Effective Classroom Management
Effective Classroom Management
According to K. Proctor of Red River College, classroom management is a set of teaching behaviors by which the teacher promotes appropriate student behavior and eliminates inappropriate behavior, develops good interpersonal relationships and a positive socio-emotional climate, and establishes and maintains an effective and productive classroom organization. In short, classroom management is the organizational techniques of the teacher that keeps the classroom in order and on task.
Concepts
Effective discipline is described as teaching students self-control. In fact, punishment as a form of discipline to gain control is a last resort (Cummings, 2000). Cummings states “our goal is to establish a community of learners who feel bonded and connected; such a community exhibits self-discipline and perseverance and takes responsibility for learning.” I completely agree. Giving students the ability to bond and connect with other students on the same level is a great asset to any classroom. This asset is something that can foster learning and take it to the next level. The not-so-surprising finding that “the more time students spend on task, the more likely they are to master that task” seems to dictate that we should devote our time to the standards, not to teaching self-control (Cummings, 2000). Standards tell us where we’re going; what students should learn. They don’t tell us how to get there. Classroom management has the greatest effect on student learning, as compared with other factors including cognitive processes, home environment and parental support, school culture, curriculum design, and school demographics. Teachers need to anticipate what skills and work habits students need so that they can demonstrate high levels of performance on state and national standards. The proactive teacher teaches self-control first before content standards. (Cummings, 2000) In making an effective classroom discipline plan, I believe that
According to K. Proctor of Red River College, classroom management is a set of teaching behaviors by which the teacher promotes appropriate student behavior and eliminates inappropriate behavior, develops good interpersonal relationships and a positive socio-emotional climate, and establishes and maintains an effective and productive classroom organization. In short, classroom management is the organizational techniques of the teacher that keeps the classroom in order and on task.
Concepts
Effective discipline is described as teaching students self-control. In fact, punishment as a form of discipline to gain control is a last resort (Cummings, 2000). Cummings states “our goal is to establish a community of learners who feel bonded and connected; such a community exhibits self-discipline and perseverance and takes responsibility for learning.” I completely agree. Giving students the ability to bond and connect with other students on the same level is a great asset to any classroom. This asset is something that can foster learning and take it to the next level. The not-so-surprising finding that “the more time students spend on task, the more likely they are to master that task” seems to dictate that we should devote our time to the standards, not to teaching self-control (Cummings, 2000). Standards tell us where we’re going; what students should learn. They don’t tell us how to get there. Classroom management has the greatest effect on student learning, as compared with other factors including cognitive processes, home environment and parental support, school culture, curriculum design, and school demographics. Teachers need to anticipate what skills and work habits students need so that they can demonstrate high levels of performance on state and national standards. The proactive teacher teaches self-control first before content standards. (Cummings, 2000) In making an effective classroom discipline plan, I believe that
References: Charney, R. (1992) Teaching Children to Care: Management in the Responsive Classroom. Greenfield: Northeast Foundation for Children. Cummings, C. (2000). Winning Strategies for Classroom Management. Baltimore: Association for Supervision & curriculum Development. Proctor, K. (2008) Classroom Management/Discipline. Retrieved May 9, 2008 from http://xnet.rrc.mb.ca/proctor/Methods%20II/Management%20Discipline.pdf. Starr, L. (2008) Promoting Effective Classroom Management: In Front of the Class. Retrieved May 7, 2008 from http://www.nea.org/classmanagement/ifc060606.html.