Classroom Management Main Page - EDEL 414 - EDSE 415 – EDCI
402
My
personal belief is that teaching is not just the profession of spitting out
information to students that they in turn regurgitate to me. I think that teaching is a process of life
learning for these students. I believe there are four extremely important
factors that distinguish a well-disciplined class from others. They
include the following factors: classroom environment, expectations and procedures,
student-teacher relationships, and active learning.
First, the environment in which learning takes place should be appealing. Regardless of the size of the room--whether small or overcrowded--there are a number of ways to create an environment where students focus on learning. The teacher should greet students at the door and call them by name, and desks should be set up in a way to encourage discussion and collaboration as well as independent work because discussion is the heart of the English classroom. Furthermore, evidence of learning should be present around the classroom, including posters, pictures, and student work decorating the walls of the room. Materials should be readily available as well since it exudes the appearance of organization and professionalism. If the atmosphere is comfortable, yet professional, student distraction will be minimized.
In addition, student expectations and classroom procedures should be clear. The teacher should assist students in creating class rules and expectations and then encourage and remind students of these goals and responsibilities on a daily basis in order to maintain a sense of collaboration, respect, and routine. I believe teachers should set high expectations for their students. In doing so, students are reminded of the reason they are in school: to learn. By making expectations clear, there are no discrepancies or questions about appropriate procedures and behaviors in the classroom.
More importantly, creating positive student-teacher relationships can prevent discipline issues from arising. By establishing a persistent tone of mutual respect, students will participate in class activities with confidence that they and their opinions are valued. Students also should be taught how to appreciate the unique contributions each student brings to the class, as well as how to effectively resolve issues that may arise. I believe that demonstrating genuine respect to students and showing interest in their concerns will allow the effective use of instructional time, positive relationships to prevail, and minimal discipline problems to avail.
Lastly, by actively engaging students in a variety of interesting activities that encourage critical thinking and discovery, time misbehavior is minimized. The key is preparation and participation. Having activities and lessons prepared will negate the acts of sleeping, misbehavior, and/or sitting idly for the bell to ring. Furthermore, collaborative strategies can be used to help students become self-reliant learners that take responsibility for their own learning. For instance, when students explain the purpose of learning the material, they can assess their own progress and the relevancy to their lives.
Overall, I believe that teachers must be consistent, fair,
and firm in their expectations and procedures to achieve a well-managed and
well-disciplined class. Creating positive student-teacher relationships,
establishing clear expectations, and maintaining a high awareness of the
activities and students in the classroom will create a positive and supportive
learning environment created, where many problems can be deferred.
I
believe that all children have the potential to learn, with some learning faster
than others. I believe that children
have their own individual and unique assets.
I believe that learning is more comfortable and effective when the environmental conditions support open exchange, sharing of opinions, and problem-solving strategies. The atmosphere should foster trust and acceptance of different ideas and values.
I believe that in the classroom the instructor facilitates learning by incorporating students' experience, observations of others, and personal ideas and feelings. Exposure to varied behavior models and attitudes helps learners to clarify actions and beliefs that will aid in meeting their own learning goals.
I believe that learning improves when the learner is an active participant in the educational process. When selecting among several teaching methods, it is best to choose the method that allows the learning to become most involved. Using varied methods of teaching helps the learner maintain interest and may help to reinforce concepts without being repetitious.
Amongst the many wonderful theorists of whom I have adopted many views and theories from John Dewey, the Father of Modern Education, is of most influence to my perspectives and educational development. In his “My Pedagogic Creed” John Dewey states, “I believe that all education proceeds by the participation of the individual in the social consciousness of the race… I believe that the only true education comes through the stimulation of the child’s powers by the demands of the social situations in which he finds himself.” Like John Dewey, I too strongly support this notion.
John Dewey's
significance for informal educators lays in a number
of areas. First, his belief that education must engage with and enlarge
experience has continued to be a significant strand in informal education
practice. Second, and linked to this, Dewey's
exploration of thinking and reflection - and the associated role of educators -
has continued to be an inspiration.
Further more, in his Creed, John Dewey states, “…I believe that the art
of thus giving shape to human powers and adapting them to social service, is
the supreme art; one calling into its service the best of artists… I believe
that every teacher should realize the dignity of his calling…”
H. Gardener theory of
multiple intelligences suggests that there are a number of distinct forms of
intelligence that each individual possesses in varying degrees. Gardner
proposes seven primary forms: linguistic, musical, logical-mathematical,
spatial, body-kinesthetic, intrapersonal (e.g.,
insight, metacognition) and interpersonal (e.g.,
social skills). According to
Expectations/Policies/Rules/Boundaries
Expectations of Students
I believe that
the expectations teachers have for their students and the assumptions they make
about their potential have a tangible effect on student achievement. Research
has established that teacher expectations do play a significant role in
determining how well and how much students learn.
Expectations of classroom climate
One prerequisite for learning is a safe, nurturing and
intellectually stimulating environment that allows students to meet those basic
needs. It is imperative that educators pay conscious attention to the
development of such an environment for their students. I believe that what a teacher does in the
first few class sessions sets the tone for the rest of the semester. The following is a list I have collected from
experienced teacher’s for how I will prepare my
classroom to be a positive climate.
Communicate
clear expectations to students on the first day of class.
Provide a
non-threatening, hands-on, introduction to cooperative learning that students
can easily accomplish.
Be sensitive to
individual differences
Learn students’ names
Make sure that the classroom is set up I a way that is conducive to a positive climate
I believe that rules in any classroom will often develop and change as brand new teachers test and learn what works and what doesn’t. I will only have on rule: Respect. I’ll explain this in the following manner: respect yourself, respect other’s and respect the equipment. I’m sure that I will have it somewhere on a bulletin board or a poster so that it is always visible in my class. I don’t think that students need a lot of rules. The more there are, the less they heed them. The fewer there are, the easier it is to remember them. Also, respect is very broad and I think it touches on the more humanistic and social aspects of a classroom. I want my rules to be rules to live by everywhere, not just specific rules to obey when inside the classroom. There will be policies that pertain to my expectations but when dealing with each other and me I want there to be just one rule.
Policies will be generated collaboratively amongst the classroom as a whole and myself with me acting as the mediator. My intent is that the student’s take pride and responsibility for their classroom, which ultimately is their classroom.
The consequences for breaking the policy guidelines go along with the three strikes you’re out scheme. I believe that every person deserves a second chance. First a warning; second, time owed to me during lunch (during this time students will have to read and write reflectively on their readings); and third, sent to the office.
I’ve learned from research on teaching that students learn best in student-centered classrooms where they are actively involved not only with the subject matter but also with their classmates and their teachers. Teacher-centered courses, which emphasize formal lectures and note taking, questions held until the end of class, and little student participation in learning activities, do not seem to promote as much learning as classrooms in which students have a voice. I want to be a tool for my students; a tool which they can use to guide them towards their educational success and the development of critical thinking. I want to encourage my students to think “out of the box” and assure them that there are an infinite amount of answers out there, not just one. I will frequently incorporate group activities, in compliance with cooperative learning, in my lesson plans to ensure that all students learn not only from me but also from their classmates this, in addition, building their social skills while at the same time allowing them to visit different perspectives and/or hidden answers they themselves might have missed.
The most important task for teachers, I believe, is to help learners feel important. According to Maslow’s hierarchy of needs, before people can achieve certain levels of growth and creativity, they must feel secure in their surroundings. One practical way of fostering a caring and secure environment is for the teacher to listen with empathy at the end of class. In addition, I believe that students need to be told what they are supposed to learn. Students should become aware of what and why they are learning what they are in order to derive satisfaction from those activities with defined aims.
To meet students’ academic needs I will do plenty of classroom management and planning. I will always keep in mind Mel Levine’s basic principle that every single child has his/her own strengths. As a teacher, I believe that it will be my responsibility to tap into that/those strength’s of every child and help him/her learn how to use it to minister to him/her.
In attempting to meet students’ academic needs one must also validate the students’ culture and use communication patters familiar to them. I believe that this provides a much richer and more effective approach to culturally sensitive instruction than by focusing on occasional celebrations of the history and traditions of different ethnic groups. I believe it is imperative that a teacher learn as much as possible about the students cultural background. This may include effectively communicating with the child’s parents and incorporating them into the curriculum to as great extent as possible. It is my belief that parents are a teachers greatest resource in building a community of learners.
What do you do instructionally to prevent students’ need to
act out?
Although most of my classroom management strategies can help
prevent daily discipline issues, it is inevitable that problems will occur in
the classroom. This, my goal and responsibility as a teacher is to help
students monitor their own behavior and to help those who cannot monitor their
actions by preventing certain misbehavior through my attentiveness and
attitude. Acting on the problem often can deter some behaviors. For
example, if a student interrupted directions or discussion by talking out-of-turn
or by distracting other students, I would walk over to his or her desk, making
my presence known, without interrupting instruction. Fortunately,
proximity and non-verbal communication (eye contact, head movements, gestures)
are effective methods in dealing with these mild disruptions, often diffusing
and/or preventing minor issues.
Teachers need
to help students distinguish good choices from bad choices and help them
understand what difference it will make when they make good choices. In the work place, people need to think for
themselves and make good choices even though no one is looking. I want to first look to my teaching and the
environment that I am creating to see if there is a need that is not being met,
then I will use choices, logical consequences, and
student-created consequences to help change behavior. Finally, I will ask students to reflect on
their own behavior during the day.
However, for larger problems, I think the teacher should
intervene immediately. In doing so, one can avoid problems that could
become more serious as well as show students that you are the final authority
in the classroom. I would allow deans, administration, or social workers
to deal with serious incidents of verbal conflicts/threats to other students,
physical confrontations, or verbal abuse to staff. I would also follow up
by contacting the parents as soon as possible to make them aware of the
situation and to look for suggestions on how to prevent such behaviors from
occurring again.
Motivation
In order to
understand what motivates students we must have a clear understanding of
intrinsic and extrinsic motivation.
Intrinsic motivation comes from within and is generally considered more
durable and self-enhancing. On the other
hand extrinsic motivation is an external motivator. It is a motivator for the student or the task
at hand.
According to an
article by B. Kaplan and B. Dorsey-Sanders (which highlights the benefits of
intrinsic motivation) before we can use success to motivate our students to
produce high-quality work, we must meet three conditions: (1). We must clearly
articulate the criteria for success and provide clear, immediate, and
constructive feedback, (2). We must show students that the skills they need to
be successful are within their grasp by clearly and systematically modeling
these skills, and (3). We must help them
see success as a valuable aspect of their personalities. Students want and need
work that stimulates their curiosity and awakens their desire for deep
understanding.
General guidelines for classroom motivation should have an
emphasis on challenging, engaging, informative activities and the building of
enthusiasm and a sense of responsibility in learners. Well-developed
instructional strategies such as Cooperative Learning can offer many potential
benefits to learners. It is my intent to
provide a quality curricula enriched with cooperative learning.
On the other
hand extrinsic motivation is an external motivator. It is a motivator for the student or the task
at hand. In “Punished by Rewards”, Alfie Kohn (1995) lays out the arguments against extrinsic
rewards, such as grades and gold stars and prizes. He maintains that dependence on factors
external to the task and to the individual consistently fails to produce any
deep and long lasting commitment to learning.
In “What Motivates Students”, B. Kaplan and B. Dorsey-Sanders 2001,
advocate that extrinsic motivation addresses the first stage of the natural
waterfall: it gives students goals.
Students want to get the prize, so they are willing to play by the rules
of the game the teacher sets up. They
continue by adding that extrinsic motivation fails on the second stage. According to their research students learn to
see the knowledge the teacher wishes to convey as a way to win the prize rather
than something interesting to know on its own right. Their findings suggest that students don't
generate questions about it. And once
the prize has been achieved, students no longer have any motivation to retain
what they have learned.
I intend to
comply with the three conditions to promote a positive motivated student
highlighted above. In addition, I plan
to integrate a system of rewards, extrinsic motivation, as a temporary
motivational factor. While my predominant system will rely on the basis of
intrinsic motivation I do believe that children are entitled to rewards and
prizes for their efforts. I believe that
this system should be used in conjunction with a valid motivational system and
not as a sole process.
Vision
This typical
day of my “ideal class” begins early in the morning well into the second
semester of the school year. My 4th
grade students line up as they hear the bell ring. I greet them on the field and we proceed to
walk towards our classroom. I make
friendly conversation with the students following up on previous conversations
and asking about family members or special events that students have commented
about. Upon reaching the classroom door
I would greet each student individually by and trying to make a positive remark
to each of them. Students will quickly
find their seat. There will be several
monitors who will be responsible for various tasks, which will be completed as
well. Students will commence working on
a critical thinking assignment in which they will have to reflect on a
statement or questions regarding a current event, which will be written on the
chalkboard or overhead at the front of the classroom. Upon completion of this assignment students
will be asked to share their thoughts, perspectives, and reflections on the
subject presented. I will wear a
necklace that displays, in large print, a word of the day. Each day the word will be a different one. I will go over the word and its
meaning. Students will be encouraged to
use the word as many times throughout the day.
I will then review the agenda, which is also written at the front of the
classroom for all student s to see.
Throughout the entire class day there will be soft classical music
playing in the background.
Students will
then be asked to join their history groups as we will continue to work on the
classroom project that has been in effect for two weeks. This is a cooperative learning project. Each student in the group has been assigned a
specific task. The group project consists
of compiling information (using specific guidelines) to produce a report of the
history of an assigned mission. In
addition, each group will be responsible for building a replica of the mission
assigned and also to produce a visual timeline, which will reflect historic
moments about the city/state where their mission is located (this timeline will
incorporate a lot of art work). Before
the groups begin working I will review the assignment and what is expected of
them and ask student if they have any information to share with the
classroom. I remind the students of the
importance of the assignment and what I expect them to learn from it. As the student work on their assignments I
will walk around the classroom communicating with each group, giving positive
feedback and answering individual and group questions. I will announce when they have 2 minutes
remaining to work on this project, then 1 minute and finally when it is time to
clean up. Students will then be given a
few minutes to assess their own work.
Each subject
there after will begin with a smooth transitional period. I will attempt to give them as much time as
possible to transition, allowing them to reflect on what they have learned
before jumping into a new subject. Each
subject will begin with a review of what was presented the previous day. Students will review homework in order to
clarify any questions that might have arose. Students will be encouraged to assist each
other first.
On this
particular “ideal class” day we are working on fractions for math. After
briefly reviewing the subject presented the day before I will ask students if
they had any questions about their homework. If a student has a question
another student will have the opportunity to use the overhead to explain the
problem and how to solve it. Then I will
begin the lesson for the day. I will use
pie graphs and bar graphs to show examples.
I will also use real life examples using the students in the classroom
to attempt to help them understand.
Student will be allowed to solve problems presented on the board then
they will have an opportunity to work on problems on their own while I walk
around the classroom assisting students on an individual basis. Students who have completed their work early
will have the opportunity to work on an activity of their choice or to help a
peer. Again, I will give a warning of 5
minutes, then two and finally when to clean up.
The refection time will be a time where the classroom shares what they
learned from this lesson.
Students will
be praised throughout the day. They will
be given many periods of reflection and many opportunities for one-on-one
time. After lunch, student s will have a
few minutes to read silently while they regain their energy from their
lunch-time activities each lesson plan will have varioations. I will attempt to incorporate as many
opportunities for each child to learn according to their learning style.
On this
particular day children will be allowed to choose from any of 4 centers. This lesson will be developed to assist and
motivate the self-expression, creativity, self-esteem, individuality and the
outlet of stress. Students will choose
from water paints, collage making, making and working with play dough, and
finger painting. Students will be given
a warning time and then upon completion of the assignment time to reflect again
on their work.
At the closing
of the day I will reflect on the highlights of the day review key subject
matters and special events that took place throughout the day including good
behaviors. The children will be allowed
to share their own experience if they would like to. Before they leave the classroom I will remind
them to look at the large sing that is hanging above door which reads, “I can …
I will”. I will remind them that I am
proud of them and that I believe in them.
I will stay a few minutes after class to assists any students that need
help.