As a teacher candidate, it is important to understand the power of classroom management. Classroom management is a significant factor in regulating student behavior. Although it is impossible to control student behavior completely, providing students with a comfortable and supportive classroom environment, differentiated instruction, and an opportunity for students to grow as individuals will optimize classroom time and learning.
Firstly, the classroom should look and feel inviting for students. The classroom should be a stimulating environment. I like the use of open workspace, colorful and thought-provoking bulletin boards, and posting student work around the classroom. My hopes are that classroom arrangement provides for maximized instruction, encourages appropriate social interactions, and provides for special needs, while also maintaining organization. Adjusting the environment to the student allows for higher academic performance and better behavior. A classroom should not be barren, sterile, or restrictive; a classroom should be a place where not only the student, but also the teacher enjoys. Students should want to speak up, participate, and take risks in the classroom.
A well-run classroom begins with the physical layout and should reflect personal teaching styles. I firmly believe that interacting with peers helps foster social and academic development. Therefore, classroom arrangement should reflect this; to encourage student collaboration students should be placed in small groups around tables or clusters of desks. Another important thing to consider is movement. Any students, but especially middle school students, need to get their energy out. By simply moving to different parts of the classroom during lesson transitions can help with muscle cramps and brain stimulation. Likewise, some stimuli can be distracting; temperature, lighting, and noise level all affect students differently.
Further, the teacher can foster the openness and contribute to a comfortable and supportive classroom. Friendly teachers can make the world of difference both inside and outside of school. Flip Flippen, a psychotherapist, once said, “If you have a child’s heart, you have his head”. Knowing student names, interests, and outlining expectations should be done first thing at the beginning of the school year. All students are welcome, as well as their interests and cultural differences.
Students feel comfortable if the teacher feels comfortable; therefore, portray a positive attitude and remain calm. The classroom should have a “me with you” attitude, not a “me against you” attitude. “Students internalize teachers’ expectations, and those affect their self-concepts, achievement motivations, levels of aspirations, classroom conduct, and interactions with teachers” (class notes). Simple cues of encouragement can make the world of difference. If teachers model correct behavior, provide positive feedback, and set expectations, students will know what is expected of them in the classroom both in terms of academics and attitude.
Acting as a positive role model and giving an open place to learn, students should also be communicated the behavioral and academic expectations of the classroom. One way to open students to academic success is to provide them with their academic expectations. Daily routines and procedures should be discussed at the beginning of the school year and then posted somewhere easily visibly in the room. Assignments and due dates should be posted in order to keep students focused and set clear objectives. One way of communicating behavioral expectations seriously is to go over the rules slowly with examples and then have students sign a contract in order to be held accountable when they do act out. This is a way of ensuring that students know what the rules are, how their behavior should be conducted, and time is not wasted further into the school year. If students know what is expected of them in terms of class work, homework, and behavior, this will create fewer behavioral problems and most importantly allow for more instructional time.
When students inevitably do act out, it is important to act thoughtfully. Remain calm. Dr. Rudolf Dreikurs reasonably believes that “all behavior has a goal” (class notes). Immediately reacting to that goal, whether it be attention, power, revenge, or avoidance of failure, and giving into the student need without logical thought can cause more problem goal-seeking behaviors. Dreikurs states it is best “to correct misbehavior with logical consequences” (class notes). Firstly, teachers should respond by trying to correct the behavior. If the behavior persists, I feel it is best to follow B.F. Skinner’s idea of behaviorism, in order to punish positively, something undesirable is added to decrease undesired behavior, such as detention. Conversely, if behavior is positive, reinforce that behavior by adding something positive to increase desired behavior, such as reward. Behavior is learned, therefore it can be replaced, by following these ideas, behavior is being taught once again in a positive manner.
Classroom behavior is the key to classroom success. Classroom management is the key to classroom behavior. Therefore, it is best to create a positive environment in which students learn to foster and optimize classroom learning.
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