Description
The focus of reading and discussion
in EDAT 6115 this week was about creating and promoting an effective learning
environment. The effectiveness of
classroom learning is dependent on the structure and tone that is set by the
teacher. Slavin (2012) stated, “Students
who are participating in well-structured activities that engage their
interests, who are highly motivated to learn, and who are working on tasks that
are challenging yet within their capabilities rarely pose any serious
management problems” (p.316).
Analysis
Slavin (2012) reported, “Providing an
effective learning environment includes strategies that teachers use to create
a positive, productive classroom experience” (p.316). Classroom management provides an effective
learning environment by using allocated class time well. The focus of a teacher’s classroom management
is to promote time to engage students and keep them on task without
distractions and behavior issues. Having
a strong structure for classroom management can help a teacher’s classroom run
smoothly, as well as help students feel a sense of success in their learning.
While it is important to maintain
strong classroom management, the teacher also needs to ensure that they do not
overdo time of task. “An overemphasis
one engaged time rather than on engaging instruction can produce what Bloome,
Puro, and Theodorou (1989) called mock participation, in which students appear
to be on task but are not really engaged in learning” (Slavin, 2012, p.325). Just because students appear to be well behaved
does not promise the fact that they are learning. Teacher’s need to be sure they balance classroom
order, but also give students opportunity to be children.
There are many practices to consider
when trying to plan for effective classroom management. “Research has shown that basic commonsense
planning and groundwork go a long way toward preventing discipline problems
from ever developing” (Slavin, 2012, p.326).
Starting the year out is the first piece of ground work that helps the classroom
run smoothly for the remaining part of the year. The steps the teacher takes in the beginning of
the year are likely to mirror what the student’s behavior looks like at the end
of the year. Students should have clear
understandings of what the rules of the classroom will be. “A Major purpose of clearly explaining
general class rules is to give a moral authority for specific procedures”
(Kagan, Kyle, & Scott, 2004).
When behavior in the classroom needs
to be managed due to misbehavior the teacher also has many choices to make in
what the best way to deal with these issues are. “In dealing with routine classroom behavior
problems, the most important principal is that you should correct misbehaviors
by using the simplest intervention that will work” (Gathercoal, 2001; Kyle
& Rogien, 2004). When teachers over
do the amount of time disciplining a child this takes away time for student achievement. By having clear rules and procedures you can
prevent problems in the first place from happening. Keeping students on task with meaningful
lessons will distract them from the opportunity to act out. Praising students for positive behavior will
motivate students to do the right thing in order to receive that
recognition. Lastly using nonverbal cues or verbal
reminders can help bring students back into line. Nonverbal cues end the behavior without
stopping class time, while verbal reminders “state what students are supposed
to be doing rather than dwelling on what they are doing wrong” (Slavin, 2012,
p.331).
Reflection
The concept of classroom management means a
lot to me. The reason being, having
tight classroom management can change the whole environment of your
classroom. When students are well
behaved and understand the expectations that you as the teacher has for them,
then they will be more likely to hold those same expectations to themselves
when dealing with their learning and want to succeed. I feel like in addition, the way you handle
the students and the way the students reciprocate back shows the respect that
everyone has for one another. When the
students know that you hold them to high expectations they will appreciate you
as their teacher more. In addition, when
the teacher feels appreciated by the students the teacher is more likely to go
the extra mile for their students.
Thinking
about what I read about classroom management helps me better handle situations
with my students as well as handle situations with other teachers. Through reading I gained some great tips and
strategies on how to make the best use of my instruction time without over
doing instruction. Another opportunity
to handle a situation is to provide suggestions and ideas to other classroom
teachers. Sometimes there will be a
teacher lacking in classroom management, may be a first year teacher or any
type of teacher, using the facts learned in this chapter I can help guide with
examples and rationales as to why certain strategies work for managing a
classroom of students.
I
will use what I read to help me be a better teacher by promoting
attendance. Teaching in a title I school
we have a very transient population and student attendance is very
inconsistent. Promoting attendance can
help with behavior and as well as having students present in class to
learn. When students are not in class,
they are not learning. The only way for
students to make the gains that we want them to make is to have them in the
classroom physically and mentally.
Rewarding the students with a motivator will help both of those things
occur. Attendance can be promoted by
using punch/sticker cards, earning “letters” to spell a word, or speak with the
students to find out a system that they would like to use as a motivator.
I
feel as though there are not any negatives to promoting an effective learning
environment. Most outcomes of proper
classroom management will make for student learning and a happy teacher. Being too strict, or too black and white with
classroom management can be an issue though.
Students will not be learning if they are not enjoying the environment
that they are in. There is a fine
balance to maintaining classroom order, and controlling classroom order. Having the students create the classroom
rules with you is a way to get students on board and to take ownership of the
responsibilities in the classroom. While
it is important to have a classroom run smoothly, as educators we need to be
aware of the fact that we are working with children and they are still learning
real world lessons. Our job is not just
teaching them the curriculum, but also teaching them the appropriate ways to
act and maintain in life. Scolding them
constantly does not help them learn, we need to make sure it’s a lesson not
always just a punishment.
References
Gathercoal,
F. (2001). Judicious discipline (5th
ed.). San Fransico: Caddo Gap Press.
Kagan, S.,
Kyle, P., & Scott, S. (2004). Win-win
discipline. San Clemente, CA: Kagan Publishing.
Kyle, P.,
& Rogien, L. (2004). Opportunities
and option in classroom management. Boston: Pearson.
Slavin, R.
E. (2012). Educational
psychology: Theory and practice (10th
ed.). Boston, MA: Pearson Education.
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