Tiarah Umu

Classroom Management Assignment

National University
 Abstract

Classroom management comes with setting ground rules and expectations as well as finding what approach one is going to take as a teacher.

There are four approaches taken into consideration for this assignment: behavioral, cognitive, humanist and social psychological. The behavioral

approach establishes clear and concise expectations and uses rewards and punishments to reinforce the behaviors wanted. The cognitive approach uses

logical consequences and relies on students to use reason to assess their behavior. The humanist approach focuses on students’ image of themselves and

encourages self-concept. The social psychological approach relies on social skills and uses groups in which students are working towards a common

learning goal.
 …RULES CONTINUED
CLASSROOM RULES
AND EXPECTATIONS…
Classroom
Management
 Students will raise their hand and wait to
be called on by the teacher during lecture
time and not talk while someone else is
 Students will be responsible for turning
talking to ensure what is being said is heard
in all assignments given, even when
and everyone’s thoughts are respected.
absent. An excused absence from the
When given free time, students are to use
office must be shown for any late
their “inside” voices to maintain control
assignments to be accepted without
and an educational setting.
penalty. This is to remain neutral and
 Students will remain seated in their
fair to all students.
assigned seats until the bell rings for
 If any student requires medication or
dismissal. Crowding at the door is never
has other health issues, it is their right
permitted to ensure the safety of students.
to keep it a private manner.
 Students must ask permission to leave the
Medications should be help by the
classroom for any reason, including using
school nurse and never given to
the restroom. Only one student to the “It is the teacher that makes the
another student to ensure student
restroom at a time to make sure all difference, not the classroom” –
safety.
students are accounted for.
 Students will be respectful and school- Michael Morpugo
 Students must arrive in class with the
appropriate towards one another,
required materials. When using classroom
including the teacher to ensure the
materials provided by the teacher, students
mental and emotional health of
must return them how/where they found
everyone. Harassment and bullying will
them to maintain a clean classroom.
not be tolerated.
 Students will not be allowed to eat or drink
(except water) in class to maintain the
cleanliness and minimize distractions.
 FOUR APPROACHES
BEHAVIORAL
The behavioral approach to teaching focuses
on establishing clear and concise expectations
for appropriate behavior. The use of
reinforcing appropriate behaviors using
rewards and other positive reinforcers (W.
Huitt.)
COGNITIVE
The cognitive approach relies on the students’
ability to use reason to assess and identify
their own behaviors. The use of logical
consequences is usually seen
(Responsiveclassroom.)
HUMANIST
The humanist approach to teaching
encourages students to manage their own
learning behaviors It focuses on self-concept
and is centered on the students’ feeling good
about oneself (B. Huitt.)
SOCIAL PSYCHOLOGICAL
The social psychological approach
emphasizes instruction and the requirement
of social skills to manage their own learning
environment. Cooperative learning, which
focuses on group work towards a common
goal, is seen in this approach (Goodwin.)
COGNITIVE APPROACH TEACH & MAINTAIN
The approach that can be expected to be seen
in my classroom is the cognitive approach. I
chose this approach because it teaches  Directive approach: co-construct,
students a sense of responsibility and demonstrate and direct
accountability and it is more personal with  Work with students directly when a
students who are having trouble with their problem arises
behaviors. The cognitive approach uses
 Provide specific directions of what is
logical consequences instead of punishments.
expected
Punishment is usually accompanied by shame
and embarrassment, which is far from what we  Communicate expectations early on
want in a classroom. Logical consequences are  Lead by example (practice what I
more respectful and are assisted with a chance preach)
for the student to reflect on their actions and  Be stern, but remain approachable
encourage them to want to do better, rather and understanding
than just avoid being punished. Loss of  Constantly remind students of what is
privilege or teaching the students to “fix what expected as rules are being forgotten
they have broken” is something that can be  Be respectful and professional
expected to be enforced. This teaches students towards the students, just as I expect
to be responsible and take the initiative to do the same from them
something to fix what they have done wrong
or continue to do what is expected.
ACCOMMODATIONS
In the event that there is a student with a
behavioral plan, IEP, special needs or
learning disability, there would be
accommodations made without a doubt.
Giving them the option to approach a certain
task a different way would be one way to
accommodate. Also, putting in extra time to
meet their needs is another way or using
other objects or devices to help them ease
into the process.
 References

Goodwin, Marilyn W. “Cooperative Learning and Social Skills: What Skills to Teach and How to Teach Them.” www2.Ku.edu, 1999,

www2.ku.edu/~powerof2/feature/archives/dec_2000.shtml.

Huitt, Bill. “Humanistic Approaches to Teaching.” Zimbardo, www.garysturt.free-online.co.uk/human.htm.

Huitt, W. “Classroom Management. A Behavioral Approach.” Educational Psychology Interactive: Readings in Educational Psychology, 1996,

www.edpsycinteractive.org/topics/manage/behmgt.html.

“Punishment vs. Logical Consequences.” Responsive Classroom, 2 May 2016, www.responsiveclassroom.org/punishment-vs-logical-consequences/.