited was less than admirable in which I will use the material in the reading to criticize what I did wrong and what I could have done differently.

Classroom management is an important aspect in teaching and one that students should take some responsibility for. I have taken the approach of showing respect to the students through introducing rights and responsibilities into the classroom whilst at all times demonstrating a pile of good will towards each student. Regular classroom meetings will be used to maintain behaviour and relationships between teacher and students, but also between students as well. These meetings will address any issues that students are having and look at their rights and responsibilities and whether they are working or need to be changed. Lewis states that the aim of a management approach should be to ‘turn misbehaving students into obedient students and