The Classroom Management Simulation : Effectively Handling Transitions

“Count minutes spent on ineffective transitions into the classroom, activities to activities, etc, and reduce it by 50%” (Time & Learning, 2011)

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

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.

Taking what happened in the interactions and decided what category of class management was being utilized out of our possibilities. Also, how Junie B. reacted to each style of teaching whether is was a positive or negative interactions and whether it had a positive or negative reaction correlating with it. After deciding what our topic was going to deal with we decided to pull examples from real life that also illustrated our main ideas, so, the group also pulled examples of classroom management from bulletin boards seen in classrooms at the schools Raymond F Brandes and Creston that included clip system of disciplinary action, expectations of reading comprehension in grade levels, and a smiley to frown face disciplinary system.

When I say time, I mean students getting to school on time, classes starting on time and transition time between classes. For some classes there is about a 10 minute gap between when class actually starts and when class is supposed to start according to the schedule. This leaves a lot of “free time” in between certain classes or inside of a classroom without nothing going on because the teacher has not started instructional time. As a student I love it, but as a principle I would feel as though the school is losing productivity with a teacher just sitting in another room or not even being there at all while the students loiter or just aimlessly wonder through the hallways or sit in front of the door. Another thing I find to be interesting is how some students leave during lunch to make sure they get to class on time while the teacher is still down the hill in the main building, I don’t take that class but what do the students do while they are up there and their teacher is down here? Do they go into the class room and just sit up there by themselves? Or do they do the same thing some of the students in the RVEC building do and just sit outside door. As a student I don’t know what goes on like that, but as a principle I would think that is another way lunch time transitions can be better managed so that the students and teachers are where they need to be when class needs to

At 1:10 pm their classes start, and each student sits at their desk either thoroughly bored or thoroughly interested in what’s being taught, but their all watching the clock waiting for school to end at 2:40 pm.

Transition Tell students to clean up and place items back into place, tell them it is time to move to the next activity.

When you walk into Randolph school, it’s very obvious how teachers give directions and perform transitions. Appropriate procedures during transitions start as early as when students walk to their classrooms. At the beginning of the school day, students gather in the gym, then they are expected to walk themselves to their classrooms in TAPS (total and perfect silence) and buckles (when their hands are folded in front of them). Every Monday and Wednesday I see students do this perfectly in the morning. Then students are also expected to walk like then whenever they are in the hallways during school. This way they are being safe and not distracting classrooms they pass by.

The classroom management plan created in EDEL 441 contains a variety of components that are essential to managing the classroom. The classroom management plan encompasses a classroom climate statement, a plan for building a classroom community through classroom responsibilities, a classroom diagram, and a classroom arrangement statement. Additionally, the classroom management plan contains procedures for lining up and walking in a line, cafeteria procedures and expectations, and a statement of why teaching procedures is important to the management of the classroom. Furthermore, the classroom management plan provides information regarding the importance of using a variety of instructional methods, a behavior plan using positive reinforcements,

One must look at classroom management as a plan for what procedures students will follow throughout the day. Teachers must understand their role in making sure students have a successful experience each day. Wong H. & Wong R., state “Effective teachers teach how to responsibly follow procedures” (2009, p. 165). To have a smooth-running classroom with minimal behaviors, students must be taught classroom procedures from the very first day. In my classroom we have procedures for many things we do each day. Some of these are arrival of children, snack time, lining up and walking down the hallway, and cleaning up centers. I have been teaching these procedures for many years with much success.

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.

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

Today’s classrooms are more dynamic than ever before. Educational needs of students are changing at breakneck speeds, along with the demands being placed on their teachers. There are associated legal and ethical implications that are evolving as rapidly as the technology that is driving a lot of the change. In order to have a chance to meet the needs of students and legal/ethical obligations, educators must have well developed classroom management techniques. These can get tricky quite often and require balancing the increasingly diverse needs of many different people. To be an effective

I spent five hours observing a classroom but it felt like spending time in a new world. I observed a first grade classroom at Tatnuck Magnet Elementary School in Worcester, Massachusetts. This was my first opportunity to watch and comprehend a classroom environment with a teacher’s mindset. It was an eye opening experience, I was beginning to see the classroom in components: teaching methods, lesson plans, philosophies, and common core requirements. Listening for how to give directions rather than follow them is just one example of my changed focus while in the classroom. Due to my schedule, I observed the first grade class on three separate days during the morning to afternoon part of the school day. There were roughly fifteen students, a diverse group which included various ethnicities and personalities. I feel that I was lucky in being assigned this class because it was extremely dynamic and I got to witness many activities and strategies in a couple hours. Throughout this observation report I will most likely quote phrases the teacher said as I found them to be key tools when dealing with a situation. For the purpose of maintaining confidentiality in this report, I will change the teacher’s name to Ms. Mallard and also create names for any students mentioned hereafter.

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