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CASE STUDY 3

CHAPTER 8:
EVALUATING A TEACHER’S
CLASSROOM MANAGEMENT STRATEGY

Point of View
3rd Party

Objective
To depict and analyze how the teacher applies her instructional management strategy in the classroom in relation to the diverse perspectives of participants in this case

Problem
What are the good basis and underpinnings in order to effectively evaluate a teacher’s instructional management strategy in the classroom?

Areas of Consideration
Classroom management is vital to achieving positive educational outcomes. Organization and behavior management in the classroom provide students with structure, which promotes learning.
On the other hand, evaluating teacher classroom performance is an integral part of school supervision and contributes to the on-going mission of the educational institution. Teacher evaluations, when properly facilitated, function as professional measurement that encourage excellence, offer praise for good methodologies and strategies, and highlight areas that need upgrading. If conducted properly, teachers should view evaluations as necessary addition to daily instructional routine with an end result focused on collaborative means to teach more effectively.
In this case, an evaluator questions a classroom teacher’s instructional management strategies when she applies for a permanent teaching credential. This issue reveals the underpinnings of tensions between the teacher and the evaluator in this case, noting conflicts that expose the helplessness of a new teacher, who is experiencing isolation in her early years of teaching.

The key issues here are the teaching strategies, relationship with students and colleagues, new teacher support and classroom management. Secondary issues are: reflection, teacher self confidence and multiple intelligence theory.

The case