Kimberly Rich Effective Teacher

During teacher training sessions and from reading and researching the subject it is clear that it is not easy to manage a classroom full of students. In fact, many factors need to be taken into account when planning strategies to be used. By being pro-active, looking, and analyzing our own practice, it should give us a better

Kathryn Baker was caught on her Gmail account during 3rd period emailing a friend off campus. When I walked up she closed out. I asked her to reopen it. She stated she was emailing her teacher. I asked her again to open it and she did so, but she scrolled through. I had to direct her to show me what I was asking for. When she opened it up she was having a general conversation with another student not on this campus, and the email contained profanity. I informed her that was unacceptable and she was not to do that again. Kathryn said okay, and then replied to the person as I was standing beside her. This behavior is unacceptable and will not be tolerated. If Kathryn cannot follow the classroom guidelines she will lose her computer privileges.

A classroom is a very dynamic and spontaneous place. Every classroom is comprised of a diverse combination of individuals who all contribute to the unpredictable nature and uniqueness of the class. The reality that no two students are alike and no two classes are ever alike, contributes greatly to the difficulty of establishing a realistic and effective classroom management plan. It is important that teachers realize that a classroom is an unpredictable place and that it is much more reasonable to strive to manage their classroom as opposed to trying to control it. I see my role as a managing teacher as

After briefly addressing and removing some of the common misconceptions of classroom management, Tracey Farrell Garrett explains that teachers should become “understanding of the overall goals of classroom man¬agement” (Garrett 46). She explains the two goals of classroom management outlined in the research of

My classroom philosophy begins with what type of teacher I will be in my classroom. To have successful classroom management, one must be an effective teacher. Some qualities that make an effective teacher include maintaining high expectations, being consistent, and caring. As a teacher, it is important to have high expectations for your students academically, but also behaviorally. In my classroom, I will uphold the traits and characteristics that I want to see in my students, through my own actions and words. Another quality that I will instill in my classroom and myself is consistency. In my classroom, I will be consistent in my classroom management. I will not favor a student and let them get away with something, and I will not be overly harsh on a student who is having a bad day or week. One of the most important qualities in an effective teacher is their ability to care for their students. In order to have successful classroom management, I must build relationships with my students. The more that my students know that I care for them and want to help them,

Managing your classroom determines how effective you are as a teacher. In this training, it talks about many different ways you can create structure in the classroom. One of the ways was setting rules. Another was to set individual and whole group goals in classroom and commit to completing each goal. It is very important to have complete control over your classroom it promotes maturity, safety, trust and easy flow.

After carefully considering the various theories regarding classroom management and addressing individual thoughts and concerns I have decided that my philosophy of classroom management will be a combination of medium and high control. I have chosen these styles of management because I can identify with the reasoning behind these levels of control. Unlike medium and high control, low control offers the idea of intrinsic motivation which I like; however, I feel that many students need extra guidance not provided in theorists like Kohn. I also believe that structuring classroom management with medium and high control will provide opportunities for students to be fully successful. Finally, as an individual, I feel if I established medium

Many of my prior classes have helped shape my classroom management philosophy. As I was reading the first chapter of Lisa A. Bloom’s book, Classroom Management, I couldn’t help, but to reflect upon situations that I have been in while subbing that are either one of the two choices of the three different approaches. Something that I try and practice after each opportunity that I have to sub is to reflect upon my day. The text in this first chapter helped give me some insight as to how I can improve my classroom management methods.

Knowing how classroom management is associated with the effective teacher encouraged me to define management in my class. My philosophy about classroom management is not far from both Wongs’ and Marzano’s. I believe in the impact of the first day of school and I am consistent as a fair manager throughout the academic year. I explain consequences and let the students make their choice.

I have heard that for many beginning teachers, classroom management can be one of the most challenging aspects of their new career.  Knowing this, I decided to experiment with many classroom management approaches during my student teaching to find one that fit both my students and myself.  Based on these experiences, I designed a classroom management plan that I will implement in my classroom as a beginning teacher.  It is important to note, however, that my classroom management philosophy will be evolving as necessary as I gain more experience and insight into the field of teaching.  Also, my classroom management plan may need to be altered to fit my specific group of students.

Teachers are expected to create meaningful and engaging instruction aligned with the Common Core State Standards, while also creating a classroom management plan that enhances student achievement. Jones and Jones (2013) quote Woolfolk and Weinstein (2006) in their book, Comprehensive Classroom Management, stating that “What students want are teachers who establish caring relationships, set limits and create a safe environment … and make learning fun” (2013, p. 59). I strive to achieve this in my classroom each day as I greet students at the door, shaking their hand and making small talk with them, establish fair and consistent rules and procedures, and by building positive student-teacher relationships while making learning fun through the use of hands-on-activities, role playing, and creative constructions.

1. Rafe Esquith demonstrated an authoritative classroom management style in There Are No Shortcuts. Authoritative teachers have caring attitudes towards their students and declare limits when necessary (Santrock, p. 475). For example, Esquith wrote that he spent time to catch up his students that were behind, encouraged them to reach their highest potential, and believed that they could improve their skills (Esquith, p. 54). He stayed after school or sat with children for extra hours if they were behind (Esquith, p. 54).

While observing Mrs. Cirrincione, I liked her classroom management skills. The students seemed to know what was expected of them at all times. Mrs. Cirrincione also connected much of the students’ lessons to their personal interests, which means she has taken the time to get to know each of her students. Mrs. Cirrincione pulled sticks throughout the day giving each student the opportunity to participate. Throughout several of the lessons, Mrs. Cirrincione would give the students helpful hints to remember the content. I struggle to remember new content, so I appreciate that Mrs. Cirrincione took the time to teach strategies to help the students

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

As I spend more time in the classroom each week, I find myself realizing more and more about my personal feelings on classroom management. When I compare my opinions and feelings on classroom management, I see connections between my beliefs and those represented by all three of the behavioral theorists we have been studying; Lee Canter, Linda Albert, and Alfie Kohn. While each of these theorists have varying opinions on how to manage students, I feel that they all have important points that should be included in a successful classroom management plan.