WBT: Classroom Management System

The first misconception of classroom management is that it is “synonymous with discipline” (Garrett 45). Garrett dispels the belief of discipline being the primary focus of classroom management. Referencing the work of education professors and researchers, Carol Weinstein and Carolyn Evertson, she explains that the organization of classrooms should help “avoid most behavior problems” (Garrett 46). The second misconception Garrett addresses is that a “quiet classroom” should be the result of classroom management. She points out that learning is an active process requiring the noise generated by “talking, sharing, discovering, experimenting, and questioning” (Garrett 46). The third classroom management misconception is the belief held by teachers that effective management entails of rewards and punishments. Garrett notes that effective classroom management often needs little use of behavioral incentives such as “sticker charts, marble jars, token economies, classroom stores, prize bins” (Garrett 46).

My classroom management philosophy is rooted in B.F. Skinner’s Behavior Modification theory. I believe that negative and positive reinforcements are a key aspect in classroom management. Providing reinforcement increases the probability that a desired behavior will occur, while undesired behaviors will stop because they are not being reinforced (Manning and Bucher 47). Students who are demonstrating unacceptable behaviors may even begin to change their behavior in hopes of gaining approval through reinforcement (Manning and Bucher 47). In particular, I advocate for this theory because it also serves as another way to continuously reiterate classroom expectations. Through daily dialogue in the classroom, students will be able to understand which behaviors are supported, acceptable, and encouraged and which behaviors are ignored, unacceptable, and discouraged. Continuously putting this into practice will foster a supportive classroom climate with clear expectations. Throughout my field experiences in Horry County, I have seen this strategy used with success. I believe that once I have established relationships with my students this will be the most effective course of action for modifying their misbehaviors.

Meanwhile, the Germans launched the Bismarck, which was Germany’s most powerful battleship, in 1939. “The Bismarck was the most nearly unsinkable ship of the Battle of the Atlantic. A British fleet with its planes pouring ton after ton of shells and torpedoes into her, could not even send her down” (Sulzberger 195). In May of 1941 the cruiser Dorsetshire hit the Bismarck with three torpedoes. Finally, the Bismarck slowly turned over and sank (“World War II” 195). The Bismarck attack was the turning point for the German forces in the Atlantic. After her loss the major German warships were inactive.

Research clearly indicates that teachers are the single most important factor affecting student achievement (Haycock, 1998; Marzano, 2003). Further, that along with effective and individualized academic instruction, a teacher’s classroom management skills must foster positive, supportive, and respectful environments to best facilitate responsible student behavior and achievement. (Jones & Jones, 2007). These skills must also include identifying and understanding each child’s personal behaviors and the attendant reasons or functions of such behavior. According to the American Institutes Research Center for Effective Collaboration and Practice, there is “growing recognition that the success

The government, the department of education, administrators, politician, and the community as well trying to improve student learning and student proficiency by using effective classroom management. They have work together through research to find ways that are more effective outside and in the classroom. We will discuss the seven strategies for positive classroom behavior by (Allred, 2008): 1. Learning is Relevant: 2. Code of Conduct: 3. Teach Positive Actions: 4. Instill Intrinsic Motivations: 5. Reinforce Positive Behaviors: 6. Engage Positive Role Models: 7. Always be Positive.

I believe that classroom management is the very essence of effective and skilled teaching. It is imperative that as a future educator, I have sound understandings of the impact that child development and growth can have on classroom management, as no one child is the same. Drawing on theorist Jean Piaget’s four stages of development; thinking abilities, reasoning, logic and articulation, all develop at different times during a child’s growth and maturation (McDevitt & Ormond, 2010, p. 198). This influences greatly on a child’s reactions, concentration levels, memory skills, verbalisation, self-control and self-regulation (Blake & Pope, 2008, p. 60). I will strive to foster individual abilities,

The Classroom management presentation attached demonstrates my understanding of effective classroom organization and management and behavior management strategies. This presentation demonstrates my understanding of classroom management by stating expectations in the classroom. The presentation was created in using developmentally appropriate language. In order for students to understand emergency procedures, I included step-by-step instructions along with photographs to ensure the students understanding. Within my presentation is a discipline procedure. The discipline procedure included is Class Dojo. Class Dojo tracks student behavior throughout the day with a point system. The students earn points for excellent behavior and lose points when their behavior needs improvement. There is a reward and/or consequence for student behavior. The class, as a whole, can receive points in order for all students to receive praise throughout the day. To ensure student behavior, a report is sent to parents electronically at the end of the day. In the event of misbehavior, parents are to sign and

An important attribute for teachers to possess is maintaining a strong classroom management plan. It all starts at the door on day one, this sets the tone for the school year. With this classroom management plan you must remain consistent. Students strive under consistent environments. This consistency ensures that all students understand the expectations and rules of your classroom. Along with this consistency, you also must maintain a nurturing and compassionate classroom. Having a nurturing and compassionate classroom allows for students to feel safe and accepted. With today's schools becoming more multi-culturally diverse and the implementations of inclusion, it is important for teachers to have the ability to adapt their classroom environment

In order to be an effective teacher and ensure my classroom will facilitate learning I must have a good classroom and behavior management plan. Since I currently do not have a classroom, I will base my management plan on what I observe and read. Harry Wong’s book, The First Days of School and the Love and Logic program are excellent resources for classroom and behavioral management information. Resources such as these will be very helpful when implementing my own rules and plans. The Love and Logic plan places emphasis on establishing good relationships with each student, and by applying this program, teachers can build relationships that will be beneficial to students as well as teachers.

It is imperative for all teachers to meet each student’s needs to enhance learning. Providing teacher’s support, loyalty, in meeting their individual needs will enhance a school’s chance for success. A supervision and leadership philosophy that incorporates diversity, multiple learning styles, motivational strategies, procedures, and rules that are designed to optimize each student’s abilities that enhance potential and drive a continual need for knowledge. When students are in an environment that is safe, clean, organized, and structured will allow them to focus on knowledge, instead of being distracted. Providing well designed lessons and activities developed around learning styles of abilities will promote confidence and inspire a desire

In my classroom I plan on being the ‘head’ of the classroom. I will expect the children to listen to me. I plan on using a blend of assertive discipline, as set forth my Lee and Marlene Canter, and democratic classroom, as set forth by Alfie Kohn. There will be certain rules each child will be expected to follow and consequences and rewards based on the following of the rules. I don’t want to simply punish though; I want to try and understand why a student acts up or

A teacher’s classroom duties and responsibilities vary. However, the key role of a teacher is to maintain effective classroom management by creating a safe and supportive learning environment. To avoid disorder in the classroom, teachers need to establish an environment where rules or procedures guide students’ conduct. The absence of such classroom organisation creates an ineffective and unsustainable teaching and learning environment. Therefore, an understanding of the different theories of classroom management such as Goal Centered Theory, Cognitive Behavioural Theory and Assertive Discipline equips teachers with the knowledge and skills needed to offer students the best chance to succeed at school. A teacher’s beliefs, attitudes and values help inform the best approach; therefore, an analysis of the strengths and weaknesses of the three aforementioned theories will be conducted, in addition to a concluding summary detailing the similarities and differences.

While providing increased intervention sounds like a workload increase, many teachers may already be utilizing effective classroom management skills that can be increased in frequency to provide needed behavioral support. Madson, Becker, and Thomas (1968) were the first to examine the effect of social reinforcers (smiles, praise, contact, nearness, attention) in establishing and maintaining effective behaviors in children. They concluded that showing approval for appropriate student behavior was key to effective classroom management. Subsequent research in the area of social reinforcers continues to demonstrate the further effectiveness of praise and teacher feedback. Reinke (2007) found that a vital characteristic associated with effective classroom management is the amount (and quality) of praise provided by teachers. Additionally, The use of positive comments can assist in the establishment of an environment conducive to learning (Hawkins, 2010).

There are 22 students in my second grade class. Of the 22 students, 11 are male and 11 are female. The demographics of the classroom are as follows: African American (9) 41%, Caucasian (8) 36%, Hispanic (2) 9%, Asian (2) 9%, and Multi-Racial (1) 4.5%. Two students come from families that receive an income below the poverty line. Every student in the class speaks English and there are two children with disabilities. One student has a 504 plan for ADHD and the other has a vision problem. My job is to make sure that the students feel safe and comfortable in my room. My room will be welcoming to parents and students. I will set a positive learning environment from the first day of school to make sure my students feel safe, comfortable, and engaged. Wong and Wong (2009) stated that, “The most important day of a person’s education is the First Day of School, not Graduation Day” (p. 45).

Classroom management is a key element to establish a successful learning environment in any classroom. An effective classroom management plan creates a positive learning environment. Classroom management is affected by the characteristics of the students and their behavior. Students’ behavior is influenced by their age, academic abilities, goals, interests, and home backgrounds (Evertson, Emmer, and Worsham, 2006). Teachers need a diverse array of classroom management skills to facilitate learning. A classroom with a proper management plan will spend less time in disciplining and more time in learning. Students in effectively managed classrooms know and follow clearly defined rules and routines. A classroom management plan should provide