My Personal Beliefs About Classroom Management

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,

Classroom management is the key to a successful school year for both the teacher and the students. I have read about various methods, techniques, and disciplines useful in establishing a solid foundation for student cooperation and participation. I wholeheartedly understand that I cannot control another person’s thoughts, feelings, and/or actions. However, I do believe I am capable of establishing a healthy rapport with administration, co-workers, parents, and students that will allow me to obtain my desired goals for student achievement. I believe successful classroom management is developed based on the proper mixture of being prepared,

I believe classroom management encompasses every aspect of the classroom and entire learning community. In this community, the central role does not belong to me. That role belongs to every child that walks through the school doors. As soon as a student enters the school, everything revolves around them. This is what I like to call student-centric, a name I derived from Aristotle and Ptolemy’s geocentric model of the universe in addition to Copernicus’ heliocentric model. Each of the root words describe what everything revolves around in each model of the universe, so in the learning universe, everything revolves around the student. With that in mind, there are certain things I would like to discuss in relation to my future students and classroom.

Skinner also developed the concept of the “reinforcement schedule”. Reinforcement schedules are divided into two categories: a) continuous reinforcement schedules (CRF), in which every desired behavior is reinforced every time it occurs, and b) partial reinforcement schedules in which behaviors are reinforced based on ratios (reinforced after so many occurrences) or intervals (a reinforcement delivered after a certain time interval). Partial reinforcement schedules may be fixed (i.e. a reinforcement after 3 behavioral occurrences [fixed ratio] or a reinforcement after 3 minutes [fixed interval]), or variable (i.e. the ratio or interval at which reinforcement is given is random, but averages to a specific amount). It has been found that variable partial reinforcement schedules are more effective in improving the frequency of an operant behavior and in limiting its extinction when reinforcement is no longer delivered. The later effect is particularly true when compared to continuous reinforcement schedules. This finding suggests that teachers using reinforcements in their classroom suggests that teachers using reinforcements in their classroom should be cautious of seeking to reward

The management style of the teacher sets the tone for the learning environment. I believe students can be taught to self-discipline. Most students are naturally good, and with the right management plan being implemented by the teacher they can be conditioned to be idea students. Students should be viewed as being equals in the learning environment. Students should not be considered subordinates within the classroom who have little to nothing to add to the principles and rules adopted by the teacher to govern the class. Consequently, I believe in establishing a democratic classroom. Teachers should give students the responsibility to, in a sense, take over the classroom and their learning.

I looked at how students can enhance classroom management by: developing a positive mindset to increase achievements, becoming engaged to increase chances of learning, taking responsibility for learning to ensure that as much learning as possible is accomplished, being honest by maintaining academic integrity to ensure that accomplishments are recognized, participating in designing and maintaining classroom rules and procedures to create the right conditions to improve learning, being attentive during class presentations to create favorable conditions for learning, and respecting the authority of the teacher to create a suitable

When a classroom plan consists of these guidelines, it assists the students in comprehending the expected behavior in the classroom environment. Moreover, classroom management plan consist of the essential methods that generate and sustain a constructive environment that is productive for both the instructors and the students. This author thinks a classroom management plan is crucial to effectual teaching because classroom management make it easier to present the course in an engaging manner that inspires, and stimulates students.

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

One of the most challenging aspects of being an educator managing all behaviors that could arise in a classroom. Students will often misbehave if they are not engaged, do not understand what acceptable behavior should look like, and are lacking attention and love (Hoff, 2015). These are warning signs for educators. There is often more than what meets the eye when a student is being disruptive. For so long, teachers have dealt with negative behaviors through punishments that are not always nipping the underline problem (Hoff, 2015). A solution to this is educators creating a classroom management plan. This is a plan that will carefully explain all classroom expectations and will allow an educator to set up their class for impeccable behavior (n.a., 2017). It is important to have a well thought out plan to ensure that all students can have the best learning

Classroom management will always be the main part of being an effective teacher and making sure your students are learning the best they can. When the students know what they are expected to do and what they are not supposed to do, it makes the teachers and the

Firstly, classroom management takes into consideration the different aspects like rules setting by teachers and the development of effective communication between teachers and pupils. Therefore, I believe that the application of Assertive Discipline would be appropriate for general classroom management. One of the key ideas of Assertive Discipline is the emphasis on clear and consistent instructions set (Manning, Bucher, p. 51). By setting clear class rules with known consequences, pupils would understand the expectations on their behaviors and would be more likely to perform better behavior to avoid any consequence. Also, by executing class rules with consistency, pupils would feel the need to respect and abide the rules. Another key idea is building positive relationship between teachers and students. To allow effective classroom management to take place, I feel that the trust and respect

Classroom Management Overview - The realities of the modern classroom necessitate the ability for a teacher to organize a classroom and manage the behavior of students in order to

According to a survey done in the 2011-2012 school year by the National Center for Education Statistics, only 38% of teachers felt somewhat prepared to handle classroom management and student discipline in their first year of teaching. Turnover rates for new teachers in the United States are between 30 and 50 percent within the first five years according to Cooper and Alvarado (2006) and part of this turnover rate is attributed to non-effective classroom management. What teachers do in the classroom have two times the effect on student achievement and one of the most important things they do is managing classrooms. (Marzano, 2003) Classroom management can be defined as the techniques that a teacher may use to keep control of the classroom, keep disruptions down and keep the students academically attentive. (Emmer & Stough, 2001) Research suggests that effective classroom management is essential for a successful school year for both teachers and students, and by implementing certain classroom management techniques it can lead to more student cooperation and success, and less student behavioral disruptions and teacher burnout.

Ultimately having clear classroom management strategies in effect and prepared beforehand is for the purpose of increasing the learning occurring in the classroom. When students can run the class on their own because of the procedures and routines, they have internalized there will be no need to remind students of expectations and directions. Garrett (2015), postulates that those who are strong in classroom management design their classes in a way that they bypass behavioral issues. By planning around common triggers for behavior outburst, a teacher can reduce the amount of time they spend disciplining students rather than teaching them. Student thrive in environments that are predictable and safe; when teachers can provide such a setting discipline issues are seen to reduce. To have effective classroom management, each teacher must understand how to support students throughout the learning process. Three ways in which we can support students is in the organization of the class, the instruction they receive, and the emotional connections with students.

The first day of school sets the tone for the remainder of the school year. Careful planning of classroom management is the most important factor in ensuring a successful and meaningful school year. Another important factor is the establishment of classroom rules, procedures and routines. When students know exactly what is expected from them, they are able to succeed in the classroom. There are so many unknowns that are thrown their way that having these elements cemented in place allows the students to feel safe, respected and eager to learn.