Creating and Maintaining an efficient classroom environment for students can be a difficult task to accomplish. With the amount of distractions and behavioral issues teacher encounter on a daily basis, it becomes essential to prepare and try to prevent them. Our goal for students is for them to receive the most optimal opportunity for learning while spending minimal time disciplining and managing. In order to do so we must hold ourselves accountable as teachers for establishing order and also the students accountable for their own actions. If a good classroom environment is set up, I believe students can learn effectively without feeling restricted. Although students can be unpredictable and not all strategies are proven to work, the efforts made towards creating this environment are what produce a difference.
In order to have a well-managed classroom it is essential to be an effective teacher. There are a variety of characteristics associated with being an effective teacher, and I believe some of these characteristics must be developed in order to establish a well-managed classroom (Wong). Organization is one characteristic that is key to giving your students a clear understanding of what is going to be expected of them for the day. Not only this but establishing classroom norms for your students and constantly be expressing to them the standards you hold them too.
Preparing and organizing the classroom itself can be a precursor for the way your classroom is going to be ran. Allowing for student workspace, wall space and your own workspace can help prevent the classroom from feeling chaotic. Using containers for specific materials that are labeled and stored as well as creating file cabinets for lesson plans and worksheets that...
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...able for establishing this environment and hold them accountable to maintain this environment so that our classroom can be a place where they feel safe, comfortable and motivated to learn.
Works Cited
Celic, C. M. (2009). Classroom Management with English Language Learners. English language learners day by day, K-6: a complete guide to literacy, content-area, and language instruction (pp. 63-91). Portsmouth, NH: Heinemann.
Classroom Management Theorists . Retrieved March 20, 2014, from http://faculty.mdc.edu/jmcnair/EDG3410%20Topic%20Outline/Classroom%20Mgt.ppt
Slavin, R. E. (1997). Educational psychology: theory and practice (5th ed.). Boston: Allyn and Bacon.
Wong, H. K., & Wong, R. T. (1998). Classroom Management. The first days of school: how to be an effective teacher ([2nd ed., pp. 79-202). Mountainview, CA: Harry K. Wong Publications.
Wong, H. K., and Wong R. T. (1998). The first days of school: how to be on effective teacher.
As a teacher in training, I have very limited in-classroom experience and depend heavily on the expertise of professors as well as a variety of books and articles published on education. I am convinced that a learner centered approach to instruction is of fundamental importance and that it will inform most teaching decisions I will need to make to become an effective educator. Knowing as much about the students before school even begins will help structure the content material and guide the instruction methods. Along with this, knowing what the school provides in terms of environment and materials will help formulate a plan to give students every possible opportunity for achievement and success. Wong (2005) defines classroom management as “all of the things that a teacher does to organize students, space, time and materials so that student learning can take place” (p. 84).
Ormrod, J. E. (2012). Essentials of educational psychology: Big ideas to guide effective teaching, 3rd, ed. Boston, MA: Pearson Education, Inc.
In my twelve years of teaching experience, one thing that most of my colleagues have struggled with at some point in their career has been classroom management. Classroom management is one many keys to instructional success. Unfortunately, many have left the teaching field due to lack of knowledge of classroom management best practices.
Snowman, J, McGowan, R, & Biehler, R. (2009). Psychology applied to teaching. New York: Houghton Mifflin.
Krause, K, Bochner, S, Duchesne, S & McNaugh, A 2010, Educational Psychology: for learning & teaching, 3rd edn, Cengage Learning Australia, Victoria
Duchesne, S., McMaugh, A. Bochner, S, and Krause, K. (2013) Educational Psychology for Learning and Teaching. 4th Edition. South Melbourne: Cengage Learning.
My teaching career has been spent learning how to provide appropriate support, guidance, patience, & understanding, as well as to enhance academic growth & success, for all students. My purpose as a teacher is to enrich and inspire the lives of young students with moderate/intensive needs by providing access to information instead of functioning as the primary source of information for students to flourish. My teaching methods will be to create an environment ripe with opportunities for discovery and exploration which will allow all students to learn at their own pace, generate questions and construct knowledge, while providing hands-on practice of skills in authentic situations as well as to make learning intriguing and meaningful to all students. Carefully planned and constructed learning environment will also allow the teacher more time to meet the individual needs of each student. Another important factor to a well-prepared learning environment is to facilitate learning, and providing students with balance and consistency (2004). Young students require a balance between various classroom dimensions, including activities guided by the teacher and independent work, quiet work and active work, gross motor and fine motor activities, and open and closed aspects to the curriculum and classroom materials (2004). Consistency is also a required condition for learner success. Schedules (daily and weekly), the enforcement of classroom rules, and student expectations should not be in flux but remain consistent. Without a sense of consistency in the classroom, school life would lack the necessary feeling of safety and reliability young children need to focus, to take risks, and to t...
The environment of the classroom is important because is a social place where children have to feel secure so they can become part of the lesson and for the lesson to succeed. The classroom is organized and the students are in their individual desks respectfully listening to the teachers lecture and following along. The students look
Classroom management has the largest effect on student achievement, so students cannot learn in poorly managed classroom. Additionally, research has pointed out that the quality of teacher-student relationships is the main aspect of classroom management.(…2). Furthermore, when teachers set classroom management plan, the plan will give structure to everything from seating to lessons to grading to the relationship between students. Teachers should incorporate strategies for addressing student behavior into classroom
This I Believe Philosophy statement will include my thoughts and beliefs about classroom management with comparison to other theorists’ models. The major theorists that will be mentioned are Barbara Coloroso, Linda Albert, and Lee & Marlene Canter. I highly agree with the Canter’s and Coloroso’s models of classroom management because it best fits my personality as an individual teacher. I believe that an affective classroom management plan is first practiced and then modeled for improvements. My ultimate goal for my Classroom Management Plan is to model self-discipline by teaching it through my daily actions so that students may be able to self-manage themselves accordingly.
For teachers to be effective their classrooms should be open, encouraging and safe environments, where a strong student-teacher relationship can be achieved (Marsh, 2008). Students should be treated with respect in order to meet their need for belonging (Eggen&Kauchak, 2010). The layout of the room and resources need to be well considered allowing different areas for different activities (Bennett &Smilanich, P. 1994) keeping in mind space for easy movement and creative work. Seating arrangements, noise level and room temperature all need to be taken into account when planning the classroom to maximise productive lea...
The quality of the classroom setting is one characteristic of school environment that promotes positive outcomes for students. The climate of the classroom is seen as a major determinant of the behaviour and learning of students. It contributes to the academic success of students and predicts the degree to which they participate in learning, how consistently they attend school, how attentive they are in class, how carefully they complete assignment and how committed they are to staying in school and doing well (Doll, 2014). The classroom is accepting, caring, respectful, the atmosphere is honest and the teacher is positive, actively motivate students to learn, expect that students will succeed in school and in life and use effective tea...
I believe Classroom Management is the main component in the educational setting. I believe if students are in a safe environment, then learning can take place. This doesn’t mean punishing behavior problems but rather a combination of setting the tone in a class, preventing behavior problems with interesting and engaging curriculums and effectively including all students in the classroom so that their needs are met. Having the right environment for all students to learn is my major goal of implementing good classroom management--without it the students would not be able to learn.
My classroom management starts with a well-organized, clearly labeled classroom layout so that my students can easily access the resources they need for my class. I display visual aids and reminders around the room to support the students and I display their work in specific places around the room to give them a sense of belonging. I create routines and procedures to support the students and enable them to form smooth transitions between activities. There is a certain way they enter and leave the classroom, distribute books and papers, and move their desks and chairs. In my classroom these mundane tasks are completed quickly, competitively, and with enthusiasm. Having routines in place helps students understand exactly what is expected of them and gives them confidence in their actions.