The Issues Surrounding Classroom Management

Findings from a recent Ofsted report have shown that low-level disruption in the classroom is causing pupils to potentially lose up to one hour of learning each day, and that this may have a detrimental impact on their life chances (Ofsted, 2014). Difficulties managing behavior is a commonly reported source of stress and burnout among teachers, and is resulting in a substantial number leaving the profession within 5 years (Ford et al, 2012). Disruptive behaviour is not only stressful for teachers, but it can be unsettling for pupils, can hinder pupils enjoyment of school and can prevent pupils from fulfilling their potential (Gorard, 2010). Although there has never been a time when all pupils behaved well, all of the time (Viser, 2005), it is important that teachers have a good understanding of the challenges they may face in the classroom, and are equipped with effective strategies to help them manage classroom behaviour. After all, effective behaviour management and discipline in schools is a crucial to ensuring academic success and a positive and safe learning environment (Luisellia et al, 2005).

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.

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

Teachers complain constantly about children misbehaving in their classrooms. Some blame it on a lack of home training and others blame it on laziness or a lack of work ethic. However, that is not always the case. Say for instance, a young man is “always misbehaving and showing a lack of

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

Skinner believed that the goal of psychology should be practical (Lieberman, 2000). As it relates to education, Skinner believed the goal of psychology should be to find ways to make education enjoyable and effective for all students. His learning theory relied on the assumption that the best way to modify behavior was to modify the environment. Skinner was a

Teachers often wonder how to execute the ideal lesson, what structure should they adopt and how to ensure that all their students cooperate. What we need to recognise is what classroom management is and how much does student behavior factor? Why is it significant? What strategies does my mentor use to establish classroom management within the class? If we know the behaviour of our students, what do we need to do to ensure that effective classroom management is successfully acquired? All these questions need to be answered as they all link towards a successful lesson and student cooperation.

May seems to be approaching the study with a good deal of enthusiasm and panache, yet regarding the teacher research design, her study is lacking. When initiating a study such as the one that May is undertaking, it is necessary to focus on exactly what one is attempting to learn. It seems as if in this particular study what May is attempting to do is bring her classroom under control by focusing on the first five to ten minutes of the class.

According to the text, “Classroom management refers to the skills and strategies that teachers use to organize instruction and maximize the productive use of their instructional time.” (Moreno 408) In other words, Classroom Management is one of the Effective Teaching is strategies used by the teachers that sets high expectations for the student. One claim that can be made is that Having Effective Teaching in a classroom turns it into a successful learning environment. That being said, what makes an effective teacher is using predetermine strategies which they learned in classroom for students to accomplish their goals. One strategy can be preparing lesson plan in advance. That means the teacher must have her lesson planned out before the class starts. A well structured lesson plan includes, clean and clear worksheet meaning it must have definition of the vocabularies which will prevent them from getting confused. Having some extra school supplies so, it doesn’t make distraction when they start asking from others. Having lesson timed, the teacher must time the activities she is going to talk about. So, she doesn’t have to spend much or less time on each topic or activities. According to Danielson’s framework, There are basically two approaching that define Effective Learning, One is “Teacher practices, that is, what Teachers do, how well they do the work of teaching.” And Two is, “Results, that is, what teacher accomplish, typically how well their students learn.”

In many classrooms, especially from schools serving low socio-economic communities, teachers spend considerable part of their class time and energy to deal with behaviour related issues. Behaviour needs to be dealt with appropriately, before and after its occurrence. It is always preferable to prevent behaviour from occurring, to applying strategies to deal with an already occurred behaviour. Prevention can minimise, if it cannot eliminate. A rich assortment of approaches to apply prevention are widely published - that are referred in the remaining paragraphs - many of which are underpinned by teachers’ skills and appropriately prepared lessons.

Teachers of today are asked to deal with more student behaviors in the classroom than teachers of the past. According to the National Education Association, one-third of all teachers leave after the first three years of teaching, and 46% leave after the first five years (Kopkowski, 2008). While several different reasons are given for the high turnover rate, both administrative support and classroom discipline are listed among the top 5. When teachers are presented with unmanageable discipline problems, they lose the desire to invest time in planning lessons that will both engage and challenge students. Teachers are being asked to deal with students who at times can present anti-social behaviors and put themselves and other students at

Classroom management and classroom discipline share a correlation with one another yet; they are uniquely different issues and should remain a separate focus of the teacher. (Cantor, 2006) Behavior and misbehavior also share a connection but represent different degrees of infraction. (Charles, 2008) This essay focuses on the differences and similarities of these topics and their relation to the classroom.

My essay will focus on the introduction, the two motivational theories, the importance and consequences of teachers’ job satisfaction on how teachers will derive job satisfaction and dissatisfaction in teaching profession. Any disgruntled teachers who are not satisfied with their job, will not be committed and productive. Such teachers can’t be expected to perform at the best of their capabilities if they are not satisfied. Therefore, the essay will make emphasis on job satisfaction and dissatisfaction and concentrate on the Herzberg and Maslow theories, which they are “theory of needs and two factor theory or sometimes called “two hierarchy of needs.”

This behaviour has the tendency of reducing productivity and efficiency on the part of the teachers. These ill-behaved teachers as they may be described may tend to produce their types from among the students, since children tend to emulate adults they see as their models. In the fore-going descriptions of teachers in the school system, it is evident that, there exists two categories of teachers, but what attributes or characteristics define the effective and ineffective teachers?