Classroom Management And Misbehavior Problems In The Classroom

From my observations, the third problem and another new teachers’ big challenge is classroom management. The new teachers are particularly unprepared for dealing with behavior problems in their classrooms. Per Melnick & Meister (2008, p.3), “Teachers with three years or fewer on the job are more than twice as likely as teachers with more experience (19 percent versus 7 percent) to say that student behavior is a problem in their classrooms.” According to the article, many beginning teachers responded that their preservice programs did very little to prepare them for the realities of classrooms, including dealing with unruly students. " Per Fry (2007, p. 225), “A bigger bag of classroom management tricks would have been helpful for every new

45), provide new teachers with advice on classroom management’s cardinal rules, key strategies to gain student attention with a “Freeze and Listen” code, and various lesson formats. They also advice how to set procedures for cleanup and strategies for promoting good behavior, correcting misbehavior, and reword system.

From observations in P.S. 255 classrooms, I learned that the main rules of classroom management can be described by the words: model, practice, focus on the positive, and be consistent. Creating procedures helps a new teacher think through her/his behavioral expectations for any given activity. This way the new teacher can communicate her/his expectations clearly to the students and prevent disruptions. The new teacher must decide what signal she/he will use to notify her/his students to stop, look, and listen to the adult. Starting from the first day, at the first transition, the new teacher must model, roleplay, and practice this procedure over and over. I learned that it is critical that all the adults in the room model the desired behavior along with the