Do Beginner Teachers Need Classroom Management Training?

Furthemore, building positive relationships with students is fundamental to effective classroom management. As per Jones, Bailey & Jacob, (2014) notes“ by implementing management strategies that actively build children’s social emotional and self-regulatory skills, teachers maximize their management efforts and increase the likelihood that students will be able to respond successfully to their

Teachers in this district have been teaching an average of 12 years. Teachers with bachelor’s degrees are at 45% with the remaining 55% with a master’s degree or higher.

The United States is currently facing a difficult time with teacher shortages. In North Carolina alone, 14.8 percent of teachers left the profession in the school years of 2014-2015 according to the Public School Forum (Barth et al. 23). Teacher shortage is a crucial topic to keep at the forefront of discussion because it affects the quality of education that students receive and, subsequently, the future of the United States. It is crucial for the United States to enhance student performance in order for the economy and our technological industry to continue improving. One factor that causes the teacher shortage are the different qualifications needed in order to get certified to teach in a certain subject. However, even after completing these qualifications, there have still been cases in which teachers are not being hired because they are either over-qualified or under-qualified. In addition to these educational barriers, North Carolina has some of the lowest numbers for teacher salaries which has led to a decrease of people desiring to enter into this profession and, as a result, those people choose to not major in education or move to other states to teach instead. After all this, it is very clear that one has to be passionate about working in the education profession. Unfortunately, even those who power through these first few hurdles, there are many negative factors that come into the picture as a result of remaining a teacher. Two possible solutions that can help the

Many have voiced their concerns over the many issues within the teaching profession. Heather Voke of the Association for Supervision and Curriculum responds to one issue, the teacher shortage, by researching the nature of the shortage, its probable causes, problems resulting from the shortage, and frequently recommended policy changes. According to Voke (2003), 42 percent of all teachers leaving depart for lack of job satisfaction, to pursue another career, or better career opportunities. Low salaries and lack of public respect also impacts teacher retention. Policy recommendations to retain teachers include: salary increases, high quality induction programs, prohibit out-of-field teaching, include teachers in decision making, developing current teachers, collaboration with universities to attract and train teachers, and reduce class size. Voke suggests that policy makers and educational leaders do not understand the nature of the teacher shortage. Moreover, developing programs to attract candidates and not properly train them risks wasting valuable resources.

One of the largest problems with education in the United States is teacher retention (McLaurin, Smith, & Smillie, 2009). Some remaining challenges in education is the loss of new teachers during their first years in the profession (Nelson, Duke, Hutchens, & Machell, 2014). Teacher preparation programs have been found to be significantly related to teacher quality (Katitia, 2015). Teacher quality is known as the primary force in student learning outcomes (Ring & West , 2015).

Effective teaching and learning cannot take place in a poorly managed classroom. If students are disorderly and disrespectful, and no apparent rules and procedures guide behavior, chaos becomes the norm. In these situations, both teachers and students suffer. Teachers struggle to teach, and students most likely learn much less than they should. In contrast, well-managed classrooms provide a learning environment in which teaching and learning can flourish. The classroom is a workshop for learning, and the physical layout and the uses you make of it will affect learning as well as student-student and student-teacher relationships (Van Brummelen, 2009).

Teachers are responsible for the learning environment they create. Classroom management has been conducted in many ways over the years, and not always for the benefit of the students. It is not simply a format for rewarding or punishing student behavior while hoping students understand the classroom material. An effective classroom environment is something that can be achieved through the help of clear management strategies, discipline that serves students well, class collaboration, and a reevaluation of the classic reward and punishments system. If a teacher can implement these critical elements into a classroom, then the learning process will be a positive experience for the teacher, and all students. A quote that accurately illustrates this would be, “Classroom management is not about having the right rules…it’s about having the right relationships” (Danny Steele).

Correspondingly, 27% of first-year teachers in New York City's lower-performing schools do not return the following year, compared to 15% in schools of the highest quartile of student achievement (Boyd, Lankford, Wyckoff 2005). Highly qualified teachers are more likely to quit or transfer than less-qualified teachers, especially if they teach in low-achieving schools (Boyd, Lankford, Wyckoff 2005). 20% of new teachers in the top quartile on the general-knowledge certification exam leave high-achieving schools after 1 year, but 34% of those in low-achieving schools leave after 1 year (Boyd, Lankford, Wyckoff 2005). Further, 14% of bottom-quartile teachers leave high-achieving schools after 1 year, and 17% leave low-achieving schools (Boyd, Lankford, Wyckoff 2005). Similarly, Allensworth et. al (2009) found that Chicago elementary schools with 60% or more of their students meeting or exceeding state standards on the Illinois Standards Achievement Test (ISAT) retained about 84 to 87% of their teachers into the following year, but those with less than 30% of students meeting the standards only retained about 66% of their teachers (Allensworth et. al 2009). While students have a strong influence on how likely a teacher is to remain the next year, teachers’ relationships with their colleagues are also vital to how they perceive and react to their working environment.

In conclusion, teacher attrition is a growing issue that is plaguing education. A proactive approach needs to be taken to combat this growing issue instead of a reactive approach. Teachers are leaving the profession by the thousands weekly. Students, school districts, and communities are all feeling the effects of the lack of an adequate educational system, especially in high poverty, low performing school districts. These are the districts that need quality teachers the most but are at the biggest disadvantage because of difficulties attracting quality teachers to the areas.

Educating students in this area of time is not easy. Students misbehave in class causing other students to be disengage during instructional time. However, implementing procedures of an educators, classroom management plan should keep students engages in learning. Teachers who do not create a classroom management plan prior to the beginning of the school year is setting themselves up for behavior.

Classroom management plays a crucial role in shaping a student’s performance in class. As a result, a teacher’s role is ensuring a conducive learning environment for all students. Teachers must put their best foot forward in ensuring they develop this invaluable skill which can only be learnt through continuous practice in the classroom. Generally, teachers are expected to manage their classrooms during the lessons. They are expected to arrange the classrooms (students), clearly outline the class rules before the start of a lesson, command behavior expectations, outline lesson goals as well as move around the

According to the Census Bureau, PreK-12 teachers represent the largest occupational group in the nation, and the profession is becoming even larger. In recent years, the hiring of teachers has far outpaced student enrollment; from 1987-2008, total K-12 student enrollment in U.S. schools including public, private and charter schools combined — increased 19 percent. By comparison, the teaching force rose by 48 percent over that same period. Since 1950, America’s public schools in particular have seen a 96-percent increase in students that has been accompanied by a 252-percent rise in teaching staff.

Both teacher and student success can often be traced back to the ability of the teacher to effectively manage the classroom. Research shows that effective classroom management and organization during the first few weeks of class are crucial in determining expectations, behavior patterns, and procedures that will set the tone for the rest of the year. Effective classroom management is essential in maintaining an organized, and civil classroom. You want students’ to develop an understanding of mutual respect by making expectations clear, and providing written ideas of how the classroom should be managed. The keys to effective classroom management are; organization of procedures and resources, a well arranged classroom environment,

Teachers have many roles in the classroom, however, having effective classroom management techniques in place is critically important for learners to gain, enhance and develop their skills and knowledge. Classroom management creates a set of expectations used in an organised classroom environment. These expectations include routines, rules and consequences, all of which are implemented into a classroom of students, that have different levels of intelligence, manner and behaviour. Though, when classroom management techniques are used successfully, they pave the way for teachers to engage students in learning (Education.gov.gy, 2015). Throughout the years, many groups and individuals have come up with their own ideas about classroom

Since teachers are arguably the most important education resource, recent interest in teacher labor markets stems in part from the recognition of the importance of teachers and the recognition of substantial differences across schools in the qualifications of teachers. A consistent finding in the research literature is that teachers are important for student learning and that there is great variation in effectiveness across teachers (Aaronson, Barrow and Sander, 2003; Rockoff, 2004; Rivkin, Hanushek and Kain, 2005, Kane, Rockoff and Staiger, 2006). Furthermore, many researchers believe that teacher quality is a key determinant of student achievement, and this has been explicitly acknowledged under the NCLB by requiring every elementary and secondary public school teacher be “highly qualified”. To be considered “highly qualified” under the NCLB rubrics, teachers need to have a bachelor degrees and state