My Experience With Mr. Mcgirr

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

I believe that I have good rapport with the students, and this has helped my ability to reach the students, and get them to work hard for me. I believe that I have work to do in order to become a better manager of my classroom. I tend to give the students to much leash, and then the classroom gets too loud and off task, and then I have to establish rules to get them to work in a manner that is conducive for learning. In order for me to become a truly effective teacher I must always work on this aspect of my teaching. Creating expectations of your classroom is necessary for a proper learning environment.

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.

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

Dr. Jones defines classroom management as “the skills that exceptional teachers use to make classrooms come alive.” He further defines these skills as “the business of enforcing classroom standards and building patterns of cooperation to maximize learning and minimize

He always came to class prepared with either a showing us an actual demonstration of what was required for us to do for the next day or with a video of someone explicitly explaining the task at hand. He is a person who I found to be very relaxed and open with his students and we could ask questions or help from him regarding anything. He even helped our class with mock interviews and tips on what to expect during an interview with architecture firms even though it was not one of his responsibilities.

Ms. Askin: Classroom management is my biggest challenge. If you don’t have good classroom management, your whole day consists of telling student to calm down and pay attention. Classroom management is the most difficult task for starting teachers and maybe for veteran teachers sometimes.

believe that classroom management should be creative, will keep my students safe and be based

When diving into the world of teaching, there are many important aspects that are essential in order to create a successful classroom environment; one in particular being, classroom management. Understanding what classroom management, classroom discipline, teacher characteristics, behavior management, and teacher organization are all crucial components of what makes a successful classroom. Of course, with every grade level comes a different style of classroom management; however, for this particular paper the targeted grade - level is lower elementary school.

Steihler for assistance. In addition, I would refer back to the textbook and reread a section or ask my peers to gain clarity. Even though this is my first time having Mr. Steihler as a teacher, I really think he could not have done a better job. He would engage the class in discussing activities and worksheets completed, provide educational videos, and give quizzes after a lesson. I like the way he considers the mind of every student when he gives our tests and quizzes. He understands that we cannot retain compiled information all at once; therefore, he would tell us to review and give us a quiz, once fresh in our memories. He would walk around and see if anyone had questions and once he knew that the whole class had a clear understanding, and then he would move on onto the next

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

While my teacher and I did have our struggles I did learn a lot from her. I will use some of her techniques in my future classroom. One of them is at the beginning of each day she allowed that students time to talk. Along with get out all of the materials they need for the class that day. I came up with an idea during this time when I was with her to play a “Name that Song” game with the students. This was a great way for them to use comprehension skills with songs they love to listening to. I also loved how during the week she has an agenda paper hung up in her classroom. During the week students can write down any concerns or things they would like to change about the classroom. Then at the

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

Conversely, research has concluded that university teacher preparation programs are giving classroom management a low priority (Christofferson & Sullivan, 2015) which often leaves teachers feeling unprepared for the challenges of classroom management. Incidently, some teacher programs devote less than one course in classroom management and lack any type of pedagogical innovation (Eisenman et al, 2015). Actually, many teacher preparation programs view classroom management as a “bag of tricks” instead of a field of inquiry (Akalin and Sucuoglu, 2015.) In view of that, studies have shown gaps between classroom management research and teacher training requirements (Freeman et al, 2014).