discussion reply 23

100 word reply

“Classroom management is an enterprise of creating conditions for student involvement in curricular events…. The emphasis is on cooperation, engagement, and motivation, and on students learning to be part of a dynamic system, rather than on compliance, control and coercion.” (Osher, D., Bear, G., Sprague, J., and Doyle, W. 2010)

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My classroom setting is a mixture of closely aged-related middle school students who have learning styles that are very much diverse. They are all taught in the same manner, but on their own personal level of understanding. Students were all given the rules from day one and those rules were placed around the classroom as a constant reminder of what is to be expected and what will not be tolerated. My class were provided with a piece of paper to be placed inside the suggestion box detailing various types of motivations that they felt would aid them in being successful within the classroom. They were also to tell the “What” and “Why” their suggestion in beneficial.

The first classroom management dealt with providing the students with a safe and secure environment within the class that follows them outside of the classroom. Allowing the students to hear and see their environment will be a top priority is very important, in that it provides the students an escape to bring out their full potential to learn. They know someone will always be watching and ready to step in if they feel unsafe and less secure. Socially and academically keeping the environment safe will help the students feel more comfortable with interacting with their peers and have conversation that will not end up with feelings being hurt. They learn how to make positive choices rather than negative ones. My strengths on this is that I want to ensure my students safety always and give them the room to come to me if they need me for any reason. My weakness is I care too much, and I do not want to allow this to block my professional outlook of how I teach my kids.

Looking at the second classroom management which involves being an effective instructor who relays the message that will be engaging and curious to the young minds. This will enhance their way of thinking and leave room for more knowledge to soak in. Students want to learn, but they want their learning to be fun and exciting. To provide that the teacher must be willing to think like each of her students. You think outside of the box and you teach each student in a manner that is meaningful to them and their diversities. One child may learn by seeing while another child learns through hearing or feeling. The strength is all students are learning the same materials, they are becoming engaged in what is being taught. The weakness is how can I be certain the information taught is being retained.

Next broadening a child’s mind to see what the world details is key and beneficial. This includes implementing all the differences of the world, which includes cultures, traditions, race, beliefs, and lifestyle choices. Sometimes the world becomes engulfed in teaching the way they feel the world should be, instead of teaching the way it is. There are many different views and outlook of the world and including those views in your teaching is beneficial to todays students. We’ve added in teachings from a child from another country’s favorite dish to two neighboring students’ who have same sex parents. It’s all about sharing the uniqueness of the world and how each student add on to the unique style. My weakness on this is not fully understanding how to incorporate each lesson to fit how each child may see the world. The strength is my willingness to bring forth what is necessary in making sure the concept being taught is soaking in.

Revelation 7:9-10, “After this I looked, and there before me was a great multitude that no one could count, from every nation, tribe, people and language, standing before the throne and before the Lamb. They were wearing white robes and were holding palm branches in their hands. And they cried out in a loud voice: Salvation belongs to our God, who sits on the throne, and to the Lamb.”

Behaviors within the classroom may not always be as a teacher would like but teaching them how they can turn those negatives into positives will assist that child into being able to work alongside other children and adults. Negative behaviors do not have to be a major issue within the classroom if it is dealt with early on. One thing we implement is having each student write down what would help them calm down if they become upset or frustrated. One child relayed sitting in a corner with their favorite toy or blanket. When he became upset with a peer or with his teacher he was given the option to take a “me time” in the corner of the class with his blanket. Doing this also provide the child with a safe environment and he knew this. Eventually he didn’t feel it was necessary anymore and he was able to calm himself down with no help from taking a “me time.” The strength from this is that is works effectively with children who have ASD. The weakness is that children who do not have ASD but are also able to utilize this method of calming may take advantage of it.

We all have our own personal values and beliefs about what details the world, but when we are within the walls of our classrooms it should be left outside the door. Reasoning behind this is due to some teachers may know a child’s parent on a personal level and this sometimes cause issues. For instance, a teacher I worked alongside had issues with a student’s mother from their high school days and she took it out the student. Another example is being a Christian and teaching the child from a biblical point of view only to have the child tell you they do not believe in God. The teacher must be accepting of this and continue teaching the child regardless of personal views and beliefs. The strength of this is you learn as the teacher how a child is being taught and raised at home. You learn what is on their minds and what is in their hearts. The weakness is you feel a sense of sadness when you hear that a child does not believe in God and you fear it is nothing you can do to change their way of thinking. This has happened with a former student who relayed he could not stand with everyone else to do a moment of silence, because he didn’t believe in God. He was granted permission to step aside and remain quiet until everyone completed moment of silence. It was not a big deal and as time went on he joined in without hesitation.

“Effective classroom management involves thoughtful planning and focused professional growth.” (Jones, V. and Jones, L. p. 8. 2016) With this comes the careful planning and rearranging your classroom and personal outlook to fit you students. When this occur, there is growth for the students and their teacher. As the year passes you find yourself thinking how you can make this year better than the last. You learn, and the child learn not only what has been taught but also about their teacher on a personal level. They see the care and concerns from their teacher and the teacher see the same from each child and their parents. Everyone grows together and they each leave with a changed heart about their own personal values and beliefs. Their development has increased, and the knowledge gained will have helped to improve their learning needs. The strength is everyone grew and gained knowledge was not there before. The weakness would be not believing that change occurred at all and the focus remains at a standstill.

Jones, V. and Jones, L. (2016). Comprehensive classroom management: Creating communities

of support and solving problems. (11th Ed.). Boston, MA: Pearson Education, Inc