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"Successful student learning depends on a teacher's ability to manage the group as a whole" (Jones, Bailey, & Jacob, 2014, p.19)
Effective classroom management is about teachers supporting students becoming able to manage themselves in daily school activities. Teachers who effectively manage their classrooms plan out daily activities and transitions, have positive relationships with their students, and are constantly reassessing their management strategies to better address potential issues. Students perform better academically in classrooms that are effectively managed.
Having an effective classroom learning environment helps support students social and emotional learning. Student behavior improves in classes where their needs are being met. "Abraham Maslow suggested that for students to have energy for learning their basic personal needs must be met." (Jones & Jones, 2016, p.32) When teachers create environments that respond to students needs they ensure that their behavior will be positive.
"Research indicates that student motivation and positive behavior increase when students perceive their relationships with peers and teachers to be positive and supportive." (Jones & Jones, 2016, p.49)
When teachers foster constructive relationships with their students they are more likely to feel positive about school and achieve higher grades. Teachers show students that they care by pressing them to work hard and letting them know that they are capable of succeeding. Students value when teachers make sure they complete their work, maintain classroom control, are willing to help them, explain assignments clearly, and take the time to get to know them and what they value.
Helping students develop positive relationships with their peers helps them feel as though they are safe, that they belong, and are significant. "Developing positive peer relationships helps to create a situation in which all students feel valued and respected and where bullying of any type is viewed as a violation of the family atmosphere that has been established in the classroom." (Jones & Jones, 2016, p.94) Teachers can use activities like bucket filling to help students learn how to use positivity to build each other up. When students have quality relationships with their peers it can have a major impact on the way the feel about school.
Having positive relationships with our students parents has many advantages including raising student achievement, improved behavior, and a more positive attitude towards school. Some ways to establish positive relationships with parents include maintaining good two-way communication, involving parents in the classroom, and attending activities that students are involved in. When parents and teachers work together it can have a long lasting impact student success.
Students best learn when they are actively engaged in lessons.
Research on the brain suggests that when students are actively engaged in learning activities the brain releases dopamine which is associated with greater motivation and focus. Teachers can increase student engagement by connecting the curriculum to their lives, allowing students choice in their academic work, and using students learning styles when developing activities. By getting to know students teachers can create a learning environment that is conductive to their needs. When a student's learning is increased their success rate increases which then motivates them to work harder and learn more.
Providing feedback to students can be one thing that transforms a student's learning. When teachers are providing students with feedback they should make sure that it is educational, sensitive to the student's needs, and given in a timely manner. By providing prompt and meaningful feedback students know that the work they are doing is important and worth their time. Students who receive effective feedback understand how much progress they are making in reaching their learning goals and lets them know that they can be successful.
A large amount of time in the classroom is spent transitioning from one activity to another. Since so much time is spent transitioning in the classroom it is important that teachers develop strategies to make these transitions smooth and well organized. One way that teachers can help their students understand how to transition is to demonstrate the activity for them and then have them practice until it becomes second nature. Having clear instructions for how to transition from one activity to another helps to reduce student stress and allows them to maintain focused on their work.
Sometimes despite our best efforts to create an effective learning environment students will occasionally misbehave and need help improving their behavior.
Teachers who are effective classroom managers understand how make adjustments to support their students in making effective choices. "Studies show that teachers often attend more frequently to disruptive behavior than to on-task behavior." (Jones & Jones, 2016, p.311) When presented with disruptive behavior it is best for teachers to handle the behavior and not immediately refer students to a counselor or administrator. Some ways that teachers can effectively deal with disruptive behavior are to use proximity control, praise the student when they are positively engaged, allow the student to take a break by giving them a short task, reminding students of rules and procedures, and by using I-messages. By managing disruptive behaviors in the classroom teachers demonstrate to their students that they care about them and want them to be successful.
While teachers can be frustrated by minor disruptions in class when students demonstrate persistent behavior that disrupts the learning environment it can be a cause for major concern. A key way for teachers to assist students in managing their behavior is to use the problem solving method. Using the problem solving method allows teachers to show respect for students and involve them in changing their behavior. To successfully use the problem solving method teachers need to establish a personal relationship with their students, only deal with the behavior currently presented, have the students determine why they displayed the behavior, work out a plan with the student to prevent the behavior from happening again, and hold the student accountable for the plan and its success. One important factor in the success of the problem solving method is that students are held accountable for their behavior school wide while helping them develop skills that they can use in the future.
Establishing school and classroom behavior expectations is the most effective way to create a positive and safe learning environment.
Effective classroom management requires that teachers plan well-organized, engaging tasks while making sure that students demonstrate on-task behavior. Teachers can help students maintain on-task behavior by developing behavior expectations for their classes. It is vital that students understand the expectations that teachers have for their classes. The first thing teachers need to do to establish behavior expectations is to work with students to develop a set of classroom rules and procedures that relate to students backgrounds and interests. In order for the rules to be effective teachers need to make sure that students understand the reason for the rules and procedures and that they spend time reviewing the rules frequently. When students have rules that they understand and feel are important to them they are more likely to demonstrate appropriate classroom behavior.
Establishing school-wide behavior expectations helps to create a safe learning environment where all students are respected. School-wide expectations help students to develop a sense of community and helps them to understand the types of behaviors that most work environments expect. When schools provide students with clear expectations for behavior they allow teachers and students to spend more time focusing on academic instruction.
"A student-centered approach to classroom management includes teachers having the ability to assist all students in developing the skills necessary to be academically and behaviorally successful." (Jones & Jones, 2016, p. 349)
Educators have the responsibility to help students develop behaviors that allow them to be successful both in school and out. There are three factors that affect human behavior: 1-behaviors followed by reward are more likely to repeat, 2-behaviors stop when they are not reinforced, 3-behaviors followed by a negative reward are not likely to repeat. When students exhibit undesirable behaviors it is important that teachers evaluate why the behavior is occurring and develop a plan to correct the misbehavior. Behavior contracts are one way that teachers can help students change undesirable behaviors. "Behavior contracts provide a specific, often written, agreement designating the exact behavior each individual will display." (Jones & Jones, 2016, p.375) When establishing behavior contracts with students it is important that they understand the contract and are supported in meeting the goals of it.
A challenge facing schools today is providing students with an environment where all student can succeed both academically and behaviorally. (Carter, Carter, Johnson, & Pool, 2013, p.223) While schools are able to provide this type of environment for most students easily some student need extra support. One way to support students in meeting behavior goals is to provide them with a behavior intervention plan. A vital part of providing students with behavior plans is the use of data. Data provides teachers with the information they need to effectively determine any interventions and supports that students struggling with behavior issues need. Developing behavior intervention plans support students in developing the skills they need to be successful in the school environment.
Carter, D. R., Carter, G. M., Johnson, E. S., & Pool, J. L.
(2013). Systematic implementation of a tier 2 behavior intervention. Intervention in School and Clinic, 48(4), 223-231.
Jones, S. M., Bailey, R., & Jacob, R. (2014). Social-
emotional learning is essential to classroom management. Phi Delta Kappan, 96(2), 19-24.
Jones, V., & Jones, L. (2016). Comprehensive classroom
management: Creating communities of support and solving problems (11th ed.). Upper Saddle River, NJ: Pearson.
Creating this project was a challenging one for me. Throughout this course of study I have gained a great deal of knowledge that I would like to share with my colleagues.Trying to compress that knowledge into a single presentation proved difficult. I plan on using the information that I have included in this presentation to help my fellow teachers develop ways that we can change the educational climate of our school to be a welcoming one. I hope that through professional development opportunities at the school and district level I can help my fellow educators develop strategies to make their classrooms an environment where any student can be successful and where they no longer feel overwhelmed dealing with student behaviors.
One of the key driving forces of Walden University is the chance to change society for the better. Using this presentation will help me become an agent for social change at both my school and in my district. This presentation will allow me to conduct professional development sessions at not only the school level but also at a district and regional level. I will be able to educate teachers on how we can change our schools to become a place where students feel welcomed and where their teachers care about their success. I will be able to help teachers make their classrooms a place where students are free to learn, feel comfortable taking risks, and achieve success in their educational studies.