Introduction
Classroom management is a critical component of successful teaching and learning. It includes setting expectations, providing structure, and creating a safe learning environment that creates an atmosphere of respect and support. This paper will reflect on the classroom management observed during a teacher and classroom observation, discussing what could be done differently and the resources available to the teacher when implementing a classroom management plan.
Observation Points
Management Style and Interaction
The teacher observed for this assessment had a structured, consistent, and positive approach to classroom management. At the start of the school year, the teacher introduced the class rules and continually enforced them throughout. Furthermore, the teacher provided structure by breaking down tasks into smaller steps, utilizing visuals to ensure that students understood the expectations, and maintaining a daily routine.
The teacher interacted with students respectfully, demonstrating the behavior and expectations desired in the classroom. Positive reinforcement strategies, such as offering rewards for good behavior and acknowledging achievements, were frequently employed (Burden, 2020). When speaking to students, the teacher adopted a calm yet authoritative tone and frequently engaged them in dialogue to gain a better understanding of their perspective.
Classroom Set-Up
The classroom was set up to foster collaboration and promote positive interactions among the students. Desks were arranged in a U-shape, which allowed the teacher to easily monitor the class and also provided an opportunity for group work (Burden, 2020). Posters displaying the classroom rules and expectations were hung around the room, and visuals were used to help the students with the tasks. By employing a range of strategies, including seating arrangements, visual aids, and classroom rules, teachers can create a structured learning environment (Burden, 2020). The classroom was designed to be a safe and engaging learning environment for all students.
Incidents of Mutual Respect
The teacher demonstrated mutual respect with the students through their interactions. The teacher shared that there had been several instances where students had shown respect for one another. One example was when a student helped another student with a project they were struggling with. Noting the student’s patience and supportive nature without being patronizing, the teacher remarked that it was encouraging to see one student compliment another on their effort and hard work.
The teacher had preventive procedures and activities in place to ensure that the classroom environment was conducive to learning. These included having clear expectations and consequences, providing structure, and having a set routine for each day (Burden, 2020). Moreover, the teacher provided calming activities and positive reinforcement strategies to help the students manage their emotions and behavior.
Procedures and Routines
During the observations, procedures and routines were observed that were consistent with the teacher’s classroom management plan. The teacher began each day by reviewing the rules and expectations, and then proceeded to the day’s lesson (Burden, 2020). Additionally, the teacher employed cooperative learning techniques to keep all students actively engaged in the lesson.
The teacher devised a classroom management system that had rewards for desirable behavior and consequences for undesirable behavior. This way, the students had a clear understanding of expectations and the repercussions of their actions. Moreover, the teacher employed positive communication techniques to ensure that everyone was heard and respected, which fostered a climate of mutual trust and respect in the classroom.
Personal Position
If I were to do anything differently, I would focus on providing more opportunities for students to practice showing respect for one another. This can be achieved by having students participate in activities that encourage collaboration and active listening. Furthermore, I would focus more on offering calming activities and applying positive reinforcement strategies for students’ self-management of emotions and behavior.
Finally, I would create more opportunities for the students to reflect on their behavior and be held accountable for their actions. This can be achieved through writing exercises and group discussions about what respect entails. All of these strategies would create an environment where respect and kindness are the norm.
When developing a classroom management plan, it is important to consider the resources available in the community. For instance, local libraries may have resources to help develop classroom management strategies, as well as materials to help students learn and practice respect (Burden, 2020). Additionally, parents can be great resources when it comes to developing classroom management plans, as they are often familiar with the students’ needs and can provide valuable insight.
Reflection
During the observation, it was evident that the teacher had incorporated many theories and laws into their classroom management style. The U-shaped desk arrangement and the teacher’s emphasis on collaboration and discourse among students reflected John Hattie’s Visible Learning Theory (Rømer, 2019).
The teacher’s use of active learning activities, visual aids, and individualized instruction, combined with mutual respect, positive reinforcement, and student-centered instruction, demonstrated elements of John Dewey’s progressive education theory (Li, 2020). Additionally, the teacher’s use of clear instructions, expectations, and rewards conformed to the law of effect.
Finally, the teacher’s adherence to district policies and school codes, as well as the provision of consequences for misbehavior, was also evident, demonstrating their commitment to maintaining a safe and respectful learning environment—a crucial component of effective classroom management. Overall, the classroom was well-organized, and the teacher had incorporated various theories and laws into their teaching practice, creating a conducive learning environment that encouraged student engagement.
Conclusion
To summarize, the evidence from teacher observation indicated that the teacher had a well-structured program for managing the classroom. This included setting clear expectations, providing a structured environment, and fostering a positive learning atmosphere. The teacher employed proactive strategies for addressing behavioral issues and demonstrated respect for the students.
The classroom was orderly and utilized positive reinforcement tools. However, opportunities for improvement still exist, such as engaging students in activities that foster relationships and providing all students with the necessary aid and materials. Lastly, the teacher should think about utilizing outside help from parents or members of the community when creating classroom management plans.
References
Burden, P. R. (2020). Classroom management: Creating a successful K-12 learning community. Wiley.
Li, R. (2020). Rediscovering John Dewey: How his psychology transforms our education. Springer Nature Singapore.
Nghia, N. T. (2022). From Jean-Jacques Rousseau’s philosophy of education to Phan Chau Trinh’s philosophy of education. Journal of Positive School, 6(4), 7747–7757. Web.
Rømer, T. A. (2019). A critique of John Hattie’s theory of Visible Learning. Educational Philosophy and Theory, 51(6), 587-598. Web.