Classroom Management For Elementary Teachers

I learned that as a first year teacher, I should be over prepared for the best and the worst scenarios. Being under prepared is the worst thing you can do. I learned that before the first day of class, I have to have a plan for managing my classroom well. While, yelling at my students may seem like the best way to get their attention it is not. I have to use a calm but firm voice. I have to let them know that I am in charge. That means, I am the teacher and they are the students. I say what I mean and I mean what I say. I think that while having my own plan in place, if I notice that their behavior is better when they are in related arts classes, I could ask those teachers what they do to get them to behave correctly and respectfully. Since I will be working

benefit to students if the teachers keep track of the students work. Their progress can be well monitored and any problems they come across can be easily identified.

I have heard that for many beginning teachers, classroom management can be one of the most challenging aspects of their new career.  Knowing this, I decided to experiment with many classroom management approaches during my student teaching to find one that fit both my students and myself.  Based on these experiences, I designed a classroom management plan that I will implement in my classroom as a beginning teacher.  It is important to note, however, that my classroom management philosophy will be evolving as necessary as I gain more experience and insight into the field of teaching.  Also, my classroom management plan may need to be altered to fit my specific group of students.

Our reading for this week is from the uniquely formatted book written by Harry and Rosemary Wong titled, “The First Days of School; How to be an Effective Teacher.” The focus section of our reading is based in Unit C of the text, which focuses of Classroom Management. Chapters 11-16 were read, and these chapters focus on the topics of how to have a well managed classroom, effectively preparing the classroom, how to introduce yourself to students, seating arrangement/assignment, starting a class, and the proper timing and execution of taking roll. Essentially each chapter of this text follows the same format. There will be a few paragraphs discussing what “effective teachers” would do followed by a few paragraphs about what “ineffective 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

This independent reading report focuses on Tools For Teachers by Fred Jones. This book is excellent at describing the nuts and bolts of teaching. It is a refreshing balance to the theoretical works of Vygotsky and Piaget, and it is a solid start for people who are focused on the tangible, practical aspects of what to do at 8am on their first day of classes, when the “Zone of Proximal Development” just doesn’t seem helpful enough. Dr. Jones, a psychologist from UCLA, based his methods off of countless hours of observing natural teachers. When he’d interview these naturals and asked them why they were successful, he found they weren’t able to articulate the tangible things they were doing. This book is Dr. Jones’ best shot at this articulation. It’s a practitioner’s manual; backed up by evidence, but not overloaded with jargon. It is the best educational book I have ever read. In this report, I will describe how Dr. Jones defines classroom management, detail the primary tenants of his system, discuss the differences and similarities of Dr. Jones’ system to the research and ideas we’ve learned about in class, and present how the ideas from Tools For Teaching have practical application in my own future classroom.

There are many problems that new teachers face in the classroom and many were unexpected to me and I was unprepared. Class sizes were large, classes were diverse and funding was scarce. The largest problem I encountered was finding solutions for dealing with misbehaved students. The Tough Kid was written to address these problems and guide new teachers in the classroom. The authors state the many problems of discipline and classroom management for new teachers and provide a guide or as they say “cookbook” for all teachers to follow. Most of the discipline issues are from the unpreparedness of the teacher. This was definitely a skill I did not have when I started the job as I wasn’t prepared for the forty-eight students that would be arrested over the course of the year. The chapters of this book show tactics, lessons, and practical information that gives you an opportunity to keep your students disciplined and engaged.

During teacher training sessions and from reading and researching the subject it is clear that it is not easy to manage a classroom full of students. In fact, many factors need to be taken into account when planning strategies to be used. By being pro-active, looking, and analyzing our own practice, it should give us a better

Not only does this article confront the dilemma of classroom management, it incorporates many other challenges teachers experience. The Marzanos’ rubric focuses on specific behaviors that are crucial to creating positive student-teacher relationships. It is also clear that modality, diversity, and student life, three qualities that are unique to each student, were all taken into consideration, making this journal a flawless guideline to successful classroom management.

Sarah is a second grade teacher at Punchbowl Public School. Her classroom is working at meeting outcomes at a high Stage 1 level. Sarah has a class of 26 students and with her beliefs in teaching she creates an effective learning environment for every student. Through her implementation of Classroom management, structure, organisation, essentials for literacy, effective communication and introducing technology she achieves goals she has set in helping her students improve and satisfies herself by seeing the results of her hard work.

I will make an effort to put an end to negative behavior before it even starts and let the students know that that type of behavior is unacceptable. I will reward positive behavior with bear paws and with positive reinforcement. I will remind students that I am their teacher also, and I wish to be given the same respect as the cooperating teacher receives. I can use proximity control to stand near students who may be misbehaving as well.

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.

The aim of classroom management is to establish and maintain a positive, productive learning environment that provides effective learning opportunities for its students. Therefore, it is crucial for beginning teachers to understand the varying approaches to classroom management and their theoretical underpinnings. Effective classroom management is an essential skill for any new teacher, unfortunately many teachers will adopt traditional or authoritarian approaches rather than innovative evidence-based strategies (Fry, 2007). Additionally, a teacher’s beliefs, attitudes and values will often determine their classroom management strategy (Lyons, Ford & Slee, 2014) and whether they adopt a single theory, a combination of elements across multiple theories or continually adapt to their classroom environment. Here, three classroom management approaches will be analysed; Goal Centered Theory, Cognitive Behavioural Theory and Assertive Discipline.

Preventing misbehavior is widely preferable rather than dealing with it after it has occurred. A Preventive discipline plan involves steps taken in a classroom to avoid disciplinary problems. Potentially this discipline deals with the distractions in the classroom and how a classroom environment can be modified so it is more compatible with the learning needs of its children (Edwards, 2004). Preventive discipline plan refers to the strategies that can be implemented to inhibit inappropriate behaviors from occurring in the first place (T.L.Musy, Personal communication, October 10th, 2006). Kounin’s concepts of withitness and overlapping skills of a teacher help in preventing discipline problems (Evertson, Emmer, and Worsham,

There are several types of strategies that need to take place in the classroom setting. For one, the teachers need preventative, supportive and corrective strategies to implement classroom management. These are all ways to help the classroom run smoothly, and ensure that the teacher is implementing classroom