Final_Project_2

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Final Project 2 Department of Education, Belhaven University Classroom Management EDU-506-2A07 Dr. Hopkins October 10, 2020

2 What is my definition of Classroom Management My philosophical definition of classroom management is that it is the process of ensuring that students are following directions like seating on their desks, listening attentively and being interactive with their teachers. I believe that classroom management involves a variety of methods and skills that teachers use to keep their students attentive, organized, in task, focused, and academically productive during a classroom period ( Sieberer-Nagler, 2016) . Classroom management helps teachers in the minimization of behaviors that inhibit learning of both groups of students and individual students while maximizing behaviors that enhance learning. Effective teachers often display signs of strong classroom management skills. I also believe on the principle that the main indications of an ineffective and inexperienced teacher is a disorderly classroom full of students who do not pay attention. What is the Primary Purpose of a Classroom Management Plan My philosophy towards the main purpose of a classroom management plan is that it ensures that students are held accountable for their misbehavior without the teachers being aggressive, that is, without lecturing, scolding, publicly rebuking, or yelling at students. I believe that a classroom management plan helps in the elimination of the need to use counterproductive and stressful methods of disciplining students. The other purpose of a classroom management plan is to help teachers build influential and meaningful relationships with their students ( Sieberer-Nagler, 2016). A classroom management plan also has another purpose that I believe is that of helping teachers develop effective rules that would ensure that students make sense of what is expected of them.

3 How do I want my classroom to look and feel, behaviorally speaking? What aspects of classroom functioning are more important to me? My philosophy of how a classroom should look and feel is that a classroom should look organized. Everything needs to be in their place within the classroom. I also believe that a classroom feel should possess some levels of excitement where the students and their teachers should maintain an interactive relationship ( Burden, 2020) . Teachers need to be enthusiastic while the students need to behave well. I believe that a classroom should behave in a way that teachers do most of the talking while students listen. I also believe that an effective classroom should look and feel like students ask their teachers questions while the teacher interacts with them freely. A classroom should also have procedures and routines on their notice boards or walls to ensure that students are aware of what is expected of them. What are my main responsibilities in Classroom Management? My philosophy as a teacher is that I play a critical role in class management in that I have the critical responsibility of organizing and planning for the resources and procedures needed for an effective class management process. As a teacher, I have the responsibility of ensuring that my classrooms are well organized to ensure effective learning of my students. As a teacher, I also have the primary responsibility of organizing the class environment to maximize efficiency ( Burden, 2020) . I also believe that as a teacher, I also have a responsibility of monitoring individual student's academic and social progress. The other responsibility that I have as a teacher is that I have to maintain a positive learning in classrooms. Teachers have a responsibility of developing positive interactions with their students. I also believe that as a teacher, I also have a duty of ensuring and maintaining control of my classes.

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4 What are my student's main responsibilities with regard to behavior and classroom management? I believe that students have a main responsibility of maintaining good behaviors while in classrooms. This entails keeping quiet, being at their respective stations and doing productive work. My philosophy is that students have a responsibility of adhering to the set policies and procedures of the classroom ( Burden, 2020) . Students are required to remain attentive while the teacher speaks, only asking for clarification where they feel they do not understand. I also believe that students are required to engage with their teachers in an interactive relationship where they can feel free to air their academic needs and wants. My expectations of my students is that they should maintain their belongings like bags and books in an orderly fashion by ensuring that everything is in its place. The Professional and Ethical Demeanor I will Display How will I comply with the legal, professional, and ethical obligations associated with classroom management? Classroom management strategies differ among different teachers. A teacher requires observing legal, professional and ethical obligations to fulfil the classroom learning objectives (Tas, 1988). As a teacher, I will observe these obligations by observing the following strategies. i. Truthful character A teacher of a truthful character is self-obligated to identify and uphold legal, professional and ethical obligations during classroom sessions. A teacher will acquit with the legal, professional and ethical requirements and commit to upholding them selflessly (Özyildirim & Gümüs, 2019). Reading through the requirements and truthfully applying them in class management is key. A

5 teacher will need to be consistent and full of good will in upholding the requirements. This is a very peculiar way of demonstrating compliance to the legal, professional and ethical obligations of the curriculum. In this case, I will strive to practise integrity at all times. I will follow teachers’ professional code of ethics and standards. ii. Mindfulness The other thing I will do is to develop mindfulness in all that I do. I will have to mind about the national expectations as a citizen, professional expectations and societal demands and values. This will help me apply the knowledge I have about legal, professional and ethical requirements considerately. For instance, I will observe my conduct with the learners and keep it modelled. As an educator, I will demonstrate role models by observing legal, professional and ethical requirements in the school environment. Setting rules and observing them together with learners is a good way to begin. The rules should remain ethical, legally acceptable and professional. I will refocus my conduct and practises to conform to the ethical, professional and legal requirements. It will be important to embrace personal growth and development. I will also mind about other stakeholders’ wellbeing. For instance, I will deliver the best services, observe rules and regulations, and respect fellow colleagues and stakeholders (parents and community members) in education. Overall, I will aim at maintaining a good working relationship with colleagues and every learner. · What will I do to establish positive relations and develop trust with my students, my colleagues, and my students’ caregivers? To establish a positive relationship and develop trust with learners, colleagues and caregivers, I will have to:

6 I. One, providing a workable structure increases learners' trust and develops positive relations. A structured classroom environment maximises most learners’ positive outlook. It makes them feel safe, relevant and thus increases learning. Learners need valuable instructional time, which comes with structured classroom management. A structured environment comes with clear expectations, appropriate tone, and procedures for the learning process. Setting boundaries and observing them increases respect, positive relation and trust among learners, colleagues and other caregivers. I will ensure that my classroom sessions have little or no downtime. 2. Two, show enthusiasm and passion while teaching. Learners become positive about a teacher that is enthusiastic and passionate in his or her work. Colleagues will respect a hardworking teacher and such a teacher attracts a positive relation with all stakeholders in the education institutions. An excited teacher makes the learning process exciting. Such an attitude makes colleagues around positively associate with you. Children caregivers are happy to note that as a teacher, I contribute to the total wellbeing of the children. 3. Third, embrace and demonstrate a positive attitude all round. In will circumstances, I will embrace personal attributes that demonstrate positive attitudes. Remaining positive attracts positive colleagues and uplifts children caregivers (Chukwu et al., 2020). Students like a positive teacher. Such a teacher will offer positive advice and encouragement, which stimulates learners, colleagues and children caregivers. 4. Fourth, showing interest in the learners, colleagues and caregivers lives outside school. It is important to relate with children on issues that involve them outside school too. This makes them feel safe and taken care off. I will also show concern for the colleagues’ wellbeing outside the education environments and relate life issues with school

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7 management to ensure everything remains within professional, legal and ethical boundaries. The Kind of Behavior I Will Promote and the Rules that Support It In the uncertain and ever-changing organizational environment, most school administrators and teachers cannot diagnose potential problems and opportunities by using traditional approaches. Therefore, as teachers and school administrators strive to ensure that their students are well-behaved, they need to recognize the complexity of the learning environment. Also, they must acknowledge that the results obtained depend on the previous experience ( Fidan & Balcı, 2017). Schools are deeply embedded in the external environment, and the interaction history affects how they perform. Therefore, teachers must set specific rules and use certain procedures to promote certain behaviors and guide how students behave to influence a positive image of the class and school at large. Teachers need more autonomy in their tasks to ensure that they up with rules or regulations that guide the behaviors of their students and enable them to manage complex situations. This paper discusses the behaviors that teachers need to promote in their classes, specific rules to guide the behaviors of their students, and procedures to manage the complexity of a school day. What behaviors, generally speaking, will I promote in my classes? In almost every situation, spoken and unspoken rules guide how people interact and treat others. Therefore, teachers need to engage their students in establishing general classroom rules that promote positive behaviors. Student engagement is defined and interpreted differently from one place to the other. However, how students get engaged in their classwork is influenced by different behaviors that are promoted by their teachers. Thus, a teacher needs to encourage observable behaviors such as classroom attendance, attentive listening, and respect for diversity

8 (Great School Partnership, 2016). Classroom attendance is essential because it enables students to succeed in their academic work based on their level of attendance. It is challenging for the teacher and the class to progress if a significant proportion of the class is frequently absent. Elsewhere, a teacher needs to promote attentive listening as a behavior that helps students to retain information as well as improve their self-efficacy. Teachers should also focus on fostering attentive listening because students feel comfortable, confident, and prepared to succeed (Education, 2020). Also, learning how to listen teaches students the better ways of communicating their ideas. This is because a student who listens actively picks more knowledge to reflect on and learn to think critically before making a response. On the other hand, teachers need to teach their students to be respectful of the different cultures and people they interact with in the educational setting. Teaching students to respect diversity enables them to appreciate that different people have different influences on the world and must be respected. What specific rules (5 – 10) will I use to guide student behavior? Spoken and unspoken rules guide how students interact and respect others. Students expect consideration and respect from others for them to reciprocate the same. Therefore, for general classroom behaviors, teachers need to have the autonomy to set specific rules that influence how students behave. The most important rule that every teacher must use to guide the behavior of his or her students is respect. Each student must learn to respect others and be kind in his or her words. Another rule is ensuring that every student has a right to be safe. This rule is effective in reducing cases of bullying in classrooms and schools. The school must guarantee the safety and security of every student through functional rules that deter unwanted behaviors. Another important rule that is effective in guiding how students behave is requiring students to always tell the truth. Students who are never taught the value of telling the truth will

9 do bad things such as stealing from others or engaging in physical fights and deny their involvement. Teachers need to stress the importance of honesty and truthful communication. This ensures that students understand the value of truth even if it sounds hard to them (Morin, 2020). Elsewhere, teachers need to emphasize the importance of students putting their hands up whenever they want to speak. This minimizes the amount of noise in the classroom and promotes orderliness. More importantly, students must be taught the importance of being quiet when the teacher is speaking. This ensures that they understand and retain what the teachers transfer to them. What procedures (routines) do I want to use to manage the complexity of the school day? State the situation and then how students will complete this procedure Research and experience suggest that it is more effective to teach positive behaviors in the classroom than control negative ones. Therefore, it is upon the teachers to use strategies such as classroom routines to positively affect how students behave and manage the complexity of school days. Routines are sets of procedures for handling daily occurrences in class. These include instructional tasks such as getting students to pay attention to instructions. If students do not pay attention, there are high chances that any instructions given by the teacher will not be followed. Therefore, ensuring that students are attentive is a daily routine that helps teachers manage complex classroom situations. Also, teachers can use interactive routines such as helping the students to know how to actively participate in class discussions, behaving as they are expected, or following rules to get the attention of the teacher. Once the teacher identifies a routine task, he or she must establish a straightforward, direct procedure for dealing with a particular situation. For example, if it is learning, the teacher must ensure that he or she gets the attention of every student. In the absence

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10 of attention, nothing substantive can be accomplished. The students complete the routine task by following the directions of the teacher and paying adequate attention to ensure that they do not miss the teacher’s instructions. Also, students can complete the procedure by raising questions in case they failed to get every instruction. Asking questions enables the teacher to repeat the instructions for everyone to understand. What I Will Do Proactively to Prevent or Reduce Misbehavior We as teachers often look for ways to prevent misbehaviors in the classroom. Good classroom management and discipline goes hand and hand with preventing misbehavior. When students misbehave in the classroom, it affects and disturbs the effectiveness of learning time. There are many tactics to use to try to reduce misbehaviors in the classroom. The first thing that I will proactively do to prevent or reduce misbehavior is by planning blocks of time. I will start by planning the available time. Disengagement may result in misbehaving. Therefore, to remain focused, I will plan different blocks of time. The first block of time is allocated time. This is the time for the total span of learning. The second block of time is instructional time. It accounts for time spend on receiving active teaching. The third is engaged time. This is the time that will be spent on working on tasks. The last block of time is academic learning time. This account for ascertaining whether the content is learned, or any skill is mastered. All this time will be planned, and this will help in preventing or reducing misbehavior. The second thing is setting and keeping high expectations. Though there is a possibility of misbehaving, setting high academic expectations will reduce misbehavior. High expectations will contribute to higher educational and professional achievement and success ( Korb, 2012). The third thing that I will proactively do to prevent or reduce misbehavior is by understanding the classroom rules. Aligning with classroom and school rules will prevent misbehavior. By

11 understanding the consequences of misbehaving, it will be easy to avoid any case of misbehaving. The fourth thing is establishing a routine. This allows for a smooth transition between activities and maintaining order even in cases where the routine is disrupted. Working on routines will help me in reducing the cases of misbehaving. It is best to spend time working on routines than dealing with settling down for an extended period daily. What steps will I take to prevent or limit the known causes of misbehavior that might otherwise influence my classes? The first step that I will take to prevent or limit the known causes of misbehavior that might influence my classes is by modeling appropriate behavior. By being courteous and enthusiastic, I will be able to act in a manner that will prevent the causes. The second step is being aware of all the activities. This will help in behavior management. Being aware is involved in paying attention to what is happening in the classroom. The third step is following the routines and procedures. This will help in reducing the cases of being laid-back, noisy, and involvement in chaotic behaviors. Additionally, this will ensure quickly and quietly entering the class, getting ready to learn, and moving into groups. Routine also involves having all the materials that are required for learning and reacting to signals quickly ( Walters & Frei, 2007). The fourth step is focusing on achievement. Setting high standards for education and achievement will help me in staying focused and engaged in the classroom. To achieve better, I will set a high educational standard to challenge myself to meet the requirements and making any adjustments to ensure that I achieve the set standard. The fifth step is assessing my behavior directly to ascertain its function. I will analyze what I will get from a behavior. Therefore, to avoid misbehaving, it is important to analyze the effect or impact of an action. This will help in avoiding undertaking actions that will lead to misbehaving, hence influencing my classes. A

12 functional assessment will help me understand a behavior by including its consequences ( Walters & Frei, 2007). This will help me reinforce behavior that eradicates any chances of misbehaving. The last step is by treating other behaviors as can't dos. Can’t dos happen due to a lack of skills. I will deal with such behavior as a mistake. To effectively eradicate any misbehavior, there are some steps that I will undertake. They are identifying the context and predictable behavior, specifying the expected behavior, modifying the context, conducting behavior rehearsals providing strong reinforcement, and lastly monitoring the plan. How I Will Support My Students’ Efforts to Participate and Persevere To make students active participants in classwork, it is important to encourage them to have positive thoughts concerning lessons under study. It is good to explain to students the importance of patience, meaning that there will be a success at the end of that process. According to Rhew et al. (2018), boosting self-confidence and academic performance in students involves a focus on praising students' efforts and their signs of progress. It is good to encourage students that they are smart in whatever they do in class. On the other hand, praises can discourage perseverance because successes brought by someone’s efforts are less than intelligence. The completion of difficult tasks following the major steps used in tackling such issues seems to praise students' efforts and intelligence. How Will I Speak with and Interact with My Students? Some important steps need to be considered while interacting with students in a class. According to me, I allocated time for going around the class and greeting every student and asking more about their lifestyles. This is done for five minutes before the lesson starts. Also, I had to move

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13 around the class while taking notes with my clipboard when my students are busy with their assignments. Additionally, I set a time for talking to students to understand their uniqueness. I will know people with their different personalities, which give the best way of interacting with students. In conclusion, it is noted that the same personalities exist in one classroom. The understanding of different personalities, forming groups, and coping with the problems that arise in class becomes easier. I will know how best I can form groups with those students. What Types of Activities Will I Emphasize in Teaching? While teaching, different activities need to be emphasized to make class sessions to be lively. It involves using a mnemonic known to be a device resembling a rhythm helpful in association with different students. I will use this to encourage student’s remembrance of the ideas taught in class. This allows students to capture important topics through the use of images to explain academic content. It is also useful while creating an internal reflection of practical learning experiences. How Will I Engage Students Actively When I Am Providing Instruction? In order to make students active in class, the use of specific examples while describing a concept is highly effective (Deslauriers et al., 2019). This will connect students tightly to what I have been teaching them and understand different ways of applying the acquired information in a real- life situation. Also, learning can be promoted by linking classroom routines to learning activities; for instance, a child can apply the science concept of washing hands after visiting washrooms. This is the concept of hygiene, which can be done practically. How Will I Monitor and Help Students When They Are Doing Independent Work?

14 I will make sure that I make class adjustments when I know that students have not understood the topic we have done previously. Extra time must be allocated to review the concept before any step of moving forward is done. This will ensure that all students are on the right track. I normally focus on students whom they seem to be struggling with what they are being taught and giving them extra time to understand the topic of concern. How Will I Use My Personal Charisma to Influence Behavior? I will ensure that I am confident by using my facial and body expressions to develop a positive impact concerning my behavior. Also, I will make sure I maintain a positive outlook instead of dwelling on my behavior's negative side. Due to the current situation experienced in the classroom out of doom and gloom conversations concerning different activities worldwide, I will keep on advising students on the positive things that are likely to happen. I will not be sucked by such conversations, which can seem to be lies. How Will I Use My Body Language to Influence Behavior? My facial expression plays an important role when I want to influence the student's behavior. Smiling improves positivism and accessibility of important memories, which can attract the student's attention. This applies to voice tone, whereby the use of lower pitch while addressing students seems to be more powerful. Also, I will make sure that I use power posture, which allows me to boost my confidence in talking in front of students. It involves taking more space by the clenching of hands behind my head, making my posture more powerful. How Will I Influence Students to Do High-Quality Work? Influencing students to produce high-quality work entails elaborating to them instances in which the acquired skills are applicable in a real-life situation (Wornyo et al., 2018). Therefore, they

15 will get an urge to develop skills out of what they get in class, unlike just answering questions that are only applicable in the classroom. This is because people in society do not want to understand the best scores one obtained in school but rather their skills and experience in life. Out of this, students will be encouraged to obtain multiple drafts instead of receiving feedback from peers. How I will Redirect Students When they Misbehave How will I use influence and positive tactics that preserve students’ personal dignity? Generally, students are a sensitive. Any negative reaction when disciplining them can be quite painful and can immensely hurt their fragile self-worth or esteem. As an educator, therefore, preserving my students’ personal dignity is important as far as discipline is concerned. Therefore I will use influence and positive techniques to preserve their personal self-esteem when correcting them. I can use my influence to build relationships with my students. Applicable positive tactics include taking my students problems or concerns with utmost seriousness, being patient and understanding their plight, talking kindly to them, listening carefully and attentively and endeavoring to resolve their problems rather than punishing them for the same (ER Services, n.d.). I will also avoid bad judgment which can injure their self-esteem, and make a reprimand in a fair manner. How will I stop misbehavior and help students return willingly to appropriate behavior? There are numerous strategies through which I can help students stop misbehaving and willingly return to appropriate behavior. One of them is by helping them to know about the consequences of their actions or mischievousness or punishing them for their misconduct (ER Services, n.d.).

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16 When students know about the negative outcomes of their bad behavior, they can willingly change to an acceptable behavior. Also, when they are punished for inappropriate behavior, they can also embrace appropriate behavior (ER Services, n.d.). More importantly, I will emphasize on rewarding acceptable behavior if the above two approaches do not bear fruits. Rewarding good behavior rather than punishing misbehavior may encourage the misbehaving learners to behave appropriately in order to be rewarded too. How will I deal with minor misbehavior such as talking or distracting others? Minor students’ misbehavior such as talking or distracting others in class requires simple strategies to deal with. For instance, I will have to ensure they notice that I am aware of their talking or destructive behavior (Stanford University, n.d.). I will do this by making direct eye contact with the students making noise. As an educator, I know that students do not like being asked questions. Therefore, I will direct a question to the area where the students are talking or engaging in disruptive behavior. I will also instruct them not to use their mobile phones because such gadgets can be distracted during class (Stanford University, n.d.). If a student is persistent in noise-making and causing distraction, I will respond by talking to the student individually after class to find out what their problem is. How will I deal with more problematic behavior such as disrespect and apathy? Dealing with disrespectful and apathetic students is quite difficult. This can be attributed to the fact that an educator is likely to take it personally when, especially when confronted with disrespect and laziness from a student. The best way to confront such problematic behavior is to avoid taking it personally. When a teacher takes it personally, handling a disrespectful learner may become much more difficult. I will try to be calm so that I avoid reacting angrily. Sometimes, it is imperative to maintain emotional control in such a situation. Losing control of

17 emotions may make it difficult to influence the future behavior of the student. If disrespect and apathy are continuous and blatant, I will have the parent or guardian notified about it (ER Services, n.d.). How will I deal with students’ refusal to comply with directions or do acceptable work? If students refuse to comply with instructions or directions or acceptable work, it is important to acknowledge their views about why they behave so (Stanford University, n.d.). The best way to go about this is by avoiding engaging such students in an argument, threats, and lectures. An argument may degenerate and worsen the situation. If the students have valid reasons for not complying with directions, I will have to address them amicably. A warning may also be necessary. As such, I will attempt to be assertive, especially if the defiant students have invalid reasons for refusing to comply or perform their tasks. Often, discipline entails being firm. However, I can also set an example by showing them how to do the work they have refused to do.

18 References Burden, P. (2020). Classroom management: Creating a successful K-12 learning community . John Wiley & Sons. Sieberer-Nagler, K. (2016). Effective Classroom-Management & Positive Teaching. English Language Teaching , 9 (1), 163-172. Chukwu, C. J., Ezepue, E. I., Evelyn, K. M., Iremeka, U. F., Onyemaechi, N. P., Vivian, M. C., & Uwakwe, I. S. (2020). Teachersâ€™ Professional Ethics and Classroom Management as a Correlate of Studentsâ€™ Academic Performance in Public Secondary Schools in Abia State, Nigeria. The Journal of Social Sciences Research , 6 (7), 715-719. Özyildirim, G., & Gümüs, F. Ö. (2019). Relationship between Classroom Management Beliefs and Ethical Sensitivity Levels of Prospective Elementary Mathematics Teachers. Journal of Teacher Education and Educators , 8 (2), 131-155. Tas, R. F. (1988). Teaching future managers. Cornell Hotel and Restaurant Administration Quarterly , 29 (2), 41-43. Education. (2020). The value of listening in the classroom: How to teach your students active listening. Waterford.org .

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19 Fidan, T., & Balcı, A. (2017). Managing schools as complex adaptive systems: A strategic perspective. International Electronic Journal of Elementary Education , 10 (1), 11-26. Great School Partnership. (2016). Students engagement. The Glossary of Education Reform . https://www.edglossary.org/student-engagement/ Morin, A. (2020). Ten steps to stop a child from lying. Very Well Family . https://www.verywellfamily.com/steps-help-child-stop-lying-tell-the-truth- 1094945#:~:text=Teaching%20your%20child%20the%20value,of%20trouble %20or%20shirk%20responsibility . Korb, R. (2012). Motivating defiant and disruptive students to learn: Positive classroom management strategies . Corwin Press. Walters, J., & Frei, S. (2007). Managing classroom behavior and discipline . Teacher Created Materials. Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus the feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116 (39), 19251-19257. Rhew, E., Piro, J. S., Goolkasian, P., & Cosentino, P. (2018). The effects of a growth mindset on self-efficacy and motivation. Cogent Education, 5 (1), 1492337 Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus the feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116 (39), 19251-19257.

20 Rhew, E., Piro, J. S., Goolkasian, P., & Cosentino, P. (2018). The effects of a growth mindset on self-efficacy and motivation. Cogent Education, 5 (1), 1492337. Wornyo, A. A., Klu, E. K., & Motlhaka, H. (2018). Authentic learning: enhancing learners’ academic literacy skills. ER Services. (n.d.). Responding to student misbehavior. Retrieved from https://courses.lumenlearning.com/suny-educationalpsychology/chapter/responding- to-student-misbehavior/ Stanford University. (n.d.). Dealing with disruptive student behavior. Retrieved from https://topprof.stanforduniversity.edu/posting/1353

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