Comparing Classroom Management Techniques And Students

Upon observing your class, we have learned a lot about the methods you utilize in order to help the students with mathematics and about how the students learn. Observing your class was both an honor and a learning opportunity for us, as you are an important, and well-respected faculty member in the school system. However, while we appreciate your goals and tactics to make learning mathematics easier for the students, we have discovered some flaws in the use of mnemonics, rules, and tricks for helping students understand the subject material.

As an elementary and special education major, I observed a fourth grade class at Burris Laboratory School in Muncie, Indiana. From my observations, I will be discussing what I witnessed based on the questions I was asked to observe on. I was able to observe Mrs. Haughn, who was teaching the students’ math at a fifth grade level. We were assigned a time to go and see how the teacher organized lesson plans, the content during the time period, identify items in the classroom, we would want in our future classrooms, how students participated, the overall environment of the classroom, and how the content was being taught.

Recall Norman spent time finding games and tasks that would connect to students’ interest. Toni also used her classroom instructional practices to build a classroom culture of connecting to her students through utilizing the model of the teacher and students supporting each other. She shared, “I break off in small groups so that I can facilitate…I feel like I can really help the students who need my help and the ones who don't get to work independently”. Toni’s classroom practices of supporting students during instruction is resonated by Hand (2012). This research indicates that when students feel supported, they feel comfortable engaging in mathematical discourse with each other and the

I believe every child can succeed in mathematics, and it is my role to unlock this potential. I aim to teach in ways that help children develop cooperation, assertion and responsibility, as well as a good understanding of subject matter. I believe this can be achieved by creating a culture in the classroom that is built gradually on trust, with a common language, through rules that we create together, and by practicing procedures until they become nearly automatic. I aim to use the resources, materials, and curriculum requirements I have to work with, to engage my students in meaningful learning. I believe that children want to learn, and that it is motivating for pupils when they and their teacher’s are enthusiastic about learning, too.

Classroom management is a popular topic in education. Teachers are always looking for ways to improve their classroom environment, or new ways to deal with problem behaviors. For every person who has ever worked with children, there is an idea, a theory, as to how to best meet children’s needs. Early theorists provide the basis for many current behavior management ideas, and often include a combination of ideas. Theorists such as Abraham Maslow, Rudolf Dreikurs, William Glasser, and Stanley Coppersmith offer insight into the behavior and motivations of children that help teachers design strategies to prevent disruption and provide a positive learning environment for all students.

For this task we needed to observe a content area class and reflect on the experience. With the help from Mrs. “P”, I was able to observe a Math class, she teaches 5th grade level. The two ELL’s beginners’ students from Colombia that I had been working with are at her math class.

The video “Philosophy of Education: Emphasis on Mathematics”, Matthew Wisner shines light on some very important points on how to be a better teacher. Matthew places ample importance on the fact that plain lectures are not the way to engage students. Many students have short attention spans, and students are more likely to tune out all that is being said in a boring lecture because many find lectures dull. Lectures can have a different outlook only and if the teacher’s passion and enthusiasm about the subject is shown. Wisner mentioned that students will catch on to the enthusiasm if it is shown by their teacher, regardless if the students think their teacher is crazy in a fun way.

First, Ms. Shepard keeps the lessons relevant by both helping students see connections between mathematical concepts and students’ lives and allowing material from other classes to be imbued into her lessons, such as the English discussion terms she borrowed from Ms. Davis in order to facilitate her class discussions, as well. Second, she utilizes hands-on group work often, as a substitute for lecture. In fact, Ms. Shepard never used a traditional lecture in her class. Instead, she relied on student inquiry and questions; whenever a lesson goal was reached she would conduct a group reflection. This format for class is inherently best practice since it utilizes student-driven ideals as its foundation. Additionally, the overall emphasis on a routine of writing-to-learn, modeling, and empowering hands-on work was all exemplifying best

I observed North Middle School for my second set of observations. Through observing middle school, I saw various techniques of classroom management, some of which I had never thought of when thinking about teaching. I witnessed some techniques that were incredible and very effective, while also witnessing techniques that did not seem to control the classroom. It was interesting to make the connection between a controlled classroom and effective teaching. I did not realize how much successful classroom management strategies could enhance student learning. Observing classroom management strategies also enlightened my perspective on teaching and gave me many tools that I want to implement in my own classroom one day. I realized that

This classroom investigation started on January 2016 and took place at Harvest Elementary in Central Unified in a 4th grade classroom. During the time of the investigation I was able to experience small group and whole class instruction and interaction. Each experience taught me something in regards to the California Standard for the Teaching Profession (CSTP) 2: Creating and Maintaining Effective Environments for Student Learning. From the many experiences I have had in creating and maintaining an effective learning environment, I chose to focus on a math lesson I instructed.

The article is called teacher, experience, training, & age: the influence of teacher characteristics on classroom management style written by Nancy K. Martin. The investigations main purpose was to investigate differences in classroom management perceptions and beliefs between traditionally trained beginning student teachers and traditionally trained experienced teachers. The main way to maintain classroom management is by three independent dimensions; instructional management, people management, and behavior management. Instructional management includes teaching methods such as seat work, structuring daily routines, and allocating materials. The way that all of these things are handled results in how well your classroom is managed. The people

My observations were done at an elementary school in an urban city. During the 2015-2016 school year, the report card states that there was a total attendance of six hundred-eighty-six students. Kindergarten consisted of hundred twenty-one students. There was a hundred twenty-nine first graders this year. Second grade had an enrollment of one hundred twenty-two students. Only ninety-seven students made up the third-grade class. One hundred and six students were enrolled into fourth grade. Lastly fifth grade had one hundred-eleven students. The school consisted of many different combinations of grades. While I observed the teacher, I witnessed how she addressed the different components found in a class.

A.        The philosophy that I am developing behind my classroom management plan is one that is based on clear communication with my students.  I believe that it is important to value relationships with students because that is the starting point of creating a classroom climate that is positive and consistent.  It is my goal to cultivate self-directed students so that the behavior management is not taking up lots of valuable class time.  Although school seems competitive in its nature because we use grades as the form of evaluation, it is my thought that competition in the classroom should be limited because this will increase better behavior and achievement in all students.  Promoting the success of all

Mathematics is perhaps the one subject that students are really happy to be doing, or dreading having to do it. Mathematics is different from lots of other subjects because it involves a student not only having to think about the information that is presented to them, but what information is important to completing a task, and how they will use the important information to find an answer. A student may understand how to solve a task after looking and thinking about the information given, but may not understand why certain steps are taken to getting the answer they eventually come up with. This is a crucial component in mathematics that as a future teacher I need to understand my students’ thought processes and understandings of mathematical tasks or problems.

As a future educator, it is extremely important to prepare for what is in store for each year. Every single class is different, and will bring something different to the table based on the different students in each class. It is extremely important to have a classroom management plan for a group of diverse learners for several reasons. From reading Wong’s book First Days of School, How to be an effective teacher, he states that after doing research in a study reviewing 11,000 pieces of research that spanned 50 years, three researchers determined that there are 28 factors that influence student learning, and the number one factor is classroom management. This is very clear that research backs up how important classroom management is. It is what allows teachers to be effective teachers for their students and are able to keep the students on track. Classroom management also offers organization in the classroom. It refers to all of the things a teacher does to organize students, space, time and materials so that learning can take place (Wong 1998). Without classroom management the entire class would be out of control and very little to no learning would take place.