Classroom Management Theory: A Practical ExperienceSabine AyashModern University of Business and ScienceClassroom ManagementJanuary 26th, 2018Table of ContentsIntroduction 3Body 3School description……………………………………………………………………………………………………….. 4Classroom management checklist: 4Teacher’s description: 5Teacher’s problems: 6ABC chart: 7Proactive teacher description: 8Recommendation to have effective classroom management: 9My own theory: 10Conclusion 11Artifacts 12References 14                                                       Introduction         Teachers perform an important and leading role in the classroom when it arrives to the environment. Students often imitate a teacher’s actions. If a teacher prepares an intimate, happy and warm environment, their students are more conceivable to be happy. An environment set by any teacher can be either negative or positive. If some student sense that the teacher is worth, and angry, their learning can be impaired and he may react negatively to that. Therefore, teachers are responsible for any social behavior happened to her classroom. Every behavior is a reflection of the teacher’s disposal and the environment that the teacher sets. The purpose behind this assignment is to study the classroom management of a specific teacher and explain how she implements the rules for the students, beside the strategies that she uses for their students with special needs, and the problems that she faces in her daily work, Also, we need to suggest recommendation to have effective classroom management and create our own theory that helps this teacher to have better learning environment. Classroom management is the strategy and method uses by an educator to preserve a classroom environment that is conducive to student success and learning. It creates a set of expectations used in an organized classroom environment, contains routines, rules and consequences. An effective classroom management paves the way for the teacher to attract and engage the students in learning and gives them little time to do misbehave, because when the expectation is clearly clarified and explained, the students know what they need to do. Transitions specially are easier about handfuls and controls when a teacher has strong classroom management skills in their class. The expectations of any behaviors give student’s limits, as well as consequences.                                                                       BodySchool description:           Welcome to Kfarhim official School, a school located in Kfarhim Al Chouf, which it demands and requires inspiring students as their unlimited goals, in addition to providing their students with the social skills and academic needed to achieve their potentials as responsible and efficient members in their environment and society. Kfarhim official school  is one of the best schools in Kfarhim, it consist of one building located on the main road, it has all the easiness and facilities of the modern school, such as well furnished and airy classrooms, a big laboratory with enormous collection of books , and a large play ground. Facing the main entrance you find the kindergarten section, whereas on the left side of the first floor you find the principal’s room. There are twelve classrooms distributed in the first and second school floor, Each classroom includes students desks organized in a perfect way with their chairs facing the teacher’s desk, and the board on the wall, there is a bulletin board for students activities and some other board for classroom rules (keep calm, cleaning the class, behavior..),behind the door there is a closet for pencils and copybooks  and a waste basket on the ground of each class.Classroom management checklist:           Yes NoBehavioral for entering class is respectfully Class exit routine ( the closing activity are completed or no) Establish clear rules and procedures Make eye contact with each student Attribute the ownership of ideas to the student Allow and encourage all students to participate in class Relation ship  strong between teacher and student Deliberately move toward and stand close to each student Group work Responding to question of all students providing tangible recognition of appropriate behavior with tokens or reward Organizing physical space to facilitate  classroom interaction Room arrangement assure that all student have access to learning ( seeing ,hearing ) Teacher’s description:Rola Abou Dargham is a 46 aged mathematics teacher for grade six; she has an extensive knowledge of mathematics. She has taken multiple courses in statistics, algebra, geometry, calculs and other areas of mathematics, this knowledge permits her to confidently explain thought, concepts and processes to her students. Students learn in different ways, and she should recognize and understand all the ways to solve problems and allow their students feel confident and sterling in their mathematical abilities. As she entered the class, she made eye contact with each student, she looks at students straight in the eyes by scanning the entire class as they speak and by freely moving about all section of their class,  According to Fredric Jones theory, this teacher moves toward and close to each student during the class period, she attributes the possession and the ownership of ideas to the students who instigated them. She allows and encourages students to participate in their class discussion and interaction, but she focuses on some student that is the strong one in her class that they don’t make sure to call on others students that do not commonly participate, she just called those who respond more frequently. This teacher keeps the lesson of mathematics moving, they have fifty-five minutes, she plans different activities, and she doesn’t lecture for the whole period, students who are actively engaged in a learning activity are generally not disrupting in the class, hands-on activities work great for her vivacious classroom. Wile explaining the lesson, A student takes a (+) before answering a correct answer, therefore, we concluded that she is like ‘Skinner’, that positive rewards were given for the students who mostly participate and interact with her,  which allows students to give all their abilities to get this reward. She put the + in the bulletin board, in a paper of rules, and one of these rules is (Good behavior will be rewarded).                                                                                                 At the end of each class this teacher supply and provides an appropriate time for her students to respond to questions, regardless of their past performance of their abilities.                                                                                           Moreover this teacher portrays the attitude of a hostile one according to Canter’s theory. Instead of blaming students for their misbehaviors, she finds time to fulfil their needs regardless of her time. Her reaction in case’s of disobedience give students the chance to gives excuses. To some extent later she follows Gordon’s theory, encourages them to talk about their misbehavior in order to get an agreement.  She tries as well her best to make lessons exciting, which increase students’ engagement in academic learning.Teacher’s problems:1-The teacher showed some rules on the bulletin board that asks the students to raise their hands when they want to discuss something but it wasn’t clear about the teamwork discussion:                                                                                                                              During a cooperative groups discussion, they have a student that need to ask the teacher a question, before speaking he raise their hand, and the teacher quickly realized that wasn’t important to always raise your hand during whole class brainstorm discussions, here, students were unclear about what the teacher expected. Because the rule putted in the bulletin board is (raise your hand and be acknowledged before speaking) she don’t write that its not important to raise your hand during discussion. 2-The teacher’s concentration is always on the clever students while she neglects the weak students: It is good to have some students who are excellent in the classroom, but this teacher pitting one child against another and take away from others students, all the time they focus in calling the strong student to answer questions, and they don’t encourage the weaker student.3-The consequences of misbehavior aren’t immediate: When some students misbehave, the consequence does not directly associate the punishment about the undesired behavior of this student, and at the end of the class she tells him to write the lesson 10 times as a punishment. The consequences should be immediate; she should tell the students exactly how they are to change directly their behavior in order to make things better.ABC chart:Name: Grade Level: Subject:A – Antecedent(What happened before?) B- Behavior(What did you see or hear?) C- Consequence(What followed?) CommentsDuring a cooperative group discussion. One of students raise their hand before speaking. Teacher says ” its not important to raise your hand during a teamwork discussion” The rule showed in the bulletin board wasn’t clear about the teamwork discussion, the rule should be direct and more clearly.During explanation. All questions about the lesson are directed to one student who is the clever one. Weak students are neglected. Teacher should not discriminate between students because the weak student needs more attention than the clever one.When the teacher talk about an important part in the lesson. A student do misbehave( talk with her friend more than one time) At the end of the class, teacher ask student who do misbehave to write the lesson 10 times as a punishment. The consequence should be immediate to the student when he do misbehave in order to make things better.Proactive teacher description:A Proactive Teacher is the teacher who examine their theories about how to bring out the best in their students, she recognize that the best way to prevent misbehavior is to engage and motivate their students, Proactive teachers establish disciplinary strategies that teach  students to control their self, she develops effective rules, procedures, and consequences, she build a strong and effective relationships with her students, she fosters and develops an environment of mutual trusts and respects. She prepares and presents challenging and interactive activities in the lesson which condenses and focuses on the upper end of the pyramid of Bloom’s Taxonomy. The proactive teacher maintains a challenging academic environment.  The class of proactive teacher, is student-centered and places the primary activeness and emphasis on student learning as opposed to merely teaching. She realizes the importance of community, parental and academic support in order to maximize learning. Moreover the proactive teacher is a believer of researches based learning methodologies and applications.. This contain and includes the use of vigorous teaching strategies. The proactive teacher believes that in order to impact maximum learner readiness, she must come to know the individual learner, because she believed that by knowing learners, their learning styles, goals, interest, motivation, weaknesses and challenges, she can prepare and present activities and lessons which maximize student learning potential. Recommendation to have effective classroom management:-The teacher should be knowledgeable and skilled in managing her classroom effectively and efficiently, she should care about her student’s feelings and love them.-Based on Canter’s theory, the teacher should use positive recognition of students following rules, she should rewarding student or an entire class for engaging in desirable behavior.-Based on Thomas Gordon’s theory, the teacher should use an active listening and create a safe learning atmosphere that requires the students to respect each other background and cultures, such environment helps the students learn to listen to their classmates and respond to them respectfully.-Based on Fredric Jones’s theory, the teacher should create a climate that promotes expressing ideas, discussing topics, implementation of group incentives, negotiating opinions and debating through a dialogue or open-ended questions, whereby students learn to internalize responsibility for their own actions.-The teacher should help the students know themselves and the reason for being in the classroom, in order to create an effective learning environment. Having this environment helps the students trust their teacher and her ability to lead their learning.-Based on Dreikur’s theory, the teacher should help students recognize their need and then help them select more appropriate behaviors to achieve these goals, because when children feel that they are getting their  needs met, are far less likely to misbehave.-Based on Fredric jones’s theory, The teacher should provide her students about the procedures for the first day of school, procedures to getting the class period started, the organization of classroom chores, and specific routines for ” how to do this and how to do that”- The teacher should be well prepared and organized concerning a clear lesson plan and effective classroom management, she should inform her students about the objectives to be achieved at the end of the session. My own theory: First of all, I never been a teacher, but if I become a teacher, I will choose my own theory that is summarized by making my classroom in a very comfortable and safe environment. I prefer to implement in my class some strategies of Gordon’s theory that I am not encouraged to discipline my students in the traditional manner. I should foster an open relation ship marked by excellent student-teacher communication  that encourage my students to take an active role in their own behavior and understand that it is their own choice, I will discuss with them the rules and procedures on the first day, I will create a better classroom seating arrangement for my students, I will arrange the tables of my students in a circle , including my own table within the classroom in order to create an environment rich discussion and to facilitate  for student’s eye contact, I want the students to be comfortable with other students as well as me so that we can make important discussions and interactions even if it’s not connected to the lesson as long as it’s meaningful and they can learn from it. I want them to feel free asking and answering questions. I am committed to engaging my students and make them interested in the lesson by following an engaging curriculum and making my classroom always a student-centered classroom, I believe if students feel they are involved in the workings of the classroom they will be more motivated to engage in the class and in turn, learn. I will focus on group work for the role it plays in helping students learn, I want to encourage all students to participate in class so that they can learn from each others as well as me. I want to be fair as I can be, so students can trust me. I feel that I have a very patient and calm attitude which helps them feel comfortable and give as much as they can and evolve.PROs CONsAllow children to take an active role in their choices Might conflict with school policyProvide an understanding of acceptable and unacceptable Maybe students feel disappointed when we don’t provide themStimulate great dialogue Excellent student-teacher communication No obligation Students feel comfortable Students trust the teacher                                                          Conclusion             As a conclusion, teachers play different roles in a classroom, but the most serious one is the classroom manager. An efficient learning cannot make place in an indisposed managed classroom. If students are confused and disrespectful, and no obvious rules guide behaviour, the disorder becomes the principle. In this situation, both student and teacher suffer. A well managed class provides an environment, in which learning can flourish, but it takes an interesting deal of potential to create, and the most one that is responsible for making it is the teacher.  Whether if the teacher is skilled and proficient or a new teacher without any experience in teaching process, learning to succeed students and manage a classroom is one of the most serious parts of your job, the most important role of you as a teacher is to know how to manage the environment that you will be teaching in. You can learn to innovate an active, simple, and efficient environment for your students to study, whatever the subject, the grade, or the form of class you teach. Classroom management is useful and valuable to the success of students; it is a very complicated task for all teachers. The teacher should decide which strategy should follow in her class and how she will operate the classroom before the beginning of the year; she should also decide how their students will interact with each other in order to get a positive and satisfying learning environment. These decisions lead to get an implication for the success of the whole year, when teachers put a consistent plan she can respond thoughtfully while any problems arise. Artifacts : Bulletin BoardClassroom management checklist:           Yes NoBehavioral for entering class is respectfully × Class exit routine ( the closing activity are completed or no) × Establish clear rules and procedures ×Make eye contact with each student × Attribute the ownership of ideas to the student × Allow and encourage all students to participate in class ×Relation ship  strong between teacher and student × Deliberately move toward and stand close to each student × Group work × Responding to question of all students × providing tangible recognition of appropriate behavior with tokens or reward × Organizing physical space to facilitate  classroom interaction × Room arrangement assure that all student have access to learning ( seeing ,hearing ) ×                                                      References1-Tauber, R. T. (2007). Sound Theory and Effective Practice. In Sound Theory and Effective Practice(p. 38 ) Westport, Connecticut London.2-Allen, J. D. (1986).Classroom management:student’s perspectives,goals, and strategies. American Educational Research Journal,23,437-459. Retrieved from http://journals.sagepub.com/doi/abs/10.3102/00028312023003437

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