To maintain a constructive, efficient learning environment, I believe an effective classroom management plan must be implemented. I possess an authoritative management philosophy that utilizes limits and controls, while emphasizing independence.
As an authoritative teacher, I am concerned about what my students learn and how they learn. I will always explain the reasons behind the classroom rules and decisions.
The following list contains classroom management characteristics that I instigate in the classroom:
1. High expectations are accentuated.
2. Strong emphasis on academic engaged time is stressed.
3. Positive student-teacher rapport or teacher "withitness" is developed.
4. Diverse lessons tailored for a variety of learners is utilized.
5. Smoothness, pertaining to the flow of academic events, will be
emphasized.
6. Momentum throughout lessons is maintained, so that neither overdwelling,
nor fragmenting of information occurs.
7. Regular monitoring of classroom behavior is noted.
8. Teacher is identified as ultimate authority figure in the classroom.
9. Unity and cooperation, as well as group problem solving, are key elements
in instruction.
10. Clearly defined rules and routines are established.
11. Student compliance with rules and routines is encouraged.
12. Families are contacted for support and assistance, if necessary.
Suggestions for Classroom Management Problems:
*Check my instruction when students misbehave. Ensure students are academically engaged.
*Take the time to ensure the students fully understand the classroom rules
and procedures.
*Move in on repeated or flagrant breaches of conduct quickly and directly.
*Correct student misconduct in private, as much as possible.
*Don't make empty threats.
*Don't put a hand on a student in anger or even annoyance.
*Think through behavior problems by identifying the issue, considering possible causes of misbehavior, and test possible solutions.
*Get help from a colleague or an administrator.
*Be sure a back-up system is in place.
*Be sure classroom rules are in compliance with school-wide expectations.
(adapted from Those Who Can, Teach by Kevin Ryan and James Cooper, Houghton Mifflin, New York: 2001)