Classroom Management Essays (Examples)

The formal power structure within the organization has been explained. The suggested strategy is one of collaboration and cooperative efforts in which all team members are involved in decision making processes which can be termed to be a process of "consensus" whereby each team member feels that they own the decision and therefore will contribute more genuine efforts at success in the process. In management and initiative and other efforts in the R&D position the key words for handling the social and political aspects within the organization are those of 'collaboration, cooperation, consensus, and connectivity' which are vital and necessary tools in gaining support and in the creation of an organizational-wide effort that results in productivity for the organization.

ibliography

Wollenburg, K. (2001) Managing Up, Over and Across Am JH ealth Syst Pharm 2001 Oct 1;58 Suppl 1:S10-3 http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retr ieve&db=PubMed&list_uids =11592350&dopt=Abstract

First, reak All the Rules: What the World's Greatest…

Bibliography

Wollenburg, K. (2001) Managing Up, Over and Across Am JH ealth Syst Pharm 2001 Oct 1;58 Suppl 1:S10-3  http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retr  ieve&db=PubMed&list_uids =11592350&dopt=Abstract

First, Break All the Rules: What the World's Greatest Manager Do Different" [excerpt referenced fro]: Great Leadership Leads to Success with People and Profits, Interaction Associates Online at  http://www.interactionassociates.com/tips_detail.cfm?id=17 

Linden, Russ (2003) Learning to Manage Horizontally: The Promise and Challenge of Collaboration; Public Management, Vol. 85, August 2003.

Wong, Sam & Kwock, Nicole (2004) The Adaptive Enterprise, Managing in Turbulent Times [Online at  http://www.ey.com/global/download.nsf/Philippines/Managing_in  _turbulent_times-Adaptive_enterprise/$file/Managing%20in%20turbul ent%2 0 times.pdf]

ural special education quarterly, Vol. 23, Issue 4, 3-9. etrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=104&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14

Lake, V.E. (2004, August). Ante up: econsidering classroom management philosophies so every child is a winner. Early Chil Development and care, Vol. 174, Issue 6, 565-574. etrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=17&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14

Los Angeles County Office of Education. (2002). Teacher expectations and student achievement. Coordinator Manual.

Marlow, E. (2009, December). Seven criteria for an effective classroom enviironment. College Student Journal, Part B, Vol. 43, Issue 4, 1370-1372. etrieved November 27, 2010, from http://web.ebscohost.com/ehost/detail?vid=4&hid=6&sid=c38435ba-e90f-4d97-8e0e495f0c240747%40sessionmgr13&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&an=48318659

Pong, S., Hao, L., & Gardner, E. (2005, December). The roles of parenting styles and social capital in the school performance of immigrant Asian and Hispanic adolescents. Social science quarterly. Vol. 86, Issue 4, 928-950. etrieved November 26, 2010 from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=7&hid=105&sid=92b749c0-92df-464c-8283-2bf54a532c10%40sessionmgr113

Querido, J.G., Warner, T.D., & Eyberg, S.M. (2002, May). Parenting styles and child behavior in African-American families of preschool children. Journal…

References

Anderson, K.M. (2007). Differentiating instruction to include all students. Preventing school failure. Heldref Publications. Retrieved November 27, 2010, from  http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=4&hid=8&sid=6e489bfl=d9d3=48b8=8a0b=f2elc246e0c2%40sessionmgr11 

Chao, R. (1994). Beyond parental control; authoritarian parenting style: Understanding Chinese parenting through the cultural notion of training. Child development, 45, 1111-1119. In parenting styles - cultural and ethnic variations in parenting styles. Retrieved November 26, 2010 from  http://family.jrank.org/pages/1253/Parenting-Styles-Cultural-Ethnic-Variations-in-Parenting-Styles.html 

Fox, L., Dunlap, G., Hemmeter, M.L., Gail, J.E., Strain, P.S. (2006, September). The teaching pyramid: A model for supporting social competence amd preventing challenging behavior in young children. The Brown University Child and Adolesent Behavior Letter. Wiley Periodicals Inc. Retrieved November 27, 2010, from  http://web.ebscohost.com/ehost/detail?vid=3&hid=13&sid=8b7b705b-8d14-4ae5-ad69-04382330e75d%40sessionmgr4&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=aph&an=22043721#db=aph&an=22043721#db=aph&an=22043721 

Hammond, H., Dupoux, E., & Ingalls, L. (2004, Fall). Culturally relevant classroom management strategies for American Indian students. Rural special education quarterly, Vol. 23, Issue 4, 3-9. Retrieved November 26, 2010, from  http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=104&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14

Increasingly, Courts are understanding that clothing that depicts sexual acts, coarse language, bodily fluids, or offense and bigoted messages disallows an appropriate educational experience. One response to this is a school dress code at one end of the spectrum, and school uniforms at the other. One can debate the efficacy of these provisions, but the basic difference is that the Tinker case was classified as a non-offensive protest (a black armband) as a Constintutional right, but blatantly offensive images or clothing that hinders learning, is unproductive and schools have a clear right to regulate that behavior (State Court and Lower Federal Court Decisions).

Moral/Ethical- By the time we reach school age we have a basic understanding that there are often consequences for our actions. Within the model of classroom management there are various ways a teacher can model behavior, modify student's behavior, and change the manner in which that student…

"State Court and Lower Federal Court Decisions." Jounral of Law and Education 32.1 (2003): 92+.

Tinker v Des Moines Independent Community School District. No. 393 U.S. 503. U.S. Suprement Court. 1969.

Torrance, E. Rewarding Creative Beheavior: Experiments in Classroom Creativity. Englewood Cliffs, NJ: Prentice-Hall, 1965.

These include listening to students, expecting students to listen attentively in return, creating rules that students follow directions, ensuring students provide and complete school work on time, and insisting students demonstrate appropriate self-control to limit disciplinary problems in the classroom (Givner, Lynne & Pierson, 2003). When teachers clearly outline these expectations to students, it is more likely students will respect them. Poor adjustment occurs when teachers do not clearly define their expectations for students, and then provide them with a learning environment that is respectful, and one that caters to individual learning abilities and personalities.

Why Meaningful Content & elevant Content is Important

Far too often students complain of boredom in the classroom, and this can lead to behavioral problems and disciplinary problems in the classroom. Teachers can avoid this by providing meaningful and relevant content to students. Students that learn interesting and meaningful content can also apply their knowledge…

References

Givner, G.C., Lane, K.L. & Pierson, M.R. (2003). Teacher expectations of student behavior: Which skills do elementary and secondary teachers deem necessary for success in the classroom? Education & Treatment of Children, 26(4):413.

She is having a problem with a student, ary Kirby, who arrives each day without any of the required reading materials. Mrs. ansler feels like she is in a atch-22 situation. If she sends ary back to his locker, she wastes class time; if she does not, ary cannot do his work.

Analysis -- Assertive discipline is a behavioral approach to home and classroom management that involves a high level of teacher or parent control. Sometimes it is known as a "take back control" approach, since instead of allowing students and extraneous events to control the classroom, the teacher is fully in charge. The underlying theory for this approach maintains that teachers must establish rules so that the learning process is uninterrupted by misbehavior or other passive-aggressive time wasters (McIntyre, 2008).

Part 1 -- Using assertive discipline in Mrs. ansler's class would require that she place a structured and systematic…

Canter, L. (1990). Assertive Discipline: More than Names on the Board and Marbles in a Jar. Dyc.edu. Retrieved April 2013 from: http://campus.dyc.edu/~drwaltz/FoundLearnTheory/FLT_readings/Canter.htm

Huitt, W. (1996). Classroom Management: A Behavioral Approach. Educational Psychology Interactive. Retrieved April 2013 from:  http://www.edpsycinteractive.org/topics/manage/behmgt.html 

McIntyre, T. (2008). Assertive Discipline. Behavioradvisor.com. Retrieved April 2013 from:  http://www.behavioradvisor.com/AssertiveDiscipline.html

Some teachers make the mistake of providing too comfortable of a classroom environment for their students, which students find too distracting and the students only want to socialize with other students and the teachers. egardless of whether or not a teacher occasionally socializes with their students, it's important that the teacher remains a mentor and an authority figure to the students.

Nothing should interfere with the process of learning. That being said, teachers should assess their classrooms from day one in order to pick out any specific details, which may inhibit learning. These details can immediately be changed, whether or not it's the layout of the classroom furniture, the placement of materials, posters on the wall, etc. Teachers should also be aware that a classroom layout may need to be changed after the first day or two (or even month) of the classroom meeting. Once students become comfortable in their…

References

.: Keys To Effective Learning: . Professional Development for Teachers. (n.d.). Keys to Effective Learning. Retrieved September 25, 2010, from  http://keys2el.com/workshops/teachers.html 

Curtis, M.E., & Longo, A.M. (n.d.). NCSALL: Reversing Reading Failure in Young Adults. NCSALL: NCSALL Home. Retrieved September 25, 2010, from http://www.ncsall.net/index.php?id=466

Kapoh, J. (n.d.). CLASSROOM Management PLAN. California State University, Los Angeles. Retrieved September 25, 2010, from  http://www.calstatela.edu/faculty/jshindl/cm/jenny%20kapoh%20CMP.htm

Teachers should watch closely as students enter the classroom at the beginning of the period. This is a time when problems may be present to the teacher. If a teacher suspects that a student may have a problem during class, the teacher may be able to head off the problem before it begins. For example, if a student walks into the classroom with a negative outlook, the teacher might speak with the student before class begins. This not only may allow the student to vent, but the teacher may also get to the root of a possible problem before it occurs within the classroom.

Students should be made aware of discipline guidelines and rules from the beginning of the school year. ules should be posted within the classroom, available in handouts and should be discussed on a regular basis. A teacher should never create a rule unless they intend to…

References

Discipline Help: You Can Handle Them All. (n.d.). Discipline Help: You Can Handle Them All. Retrieved September 25, 2010, from  http://www.disciplinehelp.com/teacher/instruction.cfm?section=step&sectiontitle=Introduction 

How Is Discipline Handled in Second Grade?. (n.d.). Pregnancy and Parenting - From The Labor of Love. Retrieved September 25, 2010, from  http://www.thelaboroflove.com/articles/how-is-discipline-handled-in-second-grade/ 

The Teacher's Guide Classroom Management Page. (n.d.). The Teacher's Guide. Retrieved September 25, 2010, from  http://www.theteachersguide.com/ClassManagement.htm

Classroom Management

The University of New Orleans' College of Education maintains a web page dedicated specifically to topics of interest to classroom management. The web site, which can be found at url http://ss.uno.edu/ss/homepages/cmanage.html, contains a thorough set of links that can guide the prospective student or professional educator toward finding other websites of interest. The parent web site for the University of New Orleans' Social Studies programs can be found at url http://ss.uno.edu/. Although the University of New Orleans' classroom management website is not easily accessible through popular search engines like Google, and although it can be a little bit tricky to locate the classroom management links directly through the department's home page, once found the set of links will prove invaluable for the graduate student or professional educator. The team members who maintain the website are named as Mary M. Banbury and James H. Miller, whose e-mail addresses are…

Allowing students to choose between three books to read for an in-class assignment or to select from a variety of topics for research papers enables students to feel invested in the process of learning. Even when reprimanding students, stressing they always have a choice is essential: they can choose to do their homework, for example, four days a week and be rewarded by no homework for the weekend, or if they do not turn in their homework on time they do not get a reward of a free weekend, and a reduction in their grade because the paper is late.

Creating an environment where it is 'easier' to be responsible is also helpful. For example, writing down all assignments that are due on a dry erase board, so students are constantly confronted with the deadlines for various projects makes it harder for them to forget. Having differently colored folders for…

As with all responsibilities and duties of a teacher or other classroom leader, preparation is a fundamental aspect of behavior management. Developing a comprhensive and detailed understanding of the needs of classroom management and the processes that can fulfill those needs is essential before even entering the classroom.

Once a full strategy for achieving a well-managed and positively supportive classroom has been developed, the teacher must then adhere to this plan while teaching in order to maintain consistency and provide clear and ongoing expectations for the students in the classroom. This consistency should actually be an explicit and entirely integrated part of the classroom management system, as without such consistency there will not be any shared understanding of the practices and behavioral expectations, and the entire system will essentially be obsolete (Young & ichardson, 2007; Koza & Smith, 2010). The teacher has a responsibility to treat all situations and students…

References

Koza, W. & Smith, J. (2010). Managing an Early Childhood Classroom. Huntington Beach, CA: Shell Education.

Young, M. & Richardson, L. (2007). Early Childhood Development from Measurement to Action. Washington DC: The World Bank.

Low-structured classrooms have more dialogue between the teacher and the students as well, according to PAW (2009).

Capizzi (2009) notes that it is easy to visit a variety of classrooms and see how each one has its own style and its own feel. Teachers can get very creative when it comes to structuring and decorating their classrooms, which is nice, but teachers have to be careful that they organize the classroom in a way that supports and encourages teaching and learning. For example, how the desks (both teachers and students) are arranged, as well as how bookshelves and tables are arranged, and decor -- all make a difference when it comes to creating a supportive classroom (2009). While decor and arrangement is vital to a supportive classroom, Capizzi (2009) also states that taking the students' ages into account is also quite important. On another note, students should be able to…

Reference:

Capizzi, a.M. "Start the year off right: designing and evaluating a supportive classroom management plan." Focus on exceptional children,42(3): 1-12.

above). Seating Edward near the teachers desk results in less external distraction, more hands-on management, and while the teacher may need to review instructions because of the lack of proximity to the chalkboard, Edward will have fewer distractions and be able to focus more on his work.

While there is no "ideal" classroom seating arrangement because of the differences in the classroom makeup, age of students, and activities, I believe that the classroom should not be static. Student desks are easily moved, and as long as the teacher's desk, computer station and chalkboard remain stable, then I would likely have two ways of organizing the room:

A -- Lecture, film, presentation or group even in which I wanted all eyes on me, minimal collaboration, testing, individual work, etc. Note that in this arrangement student contact is limited, students who are behavior or attention problems would be seated in the first…

REFERENCES

Jones, F. (2004, September 4). Do Seating Arrangements and Assignments = Classroom Management? Retrieved January 2011, from Education World:  http://www.educationworld.com/a_curr/curr330.shtml 

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Classroom Management, and Organization Plan for a Pre-K Trainable Mentally Handicapped (TMH) class with students ages 3-5. The plan reflects one's leadership and management style in order to develop a comprehensive plan for effective classroom management and discipline. The assignment addresses areas like content, conduct, and covenant management, establishment, and teaching of classroom procedures, development and teaching of classroom rules and consequences, prevention of problems, establishment of positive relationships, students with special needs, students with varying ability levels, socio-economic, cultural, ethnic, gender, and linguistic needs, stages of cognitive and moral development, interests, and learning styles, Howard Gardner's Theory of Multiple Intelligences, and home- school connection or communication with parents.

A student who is mentally handicapped means one who has sub-average general cognitive functioning and as a result has a lower level of learning. Along with this deficiency in adaptive behavior, could also be noted during the developmental period. As a…

Bibliography

Froyen, L.A., & Iverson, A.M. (1999). "Schoolwide and classroom management: The reflective educator-leader" (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.

Marks, J.W., Van Laeys, J., Bender, W.N., & Scott, K.S. (1996, Summer). "Teachers create learning strategies: Guidelines for classroom creation. Teaching Exceptional Children."

Hannah, Mary Elizabeth, and Pliner, Susan. (1983) "Teacher Attitudes Toward Handicapped Children: A Review and Synthesis." School Psychology Review12 12-25

Alexander, Cara, and Strain, Philip S. (1978) "A Review of Educators' Attitudes Toward Handicapped Children and the Concept of Mainstreaming." Psychology in the Schools 15:390-396

I often read them books about children from different cultures getting along together, and we also sing songs related to different cultures. Also, when a child asks me a question about why certain children look different or speak differently, I answer them in a loving and honest manner.

I feel it is important to help each child feel accepted in the group, help children learn to communicate and get along with others, and encourage feelings of empathy and mutual respect among children and adults. Therefore my goal is to encourage social interaction that promotes togetherness without eclipsing individuality; and to encourage communication skills that are socially acceptable but not overly constrained.

Some of the activities I provide to promote social skills and cooperation include:

Group games such as telephone and "who has the button?"

Group sing-a-longs

Eating together at the same time in the same area

Formal introductions of new…

References

Source: Gardner H. (1993). Multiple intelligences: The theory in practice, New York: Basic Books

Classroom management is one of the greatest stressors American teachers cite with respect to their jobs.. Teachers feel pressured by the demands of increasingly stringent curriculum standards and results-oriented, high-stakes testing. Many believe they could teach much more effectively if they did not have to deal with so many behavior problems. For these reasons, it is interesting to explore behavior problems from the perspective of Chinese elementary school teachers, who work in an environment Americans perceive as more highly structured and strict.

Researchers surveyed 527 elementary school teachers in five Chinese provinces. Although their perception of time spent on classroom management was lower than reported by teachers in the U.., 34% compared to more than 50%, Chinese teachers reported frustration with the amount of time wasted in addressing behavior issues (hen, Zhang, Zhang, Caldarella, Richardson & hatzer (2009, p. 187). The researchers began by interviewing a small group of teachers…

Shen, J., Zhang, N., Zhang, C., Caldarella, P., Richardson, M., & Shatzer, R.H. (2009).

Chinese elementary school teachers' perceptions of students' classroom behaviour problems. Educational Psychology 29 (2), pp. 187-201. Retrieved from Academic

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Behavioral Theorist Diane avitch

Classroom Management: Behavioral Theorist Diane avitch

It is clear that teachers do play many roles in a typical classroom, but mainly one of the most vital is that of a classroom manager. Effective learning and teaching and is not able to take place in a classroom that is poorly managed. If students are disrespectful and disorderly, and no apparent rules and events guide behavior, chaos turns out to be the norm. As a new teacher facing their first classroom experience, they will be bombarded with information. esearch has displayed that the quality of teacher-student associations is the basis for all other features of classroom management. Additional, research has displayed that teachers who had high-quality relations with their students had rarer discipline problems and rule desecrations than those who did not have high-quality associations. Nevertheless, Diane avitch was a woman that has plenty of classroom strategies in…

References

Braswell, L. B. (2005). Cognitive-behavioral therapy with ADHD. New York: Guilford Press.

DiGangi, S. & . (2015). A component analysis of self-management training with behaviorally disordered youth. Behavioral Disorders,, 9, 281-290.

Linsin, M. (2015, March 5). Six classroom management tips for new teachers. Retrieved from Teacher Network:  http://www.theguardian.com/teacher-network/2015/oct/08/classroom-management-tips-new-teachers 

Ravitch, D. (2014, March 24). The Myth of Charter Schools. Retrieved from The New York Review of Books:  http://www.nybooks.com/articles/2010/11/11/myth-charter-schools/

Philosophy and Theories

Children have a need to be loved and feel self-worth (The Glasser Approach, 2010). Relationships between teachers and students are important to build self-management, self-efficacy, motivation, and engagement in students for success. In order to manage behavior, teachers need to know how a student learns, what motivates them, and what structures and routines work best for a student to learn.

Children seek meaning in information and reconstruct that information to make it their own. The individuality in students causes them to learn in different ways. Teachers can collaborate with students to develop a meaningful construction of information that leads to higher thinking skills (Vygotsky, 2014). In collaboration, teachers help develop students as learners where they can learn different ways to learn. It teaches a child self-management skills as they learn to take responsibility for their own learning and behaviors.

Individual performance gives the student information for self-evaluation…

Works Cited

Bauman, E. (2009, Nov 1). Discipline with Dignity: Curwin and Mendler. Retrieved from Manchester University: http:///users.manchester.edu/Student/ekbauman/Prof...

Hicks, S. (2012, May 31). Self-Efficacy and Classroom Management. Retrieved from Liberty University: http://digitaleommons.liberty.edu/cgi/viewcontent.cgi?article=1598&...

Schunk, D. (1985). Self-Efficacy and Classroom Learning. Pschology in the Schools, 22(2), 208-223 retrieved from  http://libres.uncg.edu/ir/uncg/f/D_Schunk_Self_1985 ...

Simonsen, B. e. (2008). Evidence-Based Practices in Classroom Management: Considerations for Research to Practice. Education and Treatment of Children, 31(3), 351-380 Retrieved from http://www.mepbis.org/docs/cace-11-15-10-PBISclassroom.pdf.

Classroom management theories including learning behavior theory are the foundations through which teachers can develop emotionally safe classroom where all students can learn. For instance, learning behavior theory helps in creating suitable instructional interventions for management of routine misbehaviors, increasing intrinsic and extrinsic behavior, and encouraging positive social interaction, self-motivation and active engagement. An example of a situation that could benefit from the use of learning behavior theory is Carol's scenario who has some behavior issues. Some of Carol's major behavioral issues include talking a lot, especially off the subject matter, poor concentration when she thinks the lesson is boring, being distracted by her friend, Frankie, and the need to be reminded to get back to her work.

Carol's Negative Behaviors:

One of Carol's major problems in the classroom is talking a lot, mostly off topic or the subject matter, which results in her constant interruptions of the learning activities…

References:

"Behavioral, Cognitive, Humanist Approaches." (n.d.). Euromed Info. Retrieved March 3, 2014,

from  http://www.euromedinfo.eu/behavioral-cognitive-humanist-approaches.html/ 

Darling-Hammond et. al. (n.d.). Session 5 -- Feelings Count: Emotions and Learning. Retrieved March 3, 2014, from  http://www.learner.org/courses/learningclassroom/support/05_emotions_learning.pdf 

DeLong, M. & Winter, D. (2002). Motivating Students. Retrieved from Vanderbilt University

Classroom Management: Hands on or Hands off?
Introduction
The issue of classroom management is a complex one in today’s world, especially as the issue of how to educate has taken on so many different dimensions over the previous decades. There are so many different schools of thought on the best way to educate that managing the classroom and instilling discipline is also impacted by these myriad voices and perspectives. This paper will focus on the issue of classroom management at the high school level and address the problem by examining whether character education, praise and relationship building can be facilitative types of classroom management approaches that can serve as effective strategies to classroom management.
Problem
The problem of classroom management and whether or not teachers should adopt a hands on or hands off approach to discipline has largely been impacted by the philosophical underpinnings of the modern era, which have…

Classroom Management

My classroom management theory is based on a constructivist approach to learning, which implies that there is a mutual responsibility between the learner and the instructor to move forward with the learning experience. My current position is in the First Grade, which at times can make this somewhat challenging. In many ways, First Grade is a segue into a "real" school atmosphere: longer day, more academics, less play, stricter expectations, social growth, challenging social and academic environment and more. Often, the first few months of First Grade are transitions into expected behaviors and a more regimented school day, so classroom management can be challenging at times. Overall, I have been using placement of students (moving desks, etc.), challenging paced lessons and a reward system for good behavior, excellence in teamwork, assignments, etc. By in large, this has been quite effective for this level of student, most of whom…

REFERENCES

Sutton-Smith, B. (1997). The Ambiguity of Play. Cambridge, MA: MIT Press.

The National Institute for Play. (2011). Play Science -- The Patterns of Play. Retrieved from: http://www.nifplay.org/states_play.html

Rimm-Kaufman, S., et al. (2009). The Contribution of Children's Self-Regulation and Classroom Quality to Children's Adaptive Behaviors. Journal of Developmental Psychology. 45 (4), 958-72.

Schneider, M. (2003). Linking School Conditions to Teacher Satisfaction. Retrieved from:  http://www.edfacilities.org/pubs/teachersurvey.pdf

Classroom Arrangement and Early Childhood Autism
The arrangement of the classroom environment could effectively meet the individual needs of children with autism spectrum disorder (ASD), as the room is neatly divided, which helps ASD children delineate borders and boundaries, and bright colors are used to help convey important information—like the class schedule, vocabulary words on the board to learn, and so on. There is also plenty of space for peer interaction, which Bene, Banda and Brown (2014) note is helpful for peer-mediated instruction, as it allows students to discuss with one another and communicate more freely without obstacles getting the way.
There are also several lamps in one area to help give light and make the room brighter. The lamps are helpful for reading and give a warm, lively atmosphere to the classroom. They are like living room lamps so have the added benefit of being inviting and welcoming. As…

The proposed classroom management technique seeks to foster democracy because a culture of responsibility and freedom is promoted in the learning environment. As a teacher, I have comfortably adapted to using this model because it gives my students equal opportunities of interacting and responding to classroom issues. In the end, I can satisfy the needs of the majority. Since the environment is safe, their constitutional rights are guaranteed and rules applied are fair to all students. In such a classroom, all students are given equal opportunities especially in the formulation of programs and policies. Moreover, all students will be involved in the decision-making process because no discrimination exists in such a learning environment. Therefore, the learning environment fosters sharing among students especially in the maintenance of discipline, control and even the promotion of meaningful learning process (Dreikurs, Grunwald, & Pepper, 2013).

In the current classroom, I ensure that all students…

Punishment should be equal, and no favoritism is employed. ules enable a teacher to maintain control of the classroom. Maintaining a good classroom behavior is easier than trying to correct inappropriate behavior. Students who have established inappropriate behavior will resist any changes that a teacher attempts in order to correct their behavior. Therefore, it is better for a teacher to maintain order and discipline for the classroom at all times. Establishing clear guidelines and rules, which have consequences if broken will ensure that students maintain good behavior. Parental influence is vital in maintaining discipline of the students. Parents will be kept in the know of their children behavior, and they can also administer disciplinary measures at home.

Students should also be made to understand that disciplinary measures are undertaken to teach them and prepare them for the future. Good student behavior is vital as it protects other students and ensures…

References

Evertson, C.M., & Weinstein, C.S. (2006). Handbook of Classroom Management: Research, Practice, and Contemporary Issues. Florence, Kentucky: LAWRENCE ERLBAUM ASSOC Incorporated.

Mehra, R. (2004). Classroom Management. Manhattan, New York: Pinnacle Technology.

Shaw, R. (2008). Philosophy in the Classroom: Improving Your Pupils' Thinking Skills and Motivating Them to Learn. Florence, Kentucky: ROUTLEDGE CHAPMAN & HALL.

Classroom Management

Class room management holds extreme importance in the process of teaching. It is mandatory for a teacher to manage her class effectively in order to achieve her predetermined instructional goals. 'Successful classroom management involves much more than rules and discipline. Indeed research into classroom management demonstrates that effective teachers are proactive about student behavior, and they involve students in the process of establishing and maintaining rules and routines'. (Strong, 2007)

An effective instructional is dependent on various factors, and a properly managed classroom is definitely one of those factors. There is no way that a teacher can achieve her desire objective, if the process of teaching is taking place in a poorly managed classroom. A properly managed classroom along with attractive materials can definitely attract the attention of students and involve them in the process of learning. Management of classroom is also important to avoid any unnecessary wastage…

References

Evertson, C.M, & Weinstein, C.S. (2006). Handbook of Classroom Management: Research, Practice, and Contemporary Issues. New Jersey: Lawrence Erlbaum Associates. (p.51)

Mcleod, J, Fisher, J, & Hoover, G. (2003). The Key Elements of Classroom Management: Managing Time and Space, Student. Alexandria, USA: ASCD Publication.(p. 75)

Stronge, J.H. (2007). Qualities of Effective Teachers. Alexandria, USA: ASCD Publication. (p.40)

Another important aspect of observational learning is retention. For effective classroom management to take place it is important the students understand and retain the few classroom management rules that will be set out in the beginning of the year.

aise hand to speak

Treat others with respect

If you don't know then please ask

The retention factor with regard to classroom management will be reinforced each time the students witness another student having to suit out for five minutes of recess because they failed to respond appropriately to the clapping signal for attention. In addition we will have a weekly short discussion about classroom rules and why they are important and how the students can help themselves and each other to remember what they are.

The production step in the path to observational learning with regard to effective classroom management will be easily found in the response of the class…

References

Horner, Sherri L (2001) the EFFECTS of OBSERVATIONAL LEARNING on PRESCHOOLERS' BOOK-RELATED BEHAVIORS and ALPHABET KNOWLEDGE.(Statistical Data Included) Child Study Journal

Houseal, Ana (2003) Self-efficacy, standards, and benchmarks as factors in teaching elementary school science. Journal of Elementary Science Education

Newman, Jean (1999) in the Trenches: Increasing Competency of Teachers-in Training by Having Them Conduct Individualized Interventions.

Journal of Instructional Psychology

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…

Child

Classroom Management and the Escalating Child

Every classroom has one, a disruptive child. This includes the non-compliant student, the combative student, the student who engages in inappropriate nonverbal communication, and the attention grabber whose behavior escalates. This last type student is the subject of this paper. I will tell you about a child I observed first, then summarize an article on classroom management, and attempt to apply the principles in the article to the problem I observed with this child.

I visited a kindergarten in a nice, clean school in a working class neighborhood. The building was old but well-kept and spacious. The children walked to school from their homes. Most of the children were white with a few black and hispanics here and there. Classes were not overcrowded. This particular kindergarten with 17 students convened all day, not the usual morning or afternoon. The room was attractive, cheerful,…

References

Albin, R.W. (2003). Twelve practical strategies to prevent behavioral escalation in the classroom. Preventing School Failure, 47, 4 (summer), 156-6l.

Education - Classroom Management

Relationship etween the Use of ehavior Contracts and Student's Ability to Stay on Task

An Introduction to ehavioral Contracting

In dealing with children, there are cases when a teacher encounters a child who does not behave in a normal way as other children do. For instance, a child may show constant inattentiveness to learning, or may demonstrate irresponsiveness to discipline. A child with such disruptive behaviors oftentimes requires special attention and monitoring as part of a process of modifying an unpleasant behavior into an appropriate one. One strategy used to deal behavioral difficulties of a child is ehavioral Contracting. From Family Education Network (online), the following is a definition of behavioral contracting.

A behavioral contract is a written contract that specifies the child's behavioral obligations in meeting the terms of the contract and the teacher's (or parent's) obligations once the child has met his or her…

Bibliography

Watson, Christopher. Behavior Modification, A Proactive Intervention for the Classroom.

2003. University of Minnesota. 28 November 2003.  http://ici2.umn.edu/preschoolbehavior/tip_sheets/behmod.htm 

Behavior Modification.

Gale Encyclopedia of Childhood & Adolescence. 28 November 2003.  http://www.findarticles.com/cf_0/g2602/0000/2602000079/p1/article.jhtml

Successful classroom management is a central component of a productive educational environment. Without it, otherwise valuable learning activities can be rendered less effective or even fruitless. Teachers are acutely aware of this phenomenon and strive to maintain order in their classrooms. While universal tactics, such as proximity, direct instruction, and the provision of high-interest activities, generally prevent potential disarray, there are moments when personalized techniques more successfully address management issues.

The issue of inattentive students is a troublesome one for many teachers. The reasons for distractibility are numerous. However, by thoroughly investigating why a particular student cannot or will not pay attention in class, teachers can more quickly and accurately respond to this dilemma. There is a subpopulation of gifted and talented students who seem to be perpetually lost during large portions of instructional activities. Oftentimes the underlying cause is due to disorganization, rather than disinterest or boredom. These distracted…

Suggested rules for the classroom are: (a) arrive prepared; (b) follow directions immediately; - work during work times; and (d) keep to yourself. (ressi, nd)

4) Develop consequences for common rule infractions and be sure to (a) Fit to the nature of the problem; (b) implement calmly and consistently; and -implement as immediately as possible and in the setting in which the infraction occurs. (ressi, nd)

5) Design routines for the following: (a) Attendance/tardiness procedures; (b)Heading papers; - Assigning work; (d) Homework; (e) Late work; (f) rining materials to and from class; and (g) Collecting work

6) Prepare lessons on behavioral expectations for each major activity. It is necessary to "identify critical content: 'What do students need to now in order to behave responsibly?" (ressi, nd) e sure to make each activity clear in terms of: (a) Conversation; (b) Help; - Activity; (d) Movement; and (f) Participation. (ressi, nd) ressi…

Bibliography

Bressi, Rob (nd) CHAMPs: Proactive and Positive Classroom Management. PBS Coordinator, Springfield Public Schools. Online available at http://www.lblesd.k12.or.us/student/download/Bressi-CHAMPs.pdf

Sprick, Randy; Garrison, Mickey; and Howard, Lisa M. (2007) CHAMPS: A Proactive and Positive Approach to Classroom Management. Pacific-Northwest Publishing. 2007.

Classroom Management: CHAMPS

Fitness Business Trends

Three current trends in classroom management

One recent trend in classroom management is a stress on defined goals and expectations. The popular classroom behavioral management program Wong's Pragmatic Theory "stresses that classroom procedures and rules are clarified at the very beginning of the school year. Teachers are to instruct students how to follow rules and procedures. The teacher prepares lessons about the rules and procedures so that he or she can thoroughly teach the kids about the classroom procedures and rules" (Miller 2013). This stress upon predictability is also commensurate with such philosophies as behavioral theory, which emphasizes how student behavior can be shaped and reformed through goal-setting. Students are given goals to strive for and then are rewarded for reaching those goals. For students with behavioral issues this can be useful given that it provides concrete, reward-based mechanisms for improvement. The need for greater adherence to…

References

Behavior management. Sage Publications. Retrieved from:

 http://www.sagepub.com/upm-data/40497_1.pdf 

Lynch, M. (2013). Future trends in K-12 classroom management. Education Week. Retrieved http://blogs.edweek.org/edweek/education_futures/2013/11/future_trends_in_k-12_classroom_management_and_discipline.html

Miller, K. Wong's Pragmatic Theory: Advantages over disadvantages. Enroll.com. Retrieved from: http://blog.enroll.com/view-post/Wongs-Pragmatic-Theory-Advantages-Over-Disadvantages

Evidence-Based Homework Policy

Homework enables a student to better learn what is being taught in the classroom. It gives more experience of the subject principals. At the same time, homework and homework policies teach students social interaction skills, self-motivation, and active engagement skills and promote best practices in these areas. Homework policies work better based on grade levels of the student.

Ms. Zalogwe's homework policy does promote social interaction. Human use tools from their culture, such as reading, writing, etc., to develop social functions (Vygotsky, 2014). A teacher's collaboration with students to develop meaningful construction leads to higher thinking skills. This in turn, builds social interactions with others. Students learn communication skills that builds interactions with others.

Self-efficacy enhances motivation for more learning and skill building (Schunk, 1985). As homework brings more practice with classroom activities, students gain more confidence in what they are learning. This would also apply to…

Works Cited

Schunk, D. (1985). Self-Efficacy and Classroom Learning. Pschology in the Schools, 22(2), 208-223 retrieved from  http://libres.uncg.edu/ir/uncg/f/D_Schunk_Self_1985 ...

Simonsen, B. e. (2008). Evidence-Based Practices in Classroom Management: considerations for Research to Practice. Education and Treatment of Children, 31(3), 351-380 retrieved from http://www.mepbis.org/docs/cace-11-15-10-PBISclassroom.pdf.

Vygotsky. (2014). Social Development Theory (Vygotsky). Retrieved from Learning Theories.com: http://learning-theories.comvygotskys-social-learning-theory.html

Tips on Classroom Management

Managing an effective learning process in a classroom is like driving on the street. Sometimes you can speed up, but when the street is crowded, you can barely move at all.

Many factors contribute to successful classroom management: organized curriculum, students' background, students' motivation, available resources, clear lesson plan and organization, collaboration from the school and environment, discipline, supportive learning environment, and also relationship between the teacher and the students, and among the students inside the class.

Unfortunately, teachers cannot apply single management strategy to every class. There are no classes that have the exact same profile when compared to each other. In the beginning of the term and continuously, teachers need to identify the students profile, their best performances, and their problems, to ensure equal achievement for everyone.

Now, of course the 'traffic jam' needs the highlight. While teachers work hard to take control, why…

References

Gazin, A. (1999). Keeping Them On The Edge of Their Seats. Instructor Magazine August 1999.

Girard, K.L. (1995). Preparing Teachers for Conflict Resolution in the Schools. ERIC Digest No. ED387456. ERIC Clearinghouse on Teaching and Teacher Education Washington DC.

Long, J.D., Biggs, J.C., and Hinson, J.T. (1999). Perceptions of Education Majors and Experienced Teachers Regarding Factors that Contribute to Successful Classroom Management. Journal of Instructional Psychology June 1999.

Wheeler, E.J. (1994). Peer Conflicts in the Classroom. ERIC Digest No. ED372874. ERIC Clearinghouse on Elementary and Early Childhood Education Urbana IL.

Any type of assessment, whether it is personality-based, or a standardized assessment of ability, should be used to inform and guide learning, rather than to limit students. Adult students may have more formed personality traits and a greater wealth of life experiences, but they are still capable of change and growth like younger students.

Furthermore, adults are often more willing partners in the learning process and better-equipped to engage in self-directed learning to realize a goal. Educators themselves are on a learning journey and "if educators see self-directed learning as the goal of their work with learners but not themselves, there is a discrepancy in their perspective."

Cranton offers practical suggestions to the educator so he or she can become a transformative teacher, as well as engage in transformative education of the self. Keeping a journal, writing down one's philosophy of practice, contrasting one's philosophy with other educators, and viewing…

Bibliography

Cranton, Patricia. Professional development as transformative learning. Jossey Bass, 1996.

Patricia Cranton, Professional development as transformative learning (Jossey Bass, 1996), pp. 3-4.

Cranton, p. 123.

Cranton, p. 121.

Bullying: Legal and Ethical Application

Bullying is a common social evil that requires the intervention of all school stakeholders. This study shows that bullying students should not be reprimanded negatively because it may accelerate the bullying trait. This can be achieved if a manager develops social goals based on reconciliation. This report attempts to balance the legal and ethical responses in bullying. The report will use Johnny and Tommy case study on bullying to reflect on the management actions based on reconciliation and integrity. The balance between legal and ethical ramifications in responding to bullying incidences is addressed. The concepts learned will be important in handling cases similar to the case study presented.

A case study (Management situation in a first grade classroom)

Johnny is well built and slightly bigger than most of his peers in class. As a result, he has been using his muscular advantages to exercising bullying…

References

Drew, N. (2010). No Kidding about Bullying: 125 Ready-to-use Activities to Help Kids

Manage Anger, Resolve Conflicts, Build Empathy, and Get Along, Grades 3-6. Free

Spirit Publishing

Lavesque, R. (2003). Sexuality Education: What Adolescents' Rights Require. Nova Publishers