Abstract
I think that regardless of who you are, where you teach or what you teach, classroom management is an integral part to any productive classroom. Breaux (2005) says that effective management reduces stress, allows for maximization of instructional time and creates an environment that students thrive in. This website covers topics regarding classroom management. While the topic is vast, I focus on management from a new teachers perspective. As the long practicum school experience is on the horizons, learning about various management strategies are more important to me than ever. The bulk of my research has come from teacher blogs and experts in the field who have teaching experience. I have also observed teachers practicing various methods of management in their classroom. Through my research I have compiled a list of preventative strategies and corrective actions. There was an abundance of information regarding the topic. The list I compiled is made up of reoccurring ideas that were consistent throughout my research. While researching the various approaches to classroom management I reflected on my own classroom and spoke with my mentors. Many of the strategies are logically sound, however every classroom and every student is different. In the future I will continue to seek out strategies and observe great teachers. When I am in a classroom I will find my own set of strategies that work for myself and my individual students.
Why did I choose this inquiry question?
This question arose for me because I find classroom management in my grade 6/7 class to be very difficult. Unfortunately, managing a classroom of 20-30 students does not come natural to me. My first lesson was well planned and rehearsed, however it did not go as planned because of my poor management skills. I had shown little authority and did not set my expectations for classroom behavior. As a result, many of the students behaved with little respect for me or their fellow classmates.
Classroom management is a skill that I never learned in school. Whereas lesson plans and reports, I can draw from other disciplines. Keeping the attention and engagement of all the students is not an easy task. Therefore I would like to expand my repertoire of different styles of management and strategies that will help me achieve my goals.
My inquiry question focuses on managing the class in a productive way that benefits the students. I have many ideas that I want to implement and teach. However, without a firm grasp on the classroom I cannot even begin to share my ideas. My challenge is to gain the respect from the students and follow through with the management techniques that I learn.
Classroom management is a skill that I never learned in school. Whereas lesson plans and reports, I can draw from other disciplines. Keeping the attention and engagement of all the students is not an easy task. Therefore I would like to expand my repertoire of different styles of management and strategies that will help me achieve my goals.
My inquiry question focuses on managing the class in a productive way that benefits the students. I have many ideas that I want to implement and teach. However, without a firm grasp on the classroom I cannot even begin to share my ideas. My challenge is to gain the respect from the students and follow through with the management techniques that I learn.
Why is this question significant?
Classroom management can be considered the underlying foundation to successful classrooms. From my experience, if a classroom is not well managed, the environment can quickly become chaotic and disorganized. The chaos typically hinders the students learning and creates unwanted friction in the class. Effective classroom management has positive purposes that encourage a students’ academic, social and emotional growth (Hue & Li, 2008). My school advisor informed me that classroom management is something many new teachers have problems with. There is also a balance that needs to be made between managing the class and creating a healthy teacher-student relationship. I have seen instances where management was exercised through punishment and threats. This led to creating a hostile relationship between teacher and students.
The topic is also significant because it is a very complicated topic. Classroom management can look very different from class to class. Individuals and group personalities work simultaneously to create a different environment that a teacher must adapt to. Many students coming from urban areas also have highly diverse backgrounds. Students will have different first languages, experiences, religions and abilities (Milner et al, 2010). A teachers’ personality, knowledge and predisposition also influence what classroom management will look like.
Management can also be mixed up with discipline. Lassonde (2010) states that classes are best managed through preventative and proactive approaches. Actions such as rewarding and punishing behaviours are forms of discipline. These actions do not intrinsically motivate students and therefore unwanted behaviours are more likely to reoccur.
The topic is also significant because it is a very complicated topic. Classroom management can look very different from class to class. Individuals and group personalities work simultaneously to create a different environment that a teacher must adapt to. Many students coming from urban areas also have highly diverse backgrounds. Students will have different first languages, experiences, religions and abilities (Milner et al, 2010). A teachers’ personality, knowledge and predisposition also influence what classroom management will look like.
Management can also be mixed up with discipline. Lassonde (2010) states that classes are best managed through preventative and proactive approaches. Actions such as rewarding and punishing behaviours are forms of discipline. These actions do not intrinsically motivate students and therefore unwanted behaviours are more likely to reoccur.
This could be what our future classrooms look like! What should Mrs. Krabappel be doing?
