Tuesday, March 22, 2011

Classroom Management

Environment:
Necessary Standards for Student Achievement

According to the North Carolina Professional Teaching Standards, in order to promote the success of students, teachers need, “to establish a respectful environment for a diverse population of students.” (Hill)   This is achieved through a strong and consistent classroom management system.  The responses and achievements of students are dictated form the tone the teacher sets within the classroom. (Andrew, 2008)  Classrooms should be inviting, and the environment respectful and supportive of the diverse student body’s learning abilities. Classrooms are more inclusive with diverse students which promote the need for flexible environments and teaching.
As a student enters their classroom, the invitation needs to be warm and enticing for the promotion of education.  Not only does the teacher’s attitude need to be focused on welcoming each student individually, so does the actual classroom.  On the first day of class, expectations need to be vocalized.  This includes telling the students about designated areas which are to be considered, “the teachers zone.” (Wang)  The other areas are for the students.  The floor plan and desks should be arranged so the teacher can always have eye-contact with the students.  Studies show desks lined in rows promote possible disruption of students the farther back they sit in the rows.  Also, group seating can promote disruptive behavior.  A large U shaped seating plan allows for all students to sit on the front row of the classroom. (FairBuryJeffs.com)  Cooperative learning with groups can be established with simply turning desks. 
Also on the first few days of class, the teacher can incorporate the ideas of the students.  They need to feel the classroom is theirs.  The students can get in groups, draw floor plans, discuss ideas for wall art, and submit their plans.  Their roles will progress from students to classroom designers.  The pride of their room will promote initiative in its maintenance.  With this trust the teacher shows the students with incorporating their ideas, respect is being established.  (Hill, pp. 67-70)   Teachers need to know and that their pupils, “need to be seen as capable, creative human beings. (Association, p. 15) 
Classroom management consequently builds respect amongst the students and the teachers.  Establishing expectations and their consequences on the first days of school is imperative for a respectful classroom.  Having the students involved in making classroom rules and consequences will give the students a sense of accountability in their roles within the classroom.  The teacher must be consistent in the enforcement of the expectations.  When the enforcement of rules slackens, the positive attitude of the room begins to slack.  There will be a negative impact on the climate of the room.  (Andrew, 2008)  
Other ways to establish a respectful environment in the classroom is for the teacher to learn who the students are as individuals:  their hobbies, interests, “what movie would they make if they had unlimited money and time.” (Hill, p. 17)  Also, establishing respectful rules for the class to follow when special topics of conversation are addressed are vital for students to feel safe in order to express their answers and opinions on subject material.  Teachers should try to avoid singling out students with alternating calling on students with taking volunteers.  (Hill, pp. 17-23)
It is the responsibility of educators to be accountable and support the achievements of students.  They must show awareness of others with fairness to the whole unit.  This must be done with encouragement verses being critical.  Teachers need to focus on the individual.  “Kids don’t care what you know until they know you care.” (Association, p. 15)  Teachers need to show genuine interest in the whole class and expect rigorous outcomes of the individual.  Expectations should be impressive, while simultaneously supporting the endeavors of the children’s success.  Consistent communication of expectations, accompanied with maintaining daily routines, help support the achievement of students.   Also the teacher’s communication with parents is imperative.  Compacts should be sent home at the beginning of the school year that include the promises and expectations of the students, teacher, and parents and guardians.  This holds all parties accountable. (Association)
Supporting the achievements of all students is essential.  More schools are incorporating inclusive classrooms.  This is to help guarantee the social justice of all children.  If a child has a special physical or mental challenge, they are not to be discriminated against.  The practice of inclusion helps to mainstream all students in order to achieve the highest level of education and achievement.  The integration of students with special needs into regular classrooms may only be for a part of the school day.  More intensive schooling and special aid will be supplied in more specialized settings in the school.  “A premium is placed upon full participation by students with disabilities and upon respect for their social, civil, and educational rights.” (Wikipedia)  Inclusion accomplishes social justice within safe environments.  Along with providing this education for those with special needs, more mainstreamed students are exposed to diverse situations.  The “regular” students will be empowered to help and assist the students who may different from their “norm.” (Wikipedia)
It is important for cooperative learning to address the different developmental ranges of students.  With the use of action research, educators can assess their techniques in relation to the learning strategies and abilities of their students.  The flexibility of switching teaching strategies when the research shows a student, or group of students, is not grasping the material is imperative.  Within the classroom, there may be the need for multiple different teaching plans.  The amount of time needed to be spent with individuals will fluctuate.  The times to meet with parents and guardians may be different from the teacher’s working hours. (Learning & http://www.txwes.edu/cetl/research/classroom_next.html#)
A teacher has the responsibility of being flexible with time, teaching, and also the physical climate of their classroom.  The classroom has a function unto itself.  Tools, such as computers, desks, chairs, and whiteboards are the physical materials needed to teach and make an environment conducive to learning.   Issues with technology can occur quickly.  The teacher must be able to access additional tools to complete the lesson plan.  As mentioned before, students with special needs may need to different arrangements.  “Educational practices should be appropriate for young adolescents,” and the ability to be flexible supports these needs. (Association, p. 34)
Having the ability to manage a classroom is imperative in providing an environment in which every child can benefit.  The ultimate goal of a teacher is the achievement of each student.  With an inviting environment that is supportive of the students, and the inclusion of students with many exceptional and special abilities, respect is the definitive goal that will be attained.    


Bibliography

Andrew, T. (2008, 10 24). Respectful Classroom Environment: Create a Positive Learning Environment that Promotes Respect . Retrieved 3 13, 2011, from Suite 101: http://www.suite101.com/content/respectful-classroom-environment-a74857#ixzz1GguYYki2
Association, N. M. (n.d.). Fundamentals for Student Success in the Middle Grades. Retrieved from National Middle School Association: www.nmsa.org/portals/0/pdf/advocacy/fundamentals/NMSA_final.pdf
Central, I. (n.d.). Respectful Classroom. Retrieved 3 15, 2011, from Intervention Central: http://www.interventioncentral.org/images/docs/respectful%20classroom_%20class.pdf
Hill, U.-C. (n.d.). North Carolina Professional Teaching Standards. Retrieved 3 13, 2011, from LearnNC: http://www.learnnc.org
Learning, T. W., & http://www.txwes.edu/cetl/research/classroom_next.html#, S. D. (n.d.). Selected Design: A "Radically Flexible" Design for Classroom. Retrieved 3 14, 2011, from Texas Wesleyan University, Center for Excellence in Teaching and Learning: http://www.txwes.edu/cetl/research/classroom_next.html#
Wagaman, J. (2008, 12 04). Creative Discipline for Teachers: Classroom Discipline Methods that Work. Retrieved March 13, 2011, from Suite101.com: http://www.suite101.com/content/creative-discipline-ideas-a82086#ixzz1GgxGC28C
Wikipedia. (n.d.). Inclusion (Education). Retrieved 3 14, 2011, from Wikipedia: http://en.wikipedia.org/wiki/Inclusive_classroom