Historical Background
Looking at the American history of classroom management, there have been major reforms. During the early national period, Schoolmasters acted more as supervisors rather than teachers. They relied on force and fear to maintain order (Butchart, 1995). In the 19th century a man by the name of Joseph Lancaster created a system that was internalized and bureaucratic. He prescribed corporal punishment and created motivation via a system of rewards, prizes and promotions (Butchart, 1995). In the early 19th century, mass schooling was promoted to solve social problems and did not primarily focus on academic knowledge (Butchart, 1995).
In more recent times, one-room schoolhouses were typical of teacher-student interactions. Teachers lectured, while students were expected to be quiet and respond when called upon (Lassonde, 2010). The schoolhouses accommodated the growing population of gold miners and new immigrants (“The One-Room Schoolhouse,” n.d.). In these schools, it was a teacher’s duty to suspend or expel their pupils for gross misconduct. Corporal punishment was also allowed if it was judged to be necessary (“The One-Room Schoolhouse,” n.d.).
In more recent times, one-room schoolhouses were typical of teacher-student interactions. Teachers lectured, while students were expected to be quiet and respond when called upon (Lassonde, 2010). The schoolhouses accommodated the growing population of gold miners and new immigrants (“The One-Room Schoolhouse,” n.d.). In these schools, it was a teacher’s duty to suspend or expel their pupils for gross misconduct. Corporal punishment was also allowed if it was judged to be necessary (“The One-Room Schoolhouse,” n.d.).
My perspective
For the past 2 decades of my life I have been a student. Therefore I have experienced many different styles of classroom management from the perspective of a student. Upon reflection, I can identify that I learned the most from classrooms that were led by an organized and disciplined teacher. In grade 11 math I had the teacher who was notorious for locking out students who were late and having strict rules. In the beginning of the school year it took some time to get used to her methods of management. Nonetheless I quickly realized that her structure allowed her to teach uninterrupted and productively. In comparison, during my grade 12 year I was assigned to the “fun” teacher’s math class. It was an exciting change, but not long after I found myself wanting more than just the “fun” that was provided. His class was often disorganized and chaotic, and my feelings towards the class became frustration and resent. In my opinion, his lack of management took away from my learning experience.
Needless to say, my most admired teachers were those that were well organized and that maintained a productive and respectful classroom environment. As a quiet and studious student, a well managed classroom gave me equal opportunity to interact with the teacher. Whereas in other situations, a teachers attention would focus mainly on students that misbehaved.
As a teacher candidate, I am now more critical and appreciative of teachers than ever before. It is easy to spot a great teacher, but it is not always easy to figure out their classroom management techniques. On the other hand, an ineffective classroom is also a learning experience. This term alone I have learned that something as simple as being punctual can set the tone of a class. Another observation is that speaking to students with respect fosters a genuine relationship. As a student, if I feel respected I am more inclined to reciprocate that respect.
I volunteered at an out of school care program that was led by student leaders. During my time there, I always noticed that the children had little concern for listening to the leaders. The leaders manage the program with no experience and set vague boundaries for the children. Upon a recent visit to the facility I observed that the lack of structure affects the efficiency of the program.
Needless to say, my most admired teachers were those that were well organized and that maintained a productive and respectful classroom environment. As a quiet and studious student, a well managed classroom gave me equal opportunity to interact with the teacher. Whereas in other situations, a teachers attention would focus mainly on students that misbehaved.
As a teacher candidate, I am now more critical and appreciative of teachers than ever before. It is easy to spot a great teacher, but it is not always easy to figure out their classroom management techniques. On the other hand, an ineffective classroom is also a learning experience. This term alone I have learned that something as simple as being punctual can set the tone of a class. Another observation is that speaking to students with respect fosters a genuine relationship. As a student, if I feel respected I am more inclined to reciprocate that respect.
I volunteered at an out of school care program that was led by student leaders. During my time there, I always noticed that the children had little concern for listening to the leaders. The leaders manage the program with no experience and set vague boundaries for the children. Upon a recent visit to the facility I observed that the lack of structure affects the efficiency of the program.