Classroom Management Paper

Kathryn Yarbrough Classroom management is one of the most essential skills to becoming an effective classroom teacher. Teachers who possess the ability to manage their classrooms are able to create an environment where learning is the focus (Burden, 2004). There are many theories on how to become positive and encouraging classroom managers. While all of these theories are different and emphasize different aspects of discipline and behavior, all have proven to be valuable methods for improving management in the classroom. One theory of classroom management is Assertive Discipline. This was developed by Lee Canter and Associates (1976). This approach demonstrates how teachers can assertively communicate their expectations to students. It is a comprehensive, systematic method of classroom management. It was developed on the basis of four concepts: (a) behavior is a choice, (b) every student has a right to learn in an environment that is free from disruption, (c) every teacher has the right to teach without disruption from students, and (d) no child should engage in behavior that is not in the child's best interest. (Canter & Canter, 1976) These guidelines are expressed and supported by a discipline plan. The discipline plan includes positive and negative consequences for behavior in the classroom. Teachers will assert the rules and enforce them with progressive consequences during the day. One important element is that in most cases, the slate is clean each day. Students begin each day on the same level and only lose privileges when rules are broken. This method is widely used in classrooms across the country. (Fox, 1990)

Another approach to classroom management is called Discipline with Dignity. This approach is a flexible program for effective school and classroom management that teaches responsible thinking, cooperation, mutual respect and shared decision-making. This approach was developed by Dr. Richard Curwin and Dr. Allen Mendler (1997). The goal is to make sure that students are treated with dignity at all times, even when they misbehave or break the rules. With this behavior method, teachers will build student self esteem and encourage positive and appropriate behavior. According to research, this approach has been very effective in inner city school environments. Teachers and students create contracts for classroom behavior that includes prevention, "action dimension," and resolution. Students have responded well when they are given responsibility and when the rules are fair and applied evenly. (Curwin & Mendler, 1997) Some criticize this method because it gives students more control and limits the teacher to only certain consequences. A third classroom management approach was developed by William Glasser, in the 1950s, called Reality Therapy. The emphasis of this program is to help students connect behavior with consequence. This is done with class meetings, clear rules, and contracts. Glasser's Reality Therapy (Emmer and Stough, 2001) stressed the use of choice as the cause of behavior, good or bad, and thus instructed teachers to direct students towards making value judgments about their behavior. By making value judgements, students would come to realize the importance of "good" choices in behavior and continued to make them again in the future. Therefore, students were taught the difference between a "good judgement", and a "bad judgement". The purpose of this method is to teach students right from wrong at a very early age. In today's classrooms,

rewards are given for "good choices" and consequences are given for "bad choices". This process too, is to promote good behavior and diminish bad behavior in the classroom. Teachers must model good behavior and reward students that make positive choices. Some criticize some aspects of this plan, such as the lack of structure and grading. (Randall, 2004) The 1-2-3 Magic plan, developed by Thomas Phelan (1995), This approach was first dedicated to helping parents manage their children's behavior at home. It began its history as a parental tool to help others control their child's behavior. But soon it found its way into the schoolrooms and offices of teachers, counselors, and psychologists. The methodology is a basic counting action by the teacher to either start or stop a behavior. When the teacher counts to three the desired behavior should have started or stopped otherwise a consequence will result. This approach is very effective for small children, but its methods have not been effective on the high school level. Another classroom management technique that has become common is Peer Mediation (Schmidt, Friedman, and Marvel, 1992). Mediation techniques and programs have become very popular in the public sector, in courts, and now in schools to solve disputes like divorces or accidents. Students are trained to help mediate problems in a school setting. This program would provide a proactive and student led system of behavior and classroom management. Students would learn skills in active listening, compromise, and taking responsibility for their actions. This method works very well in a high school setting where students are able to take ownership of the classroom and their peers behaviors and consequences.

White, Algonzzine, Audette, Marr, and Ellis (2001) developed the Unified Discipline approach. This is a carefully structured school wide behavior management program. This program was developed to help improve school wide discipline to make sure there is consistency among all of the teachers and administrators. Students would be given clear rules, expectations, and consequences that would be applied throughout the school. All teachers and administrators have a role within the discipline plan and all students are aware of the rules and the consequences that will result when rules are broken. This system encourages communication among all members of the school community and takes the guesswork out of administering punishment. Unified discipline creates a team atmosphere and helps ensure that all students are treated fairly. Rick Smith developed a technique called Conscious Classroom Management. This method helps teachers by focusing on positive standards that help create the idea that classroom management is all about prevention and discipline is all about intervention. Smith believes that consistency is the most important aspect of classroom management and by setting clear expectations in the beginning, students and teachers can create a warm and engaging classroom community. This strategy is the strategy that most closely aligns with my personal teaching strategy because of its adaptability and positive philosophy. There are many different types of classroom management approaches. There are many resources for teachers, parents, and administrators to use when developing behavior management programs in the classroom and at home. Ultimately, teachers must use the approach that works for them and the students they teach. Each method has strengths and

weaknesses. The goal is to provide a classroom where students feel comfortable in their environment so they can reach their full educational potential. After evaluating and researching leading classroom management strategies in the education field, I have more strategies that I can use in my own classroom. One of the best ways to learn how to be a good classroom manager is to see educators doing positive and negative things and learning from their successes and mistakes. During my early field experience, I was able to observe many positive classroom management ideas. One of the most encouraging strategies I witnessed involved my cooperating teacher, Mrs. Martin. Mrs. Martin was very effective in managing her classes with a definitive and consistent schedule in the classroom. Each day, the students knew the routine and came into the class and completed the required introductory question for the day. Rarely did Mrs. Martin have to remind or encourage students to begin. This was an example of the teacher communicating clear expectations that were applied each and every day in her classroom. Another positive strategy involved another history teacher at Christiansburg High School. This teacher had many students with special needs and used a token reward system to encourage positive behavior. This teacher handed out tickets to students who were following directions, staying on task, or completing assignments. At the end of the week, students put their names on the tickets and entered the weekly drawing for prizes. This method worked very well with the student population in that classroom and I will definitely save that technique to try should I find it necessary in future classes. There are some aspects of classroom management that I would do differently from Mrs. Martin. First, she allowed students to get up in the middle of lecture to use the

restroom or get water on a regular basis. Obviously, students with emergencies should be allowed to go to the restroom; however, in Mrs. Martins class, that was the exception and not the rule. Students began to abuse the privilege and would leave class two and three times to avoid having to take notes or complete an assignment. Second, because of the long block of ninety minutes, Mrs. Martin would allow the last eight or ten minutes of class for the students to relax or get started on homework. While I understand the logic behind this policy, I believe students should have structure the entire class block and be required to work until the bell. I have observed that students tend to get into trouble when they dont have a task to complete. To eliminate this problem, teachers should plan to teach until the very end of the class period. While completing my field experience, I was given many opportunities for leading and teaching class periods. For the most part, I had to use little classroom management because my classes were very good and also significantly smaller than most typical high school classrooms. Some techniques that I have found to be very successful involve open communication with the students, providing clear expectations and directions, and bribery! I have found that little incentives for positive behavior can go very far. By communicating to students what is required of them, they understand the expectations and can complete the assignments without confusion. As a teacher, it is also important to be open and honest with students and be willing to compromise with them when they voice their concerns over grades and assignments. Students should understand that the teacher is the authority, but teachers should also be willing to admit their faults and correct mistakes when possible.

After completing the first half of my teaching internship, I have developed some clear beliefs concerning classroom management. Here are my beliefs: 1. I believe the classroom should have a consistent and clear schedule. It is the responsibility of the teacher to communicate and model the schedule to the students so there is no confusion. I believe teachers should give respect to gain respect. Everyone in the classroom and the school environment deserves respect. This means that no one will use foul or derogatory language, raise their voice, or mistreat anyone. I believe teachers should encourage the behavior that they want and make it clear and obvious to all students. Students should also know the consequences for inappropriate and unacceptable behavior. There should be no doubts on what is acceptable and what is not. I believe the classroom should be a safe and inviting place for all students. Any behavior or action that takes this away from a student or teacher will not be accepted or tolerated. I believe that no one is perfect and no one can do everything right every time. Students and teachers must embrace this fact and understand that the goal is for everyone to do their best. I believe that anything that is important for students to know should be in writing so there is no confusion. Writing out directions, rules, rewards, expectations, and guidelines will only help students succeed. I believe that students should have a say in the rules, consequences, and the classroom policies. Student voices should be heard and taken into consideration by the teacher whenever possible so they can take ownership of their own learning. I believe that bullying, ridicule, and teasing should never be in the classroom and should be dealt with immediately. I believe that cooperation, consideration and collaboration are essential for a positive learning environment. I believe that school should be fun and the teacher should be responsible for using creative and innovative ways to show the joy of learning and excite the students to learn more.

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These beliefs are essential parts of my classroom management philosophy. I feel very passionate about being an educator and I am equally passionate about creating a cohesive, respectful, and positive learning environment for my students. By using classroom management techniques researched and observed and following my classroom beliefs listed above, I will be better able to cover more material and curriculum, but I will also be

able to better prepare my students for life after their secondary schooling career is complete.

Works Cited Burden, P.R. (2003) Classroom management: Creating a successful learning community. (2nd ed.) Hoboken, NJ: John Wiley. Canter, L., & Canter, M. (1976). Assertive discipline: A take-charge approach for today's educator. Santa Monica, California: Lee Canter and Associates. Curwin, R. L., & Mendler, A. (1997). "Discipline with dignity": Beyond obedience. Education Digest, 63(4), 11-15. Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36(2), 103-112. Fox, B. B. (1990). The effects of assertive discipline on student behaviors. Classroom Management Quarterly, 12, 45-67. Phelan, T. W. (1995). 1-2-3 Magic: Effective discipline for children 2-12 (2nd ed.). Illinois: Child Management. Randall, Kevin. (2004). "The theories of William Glasser." Retrieved November 26, 2007, from http://www.kevinrandell.com/docs/sci_port/ EDU4112_Glasser_essay.doc Schmidt, F., Friedman, A., & Marvel, J. (1992). Mediation for kids (2nd ed.). Florida: Grace Contrino Abrams Peace Education Foundation. Smith, Rick. (2004). Conscious Classroom Management (1st Ed.). White, R., Algozzine, B., Audette, R., Marr, M., & Ellis, E. (2001). Unified discipline: A school-wide approach for managing problem behavior. Intervention in School And Clinic, 37(1), 3-8.