Creating Communities of Support and Solving Problems.

respond to Response #1 and Response #2 with at least 200 words for each separate response:

Response #1

If I could change one thing about classroom management, it would be the mounds of research developed over the years to accommodate the ever-changing educational setting. Instead, I yearn for a “one size fits all” classroom management theory that would benefit all teachers and all students for eternity. Imagine being able to walk into a classroom with a tried and true theory tucked inside your Lesson Plans, on your wall posters, and engraved on your students’ desks so they knew the rules and expectations from the moment the bell rang at the beginning of the day to the last bell at the end of the day. However, the reality is that classroom management theory must always be changing to accommodate our changing world. For whatever reasons—technology being one of them—our society has experienced great changes in our culture, our values, and our thinking that has impacted the way teachers and students interact in a classroom. New classroom management skills must be researched and developed to keep up with the fluctuating dynamics of our society in order to provide a “…safe, supportive, engaging classroom environment” (Jones & Jones 2013, p. 22). For example, Jones et al cites Max Weber’s study from 1947 regarding “…three basic types of authority: traditional, legal/rational, and charismatic” (p. 21); but a 2010 study by Pellegrino found those methods ineffective and not lasting (Jones, p. 21). The fact is they have lasted for 63 years, but the technology explosion over the last few decades (20-30 years) has altered more than just the way we communicate with friends, relatives, and businesses; it has also affected the way we think and act. Classroom management has become more complex not only because tried and true measures have become outdated, but because we have a new type of learner in our classrooms—the “I want it my way” generation who wants it now. Marzano cites the “…Handbook of Classroom Management: Research, Practice, and Contemporary Issues (Evertson & Weinstein, 2006), which synthesizes more than five decades [emphasis added] of research, [and] contains explicit or implicit references to the need for rules and procedures” (2007, p. 118). Can we afford to wait or experiment for 50 years when our students are expecting and demanding (whether they are aware of it or not) a learning environment that will be stimulating and safe? Classroom management skills can make or break a teacher: Skillful classroom management begets an effective teacher; an effective teacher begets learning success. The trick is to figure out what the various personalities and abilities seated in your classroom will respond to.

The personalities and abilities in my classroom vary greatly (as most do), but throw some special education and emotional development challenges into the mix and classroom management becomes challenging to say the least. My personal mantra this first semester back to teaching has been “Every day is a new day,” because the classroom was a battlefield for many reasons. The scripture verse that comes to mind is Matthew 18:21-22 when Peters says, “…Lord, how oft shall my brother sin against me, and I forgive him? Till seven times? Jesus saith unto him, I say not unto thee, Until seven times: but, Until seventy times seven” (KJV). My students’ behavior challenged me professionally and personally, and I shed many a tear at home over classroom management stresses. They say patience is a virtue, and it is one of my qualities that has surely helped me survive the first semester at a troubled city school. Classroom management is a work in progress and it is finally coming along nicely as I learn to “tame” the rebellious souls in my care

Response#2

My most recent classroom setting, (2014-2015), was in the 4th grade classroom, and I had a total of 23 students. 13 female students, and 10 male students. Reflecting on the recent school year, I would say the majority of my students had a very positive experience, having made academic and social gains throughout the year. Within our course text, the authors note an early definition and clarification of what is inteded when discussing classroom management. An early definition is given:

“Jere Brophy (1988) provided a thoughtful, general definition of classroom management when he wrote:

Good classroom management implies not only that the teacher has elicited the cooperation of the students in minimizing misconduct and can intervene effectively when misconduct occurs, but also that worthwhile academic activities are occurring more or less continuously and that the classroom management system as a whole (which includes, but is not limited to, the teacher’s disciplinary interventions) is designed to maximize student engagement in those activities, not merely to minimize misconduct. (p. 3)”

Classroom management covers a variety of facets. The first facet is that current research and theory should meld with what you actually know about your student. I believe that this year I did a good job of this, but not a consistently thorough job. I would like to, in this coming school year, look to bridge that gap more intentionally.

The second facet of classroom management is that positive relationships are developed between teacher-student relationships, as well as student-student relationships. I would say that this has been my largest success thus far in my teaching career as I want my students to treat one another with respect, and I want to give respect to my students each day. This is why I am glad we have a morning meeting each day, where we share life experiences and greet every morning.

The third facet mentions developing students into a pattern of rules and expectations that build a positive learning environment. I think this is an area that my school is amazing at, but I look to grow in this year as I gain use to the culture. Our school is a Responsive Classroom and PBIS school, and that means every teacher continually describes classroom rules that students come up with. This allows students to own rules and live by them.

The fourth facet mentions the instructional piece to classroom management. I think this is important because it really supports a classroom where you say learning is the most important thing, if you actually provide work that is challenging for each academic learning level. If students become bored, they start to get distracted from rules, and lose motivation. I want to do a better job with my gifted and talented students this next year, and have extension activities that they can work on that stretch their abilities a little bit more.

The fifth facet has everything to do with how the teacher deals with disruptions in the classroom. I would say that I grew a lot in this this year, as I learned that I can often times be the most influential in either disruptions and confusions. I have learned that routine is key, students need logical consequences, and students need to be led through graphic organizers and directions. I am not perfect by any means, but I do believe I have grown greatly, and will improve as I gain more experience next year.

The last facet has everything to do with adult support for the needs of the student. I would say that this is my weakest area of my teaching, especially when it comes to parents and guardians. I need to work on becoming more practice, and less reactive because a parent needs to understand what has been happening, so that they can help intervene at home as well. I am praying that I can grow in this, and stop placing myself on an island, all by myself.

These are all the facets of classroom management, as described in the course text. It truly helps me to narrow in on what I need to work on for the coming year in order that I am prepared for whatever the LORD may have for me this school year, and how I will respond and caretake for that classroom of students.

Jones, V & Jones, L (2012). Comprehensive Classroom Management: Creating Communities of Support and Solving Problems (10th Edition) (Page 6). Pearson HE, Inc.. Kindle Edition.