Breadcrumbs One. Feb. 11th

This week I am reflecting on chapter 7 of the Education Psychology text “Classroom management and the learning environment”. Classroom Management is the one skill of effective teaching that all educators long to be a master of. This chapter was about promoting and creating safe and healthy classroom management skills that will in eventually encourage accountability and an effective student learning environment. I also found this chapter to be refreshing and reflective, since I have very clear classroom norms set up for my students, by students and myself. However, there is usually a tiny room for error and that’s when my students will be off the chain and that’s the moment I usually can’t predict.

 

Grate classroom management is important to have because it will support student learning and allow you, as the educator to be very productive in teaching content and even to be much more supportive in fostering healthy adolescent development in students. Even though it is this important to have, it is still a challenge to manage and maintain on a daily basis. I know of this first hand because I can have 29 out of 30 of my 7th graders who can be engaged and executing the task at hand and one student on the side who is not not in the mood to do anything. This one student can change the to mood of my classroom in a split of a second. In that very moment my classroom management skills are been challenged, how I address that one student will determine whether or not my science class for that period would be productive. It is supper hard for me to predict when a student will take it upon him/herself and disrupt my the flow of the class, hence making it much more difficult to maintain successful classroom management norms all the time.

This week I had the ultimate classroom management test to reflect upon. Two of my student took it upon themselves to constantly disturb the flow of the class. They would have side conversation that have nothing to do with the lesson, they would get up and walk around the classroom, and then they would go to a station that have students being productive and disturbed those students. I have noticed these two specific students occasionally would execute these behaviors during the mini-lesson or station teaching part of my class. Despite these students knowledge of what the expectations are for them being in this classroom setting, they still took it upon themselves to cross the line. I immediately intervene, I pulled the two students aside and have a 5 mins conversation with them concerning their disruptive behaviors, reminded them of my expectations for being in the classroom setting and let them know I will communicate their misbehavers to their caregivers and expect them to get it together as soon as possible!

These two students do not sit together any more and are much more plugged in during class time. I honestly believe that I will only get good at classroom management if I keep practicing. From this chapter I have learn several new ways to practice grate classroom management and in the upcoming weeks I’m looking forward to implementing some.

I'll keep you all posted!

Until then! Be grate guys! :)



 

    • Rachel Richards
      Rachel Richards

      I totally agree and sometimes we acquire it with one class and no where near with another class, so what do we as educators do or ow can we work together in a school, border life that each teacher have some common rules.

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