Classroom Management Techniques

1. Students are often given unclear procedures and routines that do not maximize their learning environment or enhance their personal level of responsibility.
The Wong’s Pragmatic Classroom Management Plan supports the antithesis of this belief. When teachers are not clear about their expectations then it becomes the same as never having defined expectations to students as to what their behavior should look like and be in the classroom. Harry Wong supports the idea that most students will act responsibly if taught the procedures to do so. This is important to enhance personal responsibility skills in students. Wong also asserts and believes that student achievement is affected by how well the procedures are laid out and taught to them.
I agree with Harry and Rosemary Wong that procedures are an important aspect of a classroom. I believe that procedures provide students with a structure that lets them know what is expected of them. This will help cut down on disruptions if the students are not confused about what they are supposed to be doing.

2. Teachers and students do not always work collaboratively or cooperatively together in order to create a safe and inviting classroom. The classroom should be thought of a universal place where both the teacher and student can collaborate to make it a place that is welcoming to them both. At times, teachers are so concerned with placing manufactured information on the board that there is very little space left for original student work or interpretation of student work for others to see. The classroom is a work space for both the teacher and the student. It is important that both have a say into what occurs in the classroom and what goes up because it is where both parties operate, explore, and create on a daily basis. 3. Classroom rules are imposed on students and not collaboratively created between the students and the teacher. Wong believes strongly in the use of incorporating students in creating a code of conduct for the classroom. When students are brought in on the process of making decisions in the classroom, then they are given power and a voice in the classroom. This speaks volumes to the level of ownership that a teacher then imposes and empowers students with in the classroom. In case studies where students were included in on the creation of classroom rules it was found that students were much more likely to follow the rules set in the class. This process can also give the teacher an informal perspective of what students expect and would like to see in their classroom based off of their experiences in school.
Nelsen, Lott, and Glenn’s Positive Discipline support this belief by encouraging teachers to hold regular class meetings to establish respect among teacher and students. They believe that when the teacher and students listen to one another and work together that behavior problems are likely to diminish. It has been my personal and professional experience that majority of the time the rules are set for students on the first day by the teacher instead of allowing students to provide input into their classroom, their space of learning and growing.

4. Oftentimes, within a classroom there is a lack of an internal support system or it is one way, teacher to student and not necessarily student to student or from student to teacher. William Glasser refers to teachers who provide encouragement to their students as “lead teachers”. Glasser states that teachers should not try to force information into their students. This makes common sense because no one likes to be forced to do anything and it takes power away from the student. As a professional, it is agreed that Glasser on this point speaks to the students’ motivation to learn resides within themselves. As the professional instructor it is my position to spark their interest to learn. Therefore, this reinforces the need to create engaging activities, and be there to provide support to the students as necessary.

5. Teaching and learning of life skill are often overlooked because of the increased scrutiny of state standardized test scores. However, it is important that life skills are reinforced so that students can be successful in not just the classroom, but in life as well. Kagan, Kyle, and Scott’s Win-Win Strategies promote the use of “life skills” in the classroom. They refer to “life skills” such as self-control, anger management, good judgment, and empathy. These theorists believe that if the students require these skills they will be able to live more successfully.
I believe that teachers are responsible for preparing students for life so this theory matches my belief. After my students leave my classroom, I want to see them succeed in life. I am strong believer that one needs to be the change that one wants to see in the world so I will model these “life skills” for my students.

6. Many students are taught at home to have a sense of community and want a sense of belonging. Therefore, it is important for students to feel these things in the classroom. It is important to infuse a sense of community in the classroom and that there is a shared responsibility for what occurs in the classroom as well as what does not occur. This will assist with the disruptive behavior because students will have a sense of oneness amongst the students, camaraderie, and will hopefully want to bring out the best in one another. The sense of community also provides a higher level of responsibility for not only one’s own behavior, but for others in the classroom.

7. Many times teachers handle behavior problems in the open and in front of other students instead of taking a more private approach to handling the situation. Teachers can lose focus of what is going on and how to properly handle a situation because of many reasons and determination to punish a child as an example to others. This does not benefit the teacher nor the student because both lose power and face in he situation. At times, it is important for a teacher to take the time to speak to the student privately that they can unearth why the student is reacting the way that they are as well as get further with their discipline plan because the child is not being openly chastised in front of friends. It is understood that a child is in trouble once disruptive behavior has been exhibited so there is no point in humiliating a child to make a point.

8. Teachers, like students, need to be properly prepared with plans that reflect the students that they teach and offer opportunity for remediation and challenging. This includes enabling students to explore their own personal interests. Students need to be engaged in the instruction and this exampled in Kagen, Kyle and Scott’s Win-Win philosophy because of the heavy reliance on instruction as the first line of defenses. It is believed that students that are engaged in the instruction will not be disruptive students because they are into what is going on in the classroom. It is also important for students to realize their potential in school and demonstrate what they know and do not know.

9. Students are not often allowed to share of themselves in class or to relate their personal experiences to the class content. Teachers should provide opportunities for students to be able to share themselves in the classroom. This can sometimes help with other students forming connections and it could also help make instruction more engaging. When students provide connections to the curriculum that also examples higher order thinking when they are able to make appropriate connections.

10. Consistency constantly.
Students need to see consistency from the teacher and in a teacher’s actions. It is not that a teacher needs to explain themselves, it is important that teachers demonstrate consistency and fairness to students. This is especially true of the disciplining process because students should not see or feel that other students are being treated preferentially. When teachers are consistent it sets a stage of expectations and it also makes students feel as though they are equals and will be handled as such.