Classroom management is essential to the success of each student as well as to the success of the teacher. It is something that I find to be one of the most important aspects of becoming a teacher and having my own classroom. The goal of classroom management is to create an environment in which every child succeeds. As a teacher, I would need to be able to anticipate my students’ actions before they happen, handle situations that do arise, and prevent them from happening again.
In order for me to be able to be able to anticipate what a student will do, I need to know my students very well. It is crucial to learn about each one of my students and understand what may cause them to be upset and act out. If a student is gifted and they tend to …show more content…
I can do this by clearly posting classroom rules that was a collaboration between what I expected and what the students expected. I can model my own behavior so that I do not break any of the rules myself. I can use positive reinforcement when students are doing what they are suppose to be doing in order to encourage them to continue the good work. By using this positive reinforcement, I have found in my field placement and when I work with middle school students, that other students want to be involved and get praised as well. So, students who may be acting out might see that the students doing their work as instructed are getting acknowledged and they, usually, will want the same, positive attention and will complete their tasks as asked. I am a strong believer in the use of positive reinforcement, and, through seeing it at my field placements and by directly working with students in other activities, it is significantly more effective than any punishment. By using positive reinforcement, getting to know each of my students, and acting instead of reacting, I will be taking a large step in the right direction when it comes to having efficient classroom …show more content…
However, if they are relatively minor offences, such as calling out in class or disrupting class in any way, I would talk to the student and explain why it is inappropriate to be disruptive and talk to them to find out why they act out and how to manage it. While at my field placement, two boys cheated on a test. My cooperating teacher talked to the boys and asked them why they did it, explained how the school would not tolerate behavior like that, and made them write a short essay on why cheating is bad. I thought that was an appropriate way to handle the situation and I would do so similarly. Anytime that I have worked with students (most of which has not been in a classroom setting, but still following the same rules and procedures as a school), I would talk to them away from the large group and ask them why they did that action. After hearing what they had to say, I would ask them if they understood what they did was wrong and we would talk about an alternate way to handle themselves. If a consequence is needed, I would think of an appropriate way to have the child “fix” their actions. If the child would get very loud, disruptive and emotional during a game, after talking to them, I would suggest to sit a few minutes out to gather their emotions and take a breather before returning to the game. If a student called another student a name, I would make them apologize. Within this