Classroom Management Rationale

Good classroom and behaviour management is essential for a lesson to run smoothly. Knowing how to anticipate and manage problems will ensure that students spend maximum time on task, and those students who are eager to learn are

The use of the 10 micro-skills for classroom management “reduced the serious disruptive behaviour from occurring” (Goldman, 2003). The minimisation of misbehaviour increased student participation (standards 4.1 and 4.3). Having an awareness of the students’ zone of proximal development assisted in organising classroom activities specific to the needs of the learners. This supported inclusive student participation and engagement in classroom activities (standard 4.1). The use of a PowerPoint presentation resulted in effective organisation of classroom activities and providing clear directions (standard 4.2). This positive affected the success of classroom activities. According to Rosenshine (1983), the success of any activity is all in the instructions.

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

Managing your classroom determines how effective you are as a teacher. In this training, it talks about many different ways you can create structure in the classroom. One of the ways was setting rules. Another was to set individual and whole group goals in classroom and commit to completing each goal. It is very important to have complete control over your classroom it promotes maturity, safety, trust and easy flow.

My personal belief is that teaching is not just the profession of spitting out information to students that they in turn regurgitate to me. I think that teaching is a process of life learning for these students. I believe there are four extremely important factors that distinguish a well-disciplined class from others. They include the following factors: classroom environment, expectations and procedures, student-teacher relationships, and active learning.

The skills highlighted by McInerney for teachers to be effective are knowledge, questioning, explaining and demonstrating, monitoring and evaluating student learning, and most importantly communicating with the students, parents, carers and colleagues. Classroom management are things that a teacher does to establish an effective learning environment. An effective teacher would keep a record of how students behave in the class. McInerney states that good teaching minimises misbehaviour and is essential in a student-centred classroom. As teachers provide opportunities for students to develop their problem-solving strategies students figure out that they have a sense of self-direction which relates to their behaviour, motivation and learning. According to O’Donnell et al., classroom management and learning engagement is affected well before a student first enters the classroom. O’Donnell et al., points out that the fundamental task of classroom management is to establish an inclusive, supportive, caring, engaging and challenging community that students often engage in desirable, respectable and constructive behaviour. As observed in the classroom, various skills were used by Miss Amber to create a sense of community and belonging which encouraged students to be more open to

Using the same example as above, the teacher may give an assignment and instead of being aware of the student’s progress, they may go back to their desk and the struggles go unnoticed because of a negative self-efficacy.

My philosophy of classroom management is to allow students to be responsible for their own behavior at all times. I believe allowing students to be responsible for their behavior and actions allow them to have a sense of freedom. When students have freedom, they seem to be more successful and respectful. Classroom management is more successful when the class is student-centered. Students should be included in the planning of classroom rules, room arrangement, and communication should flow smoothly between teacher and student. Although the class is student-centered the teacher should be in control of the classroom. The teacher should know what is going on at all times, plan interesting and informative lessons, and be

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.

I believe that classroom management is the very essence of effective and skilled teaching. It is imperative that as a future educator, I have sound understandings of the impact that child development and growth can have on classroom management, as no one child is the same. Drawing on theorist Jean Piaget’s four stages of development; thinking abilities, reasoning, logic and articulation, all develop at different times during a child’s growth and maturation (McDevitt & Ormond, 2010, p. 198). This influences greatly on a child’s reactions, concentration levels, memory skills, verbalisation, self-control and self-regulation (Blake & Pope, 2008, p. 60). I will strive to foster individual abilities,

Teachers are not only expected to teach their students, but also provide an environment where everyone feels safe and can learn. Classroom management is a very important part of teaching. Students cannot learn in an unsafe, disruptive environment. This paper will discuss the strategy of SHAPING, how it is used to modify a student’s behavior, and give an example of how to modify a student’s behavior. This paper will also discuss my personal beliefs about classroom management, share rules and expectations for the classroom, rewards for individuals and the class, designing the classroom where the teacher is visible and there are no distractions, and discuss some classroom procedures and how they contribute to classroom management

Students in classes where effective management techniques are employed have achievement higher than students in classes where effective management techniques are not working. It is not possible for a teacher to conduct instruction or for students to work productively if they have no guidelines for how to behave or when to move about the room, or if they frequently interrupt teacher and one another. Students in the class where rules and procedures were implemented might have been less disruptive than students in the class that did not implement rules and

Developing an ideal classroom that is well-managed does not require any special power. It requires a simple skill called thought and heart. One of the key components of becoming a successful and ultimately great teacher is how you manage the classroom. Sports analysts say the most intelligent quarterbacks are the best game managers. Teachers play the quarterback role and Game Day, with the offense and defense out on the field, is the classroom of students.

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

As I spend more time in the classroom each week, I find myself realizing more and more about my personal feelings on classroom management. When I compare my opinions and feelings on classroom management, I see connections between my beliefs and those represented by all three of the behavioral theorists we have been studying; Lee Canter, Linda Albert, and Alfie Kohn. While each of these theorists have varying opinions on how to manage students, I feel that they all have important points that should be included in a successful classroom management plan.