Classroom Management

Michael Bourke G00315030

Classroom management is one element of teaching which I find intriguing and
have been interested in since begging my studies as a teacher. After all
effective classroom management sets the stage for teaching and learning
( Nicholas Long & William Morse, 2012). I have found it fascinating the
difference in opinion of what is the most effective way to manage a classroom
to insure that the maximum amount of learning can take place. Even amongst
our class group it is evident that peoples opinion on how to manage a
classroom ranges from a strict style which could related to a military approach
to a neutering, loving learning environment which places students needs first. I
find my own approach of how to manage a classroom leaning slightly towards
the neutering end of the spectrum due to my own school experiences.
Since the beginning of this period of teaching practice I have placed emphasis
on building strong relationship with students as I find it has a profound effect
on both student behaviour and a students willingness to be engaged in a lesson.
The work of Mark Boynton and Christine Boynton agree with my point stating
that: The most powerful weapon available to secondary teachers who want to
foster a favourable learning climate is a positive relationship with our students
(Mark Boynton and Christine Boynton, 2005). Their literature then goes on to
state that Children are more likely to be respectful when important adults in
their lives respect them. They are more likely to care about others if they know
they are cared about (Mark Boynton and Christine Boynton, 2005). I have
applied this style of classroom management to my teachings and I feel that both
the student and I have benefited greatly.
Evidence of this can be see with my first year MTW group. Their own teacher
had a very strict approach to managing the classroom. I would avoid adopting
an apporch such as this and the writer Nastiti Fitria. When referring to overly
strict teachers she states that it triggers less approachable; discouraging
attitude; and students rebellion (Fitria, 2012).
Before beginning my time with this class the educator informed me that there
was one student in the class that was always reluctant to get involved in lessons
and never completed his homework. From the first lesson I placed emphasis on
developing a positive relationship with this student as I felt it may help improve
his involvement in class. Remarkably it worked rather well with the student
now getting involved in class activities and what could only be described as
astonishing is the fact that the student had is homework complete in full last
week.
In conclusion it is clear that certain students benefit greatly from a positive
relationship with their teachers. When in school I feel that I benefited in a
similar way with certain teachers. This is why I applied this to my teaching as I
feel that a good relationship between student and teacher leads to an overall
more compliant, respectful and happy student.
(Fitria, 2012)

Bibliography
Fitria, N. (2012, May 9). Being a strict teacher, is it good or bad? Retrieved
from https://welovewriting.wordpress.com/2012/05/19/being-a-strict-
teacher-is-it-good-or-bad/
Mark Boynton and Christine Boynton. (2005, November). Books. Retrieved
from ASCD:
http://www.ascd.org/publications/books/105124/chapters/Developing_Po
sitive_Teacher-Student_Relations.aspx