Running Head: A FUTURE TEACHER
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Laura Friesen September 25, 2013 EDEPS 310 Brent Galloway
As a future teacher, classroom management looms ahead, dark and foreboding. It seems to be new teachers’ greatest fear; why should this be? Since starting my education degree I thought I would end up teaching younger grades, not because those are the ages I enjoy most, rather they are the ages that are most manageable and comply most easily. I don’t have a superb demanding and authoritative presence, so I thought it would be best if I started younger. This still might be a good idea, but my reasoning is changing. There must be control and order in a classroom, but is it really my job to order control? My standpoint has changed on this matter.
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Instead of yelling and demanding respect, teachers need to make relationships with their students, understanding their needs and giving them choices thus treating them as mature, responsible young people. I believe that a class that has choice and knows the consequence will take control of their own learning, and management. This also helps deal with issues such as motivation and interest. There may be times when I will have to step in and redirect, but ultimately it is the students’ choice to behave and learn. In the same instance I will have to learn to let students make choices concerning their learning and consequences especially if I foresee malfunction. The basis to this is that I want to ‘catch a student being good,’ because then I am looking and focusing on the positives rather than the negatives. It also positively reinforces the good behaviour of students, and research shows that positive reinforcement is the most powerful tool a teacher can use. It would be my hope that if I praised students for their good decisions then they would choose wisely in the future, and take control of their own behavior. Later I will discuss goals of classroom management, what I hope my classroom will look like and management theories that correlates with my philosophy of classroom management The goal of classroom management is twofold. One, conflict in a classroom gives opportunity for students to learn how to deal with, manage and resolve conflict. This is a major life skill. Throughout students lives there will be people or circumstances that are difficult to deal with, and if they learn how to confidently resolve conflict at an early age it will become much more natural for them later on in life. Secondly, it is essential to not ignore problems within the classroom, but to face them. If conflict is not addressed an atmosphere of underlying tension may be felt, I as the teacher may lose respect and there will most likely be future disruptions of the same nature. Rather, if conflict is addressed then the class knows I can ‘handle’ problems, am confident in my position and it would create an atmosphere of security, because issues will not
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be glazed over. Student’s definitely ‘test’ the waters, so to speak, and I will need to pass and prove that I have what it takes to create a positive learning environment where all students can learn, and each learn to be responsible for their learning. In my classroom, I would hope that administrators’ role regarding classroom management would be nearly extinct, except in special cases, and my role as the teacher should be very minimal. This leaves the bulk of responsibility of conflict resolution and classroom management within the students’ power. This could be compared to a mixed economy where the government has some say, but not complete power just as the teacher has some directional power, but the majority of decision-making power comes from private control or students who hold economic freedoms and the effectiveness of activities. It could also be noted that parents are the business owners and can control certain aspects of the individuals or sons and daughters. The government or teachers are ultimately there to address concerns of the private sector and make sure things are run smoothly and efficiently. Administrators are there for ‘special’ cases; this refers to immense threats toward other students, the teacher or themselves. I want my class to feel like they are part of a community where each individual belongs and has a role to play. If teaching styles were put on a continuum scale, I would be between a student-directed and collaborative approach. Employing this model of instruction is congruent with the values of choice, responsibility and community. When challenges come up, it is important to not blame your students, but to look at what you can do. In the book Never Work Harder than Your Student & Other Principles of Great Teaching by Robyn R. Jackson a great principle is outlined that explores the idea of expecting to get your students to their goal. This took me off guard, as my mindset was more about students meeting their goal; this means shifting my focus off of what my students can do to what I can do to help my students make the best choices. In other words,
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worrying about the effectiveness of my teaching rather than worrying about students (Jackson, 2009). This may mean moving closer or making eye contact with a student who is distracted, or it might be to outright address the distraction by using ‘I’ statements such as “Could you please put your phone away, because I am distracted by it and it is in our classroom policies that it is away while someone is talking.” Students should be able to confront me with issues they are having, and sometimes they will need to talk it over with other classmates in order to dig to the heart of the matter. That is why I would have four desks grouped together and give opportunities for students to decide why they are distracted, excited or uncomfortable. If I don’t ever get feedback, I would probably never know what was going on. Something might have happened at recess or another class that is still bothering the entire group and needs to be addressed before we can move on. I would hope to not have to utilize consequences, but if I do, they will be brainstormed together, teacher and student, and specified for each intrusion of class policies. A lot of management theories have aspects that are consistent with my philosophy of classroom that I would want to try; there are four models from the Teaching in the Middle School by M. Lee Manning and Katherine T. Bucher that I would point out. My greatest connection is to Linda Albert’s model of cooperative discipline. I agree that students need to take control of their own behavior and can be influenced to do so by the teachers, and an atmosphere of success should be created where students can work trial and error without punishment or embarrassment. Albert’s three C’s of success are, “connecting, contributing, and feeling capable,” all three of these C’s are what I want to utilize in my classroom (Manning & Bucher, 2012, p. 215). Next, Jacob Kounin’s theory of instructional management has one part that I would adhere to; this being ‘withitness.’ This means knowing what is going on in your classroom and acting and reacting accordingly. Thirdly, Carolyn Evertson and Alene Harris’s model of Managing Learner-
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Centered classrooms good points as well. They say, to start the year off with clear expectations and guidelines, and when these are not followed it is ideal to deal with the disruption quickly and consistently. They also agreed that communication is key within the classroom; communication is a two-way street where both parties must contribute. The last model is by Frederic Jones on the positive classroom. He points out that within the classroom body language plays an important role and can convey a lot of different messages. For example, carrying yourself with dignity and self-respect stipulates students to give you respect. I am glad to learn from these models and look forward to implementing them in my future classrooms. As a future teacher I am nervous, excited and anxious about how my classroom will learn from me and respond to me, but after examining my beliefs and values I am confident it will be rewarding. A motto I hold for my classroom is, “a place to become, a place to belong,� (anonymous). This includes giving students the opportunity to make their own choices, be responsible and engaged in their own learning and consequences. It will come with a little guidance and direction, but at the end of the day I anticipate my students to feel part of a community of learners and feel capable and motivated to learn.
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Legend 1. Desks: The desks are grouped into four to encourage collaboration and discussion 2. Teacher Desk: is placed at the front of the room for monitoring and being aware of what is going on in the classroom 3. Carpet: This area is designated as a relaxation and quiet area. It could also be used as a positive reward for students 4. Computers: There is only a limited amount of space and funding for each classroom, so there are only four computers in this room 5. Storage: this is where homework will be handed back 6. Open Wall Space: on these walls students work will be displayed to show accomplishments, motivation to keep doing well and have projects to be proud of.
Works Cited Jackson, R. R. (2009). Never Work Harder than Your Students & Other Principles of Great Teaching. Alexandria: Association for Supervision and Curriculum Development. Manning, M. L., & Bucher, K. T. (2012). Teaching in the Middle School. Boston: Pearson.
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Bibliography Bright Hub Inc. (2012). Building An Effective Classroom Management Plan. Retrieved from Bright Hub Education: http://www.brighthubeducation.com/classroommanagement/39644-building-an-effective-classroom-management-philosophy-and-plan/ CanTeach. (1997/98). A List of Ways to Encourage Good Behavior. Retrieved from CanTeach: http://www.canteach.ca/elementary/classman1.html Denton, David . "Enhancing Instruction through Constructivism, Cooperative Learning, and Cloud Computing." TechTrends: Linking Research & Practice to Improve Learning 56.4 (2012): 34-41. Print. End All Corporal Punishment of Children. (2010). Positive Discipline. Retrieved from Global Initiative to End All Corporal Punishment of Children: http://www.endcorporalpunishment.org/pages/resources/further.html Jackson, R. R. (2009). Never Work Harder than Your Students & Other Principles of Great Teaching. Alexandria: Association for Supervision and Curriculum Development. Kohn, Alfie . "It's Not What We Teach, It's What They Learn." Education Digest 74.4 (2008): 47. Education Research Complete. Web. 20 Sept. 2013. Landrum, Timothy, Amy Lingo, and Terrance Scott. "Classroom misbehavior is predictable and preventable." Phi Delta Kappan 93.2 (2011): 30-34. Education Research Complete. Web. 20 Sept. 2013. Levin, J., Nolan, J. F., Kerr, J. W., & Elliott, A. E. (2012). Principles of Classroom Management A Professional Decision-Making Model. Toronto: Pearson. Manning, M. L., & Bucher, K. T. (2012). Teaching in the Middle School. Boston: Pearson. Pearson Education. (2000-2013). Behavior Management Resources. Retrieved from Teacher Vision: http://www.teachervision.fen.com/classroom-discipline/resource/5806.html The Master Teacher Inc. (2002-2013). You Can Handle Them All. Retrieved from Master Teacher: http://www.disciplinehelp.com/ Weinstein, Carol, Mary Curran, and Saundra Tomlinson-Clarke. " Culturally Responsive Classroom Management: Awareness into Action." Theory Into Practice 42.4 (2003): 269276. Taylor & Francis Online. Web. 8 Oct. 2012.