My Personal Beliefs About Classroom Management

A classroom is a very dynamic and spontaneous place. Every classroom is comprised of a diverse combination of individuals who all contribute to the unpredictable nature and uniqueness of the class. The reality that no two students are alike and no two classes are ever alike, contributes greatly to the difficulty of establishing a realistic and effective classroom management plan. It is important that teachers realize that a classroom is an unpredictable place and that it is much more reasonable to strive to manage their classroom as opposed to trying to control it. I see my role as a managing teacher as

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,

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.

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,

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

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

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.

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

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

Classroom management is a skill that can be mastered through clear expectations, a relational approach to teaching, and a solid foundation for an inspiring classroom environment. If all these concepts are practiced by an educator, then the classroom will be well-managed and an enriched place to learn. However, there are many contributing factors that affect the classroom environment on any given school day. An educator must be prepared for anything. Meeting the needs of misbehaving students, creating a management plan, and being dedicated to a management philosophy is essential to cultivating a classroom environment.

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.

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

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

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.

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