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Classroom Management Essay

To me, discipline is a process that enables students to learn to manage their own behaviors in a classroom setting. These learned skills will then carry over as valuable assets In their future careers as students, professionals and parents. I have come to look at management as facilitating the process of learning by establishing expectations in a classroom setting that allow for gains in academics, social behaviors and personal growth. 10th of these tools combined are symbiotic in that they support ACH other and provide the teacher and students with a way to function together at an optimal level. In the article, “The ‘Stained-Glass Window’ Theory,” David Hill states: When these students eventually make their contributions to the larger society as adults, they will do well to remember the stained-glass-window theory. While repairing broken windows will be crucial in their lives, I hope they will not stop there.

By creating stained-glass windows of various shapes and colors, they will build environments that bring out the best in their employees, bosses, colleagues, and gibbers. And they surely will know that this is possible, having seen in school the subtle power of stained glass as a window to the world. (Hill, 2008) The

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power of a teacher to shape and mold a young person Is Immense and helps pupils learn how to manage themselves through role modeling, appropriate praise and rewards. (Nancy l. Radcliff, Cathy R. Jones, Richard H. Costner, Emma Savage-Davis, Gilberts H.

Hunt, 2010) Looking at discipline in this way shows that the teacher is not only delivering academics, but social skills and self-monitoring behavior as well. When I go into another teachers classroom to work with Individual students or to co-teach, I have to embrace the philosophy of discipline established by someone else. This has been frustrating at times, but my current situation is positive. As a believer in routine and order, I hope to establish these concepts In my classroom, and my current fifth grade class has a teacher who believes as I do.

There Is a dally schedule posted In the front of the room that is visible to all students. The learners know exactly what to do and the order it is to be done. Once the students become acclimated to the routine and order of Mrs.. Silicon’s and Mr.. Harris’ room, it easy for either of us to redirect or praise and reward. There Is no need for overt redirect, only subtle to not so subtle non- verbal cues. This, according to Jeanne Dame (2010), allows the teacher to “model an appropriate response to bothersome behavior. The students then learn to manage 1 OFF discipline in the room consists of “moving your stick” up and then writing the infraction in a discipline Journal. The stick chart resets each week and the number of moves corresponds to the severity of the discipline. Examples include: a note in their leaner, loss of free time, call to parent or referral to office. Managing a classroom that allows for optimal learning gains in academics, social behaviors and personal growth is possible and desirable by all teachers.

Veteran teachers, new teachers and students all want a room that is safe, comfortable and free of constant misbehaving. (Radcliff et al. 2010) For management to be effective you have to have discipline. Managing anything is simply making a decision about something, and management of a classroom is making decisions about how to use discipline to achieve the goals o have for yourself and your students. When you begin to confuse discipline and management problems can occur. As a teacher, you cannot effectively manage a classroom unless you have procedures and routines in place for the children to follow.

Teachers can prevent certain behaviors by developing routines and arrangements. Teachers have great control over some things, such as the number of students engaging in a task at one time, the procedure for transitioning from one task to another, and the routine for lining up at the door. (Timothy J. Laundry, Iterance M. Scott, and Amy S. Lingo, 2011) A common thread between discipline and management seems to be that while they are two separate things, they do rely on each other.

This reliance can be something where, according to Wong & Wong (2005), a lack of procedures makes discipline ineffective and frustrating because the students have not been taught what to do or how to do it and then both the teacher and the students are negatively affected. Wong & Wong (2005) contend that teaching students procedures teaches them responsibility which allows for them to be successful and when teachers resort to discipline only, the classroom becomes ineffective. The way it is ineffective is that the teacher then spends their time disciplining and not teaching which is pointless for all stakeholders.

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