Journal Entry 1

Discourse on classroom management has shifted away from a disciplinarian and authoritarian model towards one more steeped in developmental psychology, social justice, and compassion. Within a new educational paradigm, teachers can provide structure in the classroom without expecting “conformity” or “obedience” per se (Jones, Jones & Vermette, 2013, p. 21). Teachers working within a classroom management paradigm that emphasizes trust and relationship building create far more effective educational environments.

Still, teachers do need to be armed with information and specific strategies. Some of the strategies recommended including improved awareness of non-verbal communication cues and a systematic means of redirecting and reframing problematic behavior (Jones, Jones & Vermette, 2013). Effective classroom management requires sensitivity to issues like cultural diversity and other contextual variables, too. The authoritarian approach does not work with adolescent students, especially, requiring teachers to develop a flexible and creative approach to problem solving in the classroom.

Building relationships with students is also a comprehensive goal. Teachers create cultural ecosystems within their classrooms, and also recognize that the school and its community are also constrained by norms and values. Empowering students to make choices that are socially and emotionally intelligent, teachers can promote a new ethic of learning and civic engagement.

Journal Entry 2

Teachers have had dichotomous relationships with technology, viewing technological tools as necessary means, or even ends, of instruction, but also... However, new technology helps teachers manage their classrooms more efficiently and effectively, helping teachers transform lesson plans to minimize wasted time and maximize student engagement (“Improved Classroom Management,” n.d.). Specific educational technologies are designed to help teachers with classroom management, especially with regards to organizing school activities, communicating with students, and providing a communication network for parents, too (Bhaskar, 2013). Using specific educational applications, teachers can better manage communication with parents and students. Students who are encouraged to use technology to interact with teachers can acquire better digital communications skills, while also learning how to better ask for what they need. In this way, underserved or shy students might be encouraged to participate more and improve their own academic performance. Administrators can encourage teachers to maintain educational or school-related blogs, which serve as the means to promote the school’s overall mission and values.

Journal Entry 3

Individualized education programs (IEPs) and 504 plans are both designed to help students with special needs. Both of these methods ensure that all students have equal access to school resources and opportunities for learning and maximizing their potential. 504 plans are more global in scope, although both the IEPs and 504 plans impact how administrators and teachers operate. Students with IEPs have specialized, individualized instructions, whereas the 504 plan applies more broadly to accommodations that can be made, even via changes to pedagogical practices. IEP accommodations are…