Classroom Management the Essential Components

Classroom Management

The essential components of classroom management include (1) creation of a powerful curriculum that uses meaningful, relevant and useful information, (2) establishment of pre-requisites so teachers and students can build appropriate learning relationships, (3) defined parameters which provide specific ground rules, directions and procedures for students and (4) a participative environment where students are engaged and encouraged to learn (ITC, 2004). I have used many techniques to create a classroom that is positive and well managed. Particularly in my experience I have found that it is important to establish ground rules and a framework for learning that supports participative learning in a team oriented environment.

In my experience in the classroom I have found that many factors effect classroom management including individual teaching style and the creation of a positive atmosphere that encourages and motivates students. The student population may also affect classroom management. My experience has been that some students are more at risk or require more advanced classroom management skills than others. My work with special needs students has focused on building a classroom that focuses on creation of a positive and nurturing environment that works toward increasing student self-esteem among other things.

Students have many needs, which are often dependent on their individual personalities and background. My experience as a classroom administrator and work with special education students has helped me learn that some students are more at risk for falling victim to negative behaviors than others, particularly those that don't have adequate support systems at home. Thus I have found it is important for teachers to establish a positive and supportive environment that enables learning.

Setting up a positive classroom environment will encourage power and control over the classroom. Teachers must aspire to set up a win-sin situation for students, which can generally be accomplished through a positive learning environment, one that defines expectations and reinforces rules through adequate volumes of praise and encouragement for students behaving well, and sanctions or harsh treatment when things go wrong (Lewis, 2004). To avoid conflict the instructor will benefit from engaging students in a way that allows them to see all sides of and all perspectives of an issue (Lewis, 2004).

I have also found through teaching that when students encourage a win-win environment and praise students, interpersonal relationships are developed and encouraged because students have an increased sense of self-esteem and are more motivated to learn. In many cases the teacher serves as a role model, thus the teacher should make a concerted effort to engage students in conversations that are well rounded and examine all points-of-view as Lewis (2004) suggests.

I have found that group oriented programs and assignments help create opportunities for personal discussion and help the instructor evaluate potential problems in classroom relationships. They also help students learn to build better and stronger relationships, particularly when the outcome of single students is dependent in part upon the outcome of the group as a whole.

As an administrator I have learned that positive peer relationships are formed when students are encouraged to share their individual traits, techniques, cultural differences and opinions in a participative classroom setting. Activities that support acceptance of many diverse cultures include positive affirmations, group oriented activities and acceptance of many forms of learning and communication.

Students are motivated by a variety of different factors within the classroom environment. Teachers can enhance student motivation and learning by giving up some control and encouraging students to self-asses their progress (Van Tassell, 2004). Traditionally this has been difficult for teachers unwilling to give up control, as often the teacher sees themselves as the primary force of control within the classroom (Van Tassell, 2004). However research supports the notion that increase autonomy in the classroom is beneficial for students (Van Tassell, 2004).

Research also support the notion that students with poor self-esteem generally exhibit more problems and negative behaviors in the classroom (Edwards, 1994). Thus it is critical that part of classroom management be dedicated toward supporting and nurturing students self-esteem and subsequent sense of self-control within the classroom environment. This would suggest that the teacher act more like a director than an authoritarian figure, leading students to a positive outcome.

Working with special needs students I have found that infusing students as much as possible with self-esteem by allowing them more control when possible generally has facilitated a greater desire to learn and achieve more among all students. Students with special needs are at an increased risk fro having low self-esteem which can often impact their potential for achievement. The best way to overcome this is to reinforce students with positive behaviors and help them work through challenges they may be facing daily.

Glasser (1984) developed a theory that suggests that students need to be taught to control their behavior in order to succeed, and thus the role of the teacher is in part to help students learn control through decision making that is positive. Working with special needs populations, I have learned how to help guide students in a manner that encourages control and self-reliance. My work has led me to the general belief that students can learn to control their behavior when they are mentored more so than 'lectured' to, as students often model the behaviors they admire in others. The teacher in every situation possible should work toward influencing students by demonstrating behaviors they would like to see students model in this situation.

Handling violations of rules and procedures requires a firm hand. From my work as a teacher I have found that students need to be made comfortable and secure in the classroom. Students don't come into a classroom with social and life skills, rather they must learn them (ITC, 2004). If teachers don't provide a framework for discipline and firm guidelines for students to follow, students will not have any sense of direction and thus are more likely to violate rules and not well defined procedures.

Students can however learn rules and procedures through consistent offering of meaningful curriculum that develops an expectation of excellence and requires group activity sessions where students learn to communicate and learn effectively (ITC, 2004). I have learned that a meaningful curriculum that emphasizes personal excellence in the classroom is one of the most effective teaching strategies that can be adopted in the classroom setting, regardless of the size or make up of the classroom.

Some of the best problem solving techniques incorporate use of active listening, where the teacher not only teaches students to listen and understand but also ask thoughtful questions in return (ITC, 2004). Students must also be provided an environment where they are not put down, where negative and hurtful language is prohibited and where students are taught to aspire to achieve their personal bets (ITC, 2004).