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Classroom Management

Student Name Here

9/20/17

Wor-Wic Community College

Edu-210

Effective Teaching Methodology

Professor Pavese

Table of Contents Role of Teacher as Classroom Manager ………………….. pg. 3 Classroom management and metacognition of high school teachers………………. pg. 5 Bringing reality to classroom management in teacher education ………………… pg. 7 Classroom management in relation to professional commitment of secondary school teachers…………… pg. 9 Classroom Management Teacher Modules……………… pg. 11

Aijaz, A. G., & Naoreen, B. (2009). Role of teacher as classroom manager. I-Manager's Journal on Educational Psychology, 2(4), 65-73. Retrieved from https://search-proquest-com.worwic.idm.oclc.org/docview/1473907370?accountid=15136

This 2009 research studied the role of secondary education teachers as classroom managers and the impact their management had on students. There were 13 aspects of classroom management observed in the study. The study consisted of head teachers, teachers, and students. Of the 13 observed, secondary education teachers seemed to only excel in 10 of them. The 13 aspects are: “Teachers come and leave the classroom in time”, “Teachers come to class well prepared”, “Teachers take care of class cleanliness”, “Teachers take care of students seating arrangement”, “Teachers maintain the discipline in the classroom”, “Teachers apply educational psychology in the classroom”, “Teachers improve attitude, work habits and skills of the pupils”, “Teachers give individual attention to students”, “Teachers have developed self-confidence”, “Teachers use variety of methods during teaching”, “Variation in pitch of voice of the teachers is focused on teaching points”, “Test developed by teachers is reliable”, and “During examination the teachers perform well”. The 3 that teachers did not excel in were, “applying educational psychology”, “preparation of reliable test” and “improve attitude, work habits and skills of pupils”. The article provided recommendations on how teachers can become successful in all 13 aspects of the observed classroom management skills. Recommendations were as followed: Teachers should be “trained to apply principles of education psychology”, “provided an opportunity to prepare different tests at different levels”, “conduct peer evaluations”, and “students should be involved in practice activities during teaching to improve their skills and work habits”. This article demonstrates that students do observe the teacher throughout the year and the class and that what goes on in the classroom does affect the students learning.

I personally enjoyed this article because it included abundant information on classroom management and how to implement it in classrooms. There are many factors to classroom management and a common stigma that occurs is ‘behavior’ is the focus for successful classroom management. The article covered classroom management involving time management, classroom atmosphere (i.e seating arrangement, décor), engaging with students, and even the personality of the teacher. Discussing classroom management is a key factor to being a successful teacher, as this article points out many times, and learning how to have effective classroom management is crucial. The article also gave 10 ideas for discipline in classroom management which I found useful and listed my favorite by most effective to least effective. This article should be enjoyed by anyone considering entering the field of secondary education because it gives a small perspective to what real classroom management should and can be like and also provides tips on improving classroom management skills.

A, V. C., & M, A. R. (2017). Classroom management and metacognition of high school teachers. I-Manager's Journal on School Educational Technology, 12(4), 24-34. Retrieved from https://search-proquest-com.worwic.idm.oclc.org/docview/1928950896?accountid=15136

This article was a focus on classroom management and metacognition of secondary education teachers, specifically high school. The article contains a survey sampling 100 high school teachers showing the relationship between Classroom management and Metacognition use and explains that Metacognitive skills are essential for 21st century teachers. The article defines Metacognition as “awareness to one’s own thoughts” and explains the strategies of Metacognition as: planning, monitoring and self-evaluation. The survey conducted compares classroom management and metacognition of male/female teachers, married/unmarried teachers, joint/nuclear family teachers. The survey found that there is a significant difference between male and female teachers in their management of evaluation; there is no significant difference between male and female teachers in their management of planning, teaching, self-discipline or student behavior; there is a significant difference between married and unmarried teachers in their management of self-discipline; there is no significant difference between married and unmarried teachers in their management of planning, teaching, self-discipline or student behavior; there is no significant difference between nuclear and joint family teachers in their classroom management; there is no significant difference between male and female teachers in their knowledge of cognition, regulation of cognition, and metacognition; there is a significant difference between married and unmarried teachers in their knowledge of cognition, regulation of cognition and metacognition; there is a significant difference between married and unmarried teachers in their regulation of cognition; there is no difference between married and unmarried teachers in their knowledge of cognition/metacognition. This data shows that there is a significant relationship between classroom management and metacognition of high school teachers. The article urges for metacognition strategies to be included in the curriculum for teachers.

This article was useful because incorporating Metacognition into Classroom management can be a useful tool if used correctly. The survey portion of the article was interesting because it compared ideas that I hadn’t thought of, like the way male and female teachers teach and how one can be stronger at a topic than the other. For example, female teachers seem to do better with time management than male teachers, therefore male teachers may need a class in how to efficiently use their time. I also liked the explanations as to why each result had the outcome it did and how elaborate the explanations were. I agree with the opinion that metacognition is essential for 21st century teachers and being aware of what and how to use metacognition is also equally important.

Eisenman, G., Edwards, S., & Cushman, C. A. (2015). Bringing reality to classroom management in teacher education. The Professional Educator, 39(1), 1-12. Retrieved from https://search-proquest-com.worwic.idm.oclc.org/docview/1691409092?accountid=15136

This 2015 article shines some light as to why “preservice” or new teachers are lacking effective classroom management and gives five activities that can be used in teacher education courses that can help prepare future teachers. The article explains that the most common concern for beginning teachers is classroom management, but more seriously, having weak classroom management skills. Most teachers agree that having more helpful preparation programs in school and real-life experiences on how to resolve management issues would be beneficial. A key focus is the lack of classroom management classes provided, there are none. The article found that most teachers get taught one quick chapter in one class, one time. The foundation for a teacher is classroom management and it is taught the least and it is taught incorrectly, “The teaching profession should look to classroom management as a resource to improve student learning as opposed to controlling behavior”. The article explains that classroom management being viewed as behavior instead of it’s effects on learning is why it isn’t taken seriously or taught aggressively. The article recommends evaluating real-world management practices, meaning evaluating the observation teacher’s practices. The five activities explained are a movie study, microteaching, an animated video, an observation protocol, and the development of a personal management system. The movie study offers preservice teachers the opportunity to analyze intervention techniques used in the movie and make connections of the movie to real classroom settings. The microteaching has the classroom (full of future teachers) act as students and allows one future teacher to encounter a real-world simulation of classroom management. From a fire drill to a student acting out. The animated video or comic strip includes scenarios of dealing with behavior issues in the class. The animated video shows two ways the scenario can go, the “right” way and the “wrong” way but also allows room for different outcomes. The observation protocol has teacher candidates use this in their field experience classrooms. The student-teacher first observes one students behavior for an hour and documents the activity. The second observation involves the student-teacher observing a student with behavior problems throughout the day and making observations. The student-teacher takes the observations back to class and all the student-teachers observe the information and explains the analyzations. The final activity is the personal management system which “creates discipline tailored to each teachers philosophy”. The student-teacher comes up with ideas of how they want their classrooms to run and it includes rules appropriate for grade level, parent involvement, consequences, teaching philosophy and the way you want to carry out those rules. The article concludes with stating that “acknowledging that classroom management techniques have an impact on learning it becomes a variable that we must address in teacher preparation, educational theory, and research.

This article fascinated me the most because I do think classroom management is a key tool in teaching. Classroom management is a necessity to effective student learning and not just behavior. Classroom management, as noted in the first article, is more than just behavior, it includes time management, organization and preparations. My favorite part of the article is one of the activities, Microteaching. I was fascinated because it was a real-world simulation that had real-world “consequences” that can be taught in the classroom for future teachers. The majority of the activities are all very useful and easy to include in future teachers curriculum.

Kaur, P., & Ranu, S. K. (2017). Classroom management in relation to professional commitment of secondary school teachers. Educational Quest, 8(1), 193-199. doi:http://dx.doi.org.worwic.idm.oclc.org/10.5958/2230-7311.2017.00029.0

This 2017 article explains the relationship between classroom management and professional commitment of secondary school teachers. The article contains a study collected from data of 500 secondary school teachers by using their classroom management. The articles claim is that successful classroom management is directly correlated to professional commitment. Classroom management is a skill not a gift, it can be learned and proficiency achieved but by practice. Commitment is defined as an individual’s emotional bond to the organization, including a sense of job involvement, loyalty and belief in the values of the organization. The data collected in the article compared the relationship between classroom management and professional commitment between the relationship of male, of female, of rural, and urban secondary school teachers. The data showed that there is a significant relationship in each observed topic. Throughout the article, the correlation between classroom management and professional development it undeniable. If you do not possess professional development, the want to improve and to learn, you cannot master your skill of the ever-changing classroom management styles.

This article was useful because it is important to remember professional development as a teacher. Many schools provide days for professional development, which the article advises for, because having the ideas of others is a benefit for teachers. Being proud and wanting to be a teacher will directly influence your classroom and your management. If a teacher doesn’t care about teaching, the students will be allowed to act however. If the teacher cares, it will make the classroom flow smoothly and behavior will not be (hopefully) disruptive. Also, the article found that professional commitment is related with job satisfaction, which I would say is extremely important.

Kratochwill , T., DeRoos, R., & Blair, S. (n.d.). Classroom Management Teacher Modules. American Psychology Association. Retrieved from http://www.apa.org/education/k12/classroom-mgmt.aspx

The last article takes a look at classroom management through the eyes of psychology. The American Psychology Association (APA) defines classroom management as the process by which teachers and schools create and maintain appropriate behavior of students in classroom settings. The APA states that classroom management is important because it creates orderly environment, helps increase meaningful academic learning, and decreases negative behavior. Classroom management works because it increases student success by creating an orderly and safe environment. The APA believes that classroom management is a school wide responsibility because the teachers need to be supported by the administration, the students must accept responsibility for behavior, and teachers must conduct effective management. The APA introduces a Three Tier method for classroom management. Tier One is Universal instruction and intervention which states that teachers should spend extra time at the beginning of the school year helping students understand the classroom rules, goals and expectations. Tier one should also include rewards for positive behavior and curriculum that facilitates student engagement. Tier Two is smaller group instruction which is centered towards the 10-15% of students who need more behavior support. In tier two, small groups can be established for students who need more help with things like anger management or self-management. Tier two also includes check-in/out procedures for students who need more behavioral support. Lastly, Tier Three is individual intervention which is centered towards the 5-7% of students who may need continued behavioral support. This tier is really centered around the teacher have a team to help with these students who need more attention. School psychologists, principals, special educators are examples of the team. The APA ends the article with recommendations and developmental differences for teachers when creating and implementing the rules of the classroom: don’t use vague rules, do not have rules that you are unwilling to enforce, do not ignore student behaviors that violate school or classroom rules, and do not use corporal punishment. Acknowledging that there are different rules to be in place for kindergarteners that wouldn’t be in place for high school students is also an important concept for teachers to remember.

This article was interesting because it is the psychological view of classroom management. Acknowledging that classroom management is important in all aspects of the education field is a great way to begin creating your own classroom management. Also, from a psychological stand point and the behavior aspect, classroom management is what keeps behavior in check and teaches students rules and how to abide by them which is useful in the real world. The goal of teaching is to educate and increase the students learning information, having classroom management makes that possible.

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