An Analysis of My Classroom Management Style

Danielle McLeanCEP 883An Analysis of My Classroom Management Style1IntroductionI currently teach 9th grade biology, so I have a very active and talkative group of students. The following aspects of my current management style will be outlined:School rule and classroom rule enforcementClassroom arrangementStudent student relationshipsTeacher-student relationships Curriculum and behavior

2My Management Style I used the quiz below to help identify my management style.

http://www.cbv.ns.ca/sstudies/gen3.html

I wanted to pin point my management style and also learn a little more about the characteristics of my style. 3My management style is authoritative

Characteristics:Places limits, yet encourages independenceTeacher is polite, but firmTeacher is open to classroom debates and other discussionsOffers positive encouragement and provides feedbackHas high achievement expectations

http://www.cbv.ns.ca/sstudies/gen3.html

This clearly defines my management personality and gives insight about my views on classroom management. 4Management is Important! Classroom management is one of the biggest concerns among teachers. According to Teaching Makes a Difference, studies have shown that 70% of beginning teachers are most concerned about managing behavior in their class (Teaching Makes a Difference, 2002, p. 163). Times have changed! Teachers are not viewed at the ultimate authority anymore; however it is still the teachers responsibility to maintain an environment conducive to learning.

It is important to look at management and how to handle it since we cannot teach if we do not maintain a stable learning environment. 5My Approach to Enforcing School Rules School rules are necessary in order to have a quality learning environment, however, students tend to question why particular school rules are in place.I strongly enforce school rules, especially rules such as cell phone use. The school rules are discussed at the beginning of the year and are also posted in my room. Consequences are outlined in the schools student handbook.Students receive constant reminders about rules and consequences throughout the school year.

I wanted to make clear my views on rules and how I makes the rules known to my students. 6My Current Management of Classroom Rules I have very few classroom rules in addition to the school rules. Each year, I post my rules that I require, and then I ask my classes to come up with a few more that they would like to see enforced in my class. I try to give a warning before giving punishment since I teach freshman. This age group needs constant reminders! I strive to make punishment consistent and appropriate.

7Motivation behind MisbehaviorStudents choose their behaviorThe ultimate goal of student behavior is to fulfill the psychological and emotional need to belong. Student misbehave to achieve one of four immediate goals (Cooperative Discipline, 2003, p.7)AttentionPowerRevengeAvoidance of failure(Cooperative Discipline, 2003, p.11)

It is important to understand why students act out. If just addressing the behavior is not working, it may help to identify what is the cause of the behavior. 8Motivation Behind MisbehaviorWhen students psychological needs are not being met, they will act out in order to receive immediate gratification (Cooperative Discipline, 2003, p. 19).

9How Can Teachers Manage Misbehavior?Classroom and school rules must be made very clear to students from day one. According to Comprehensive Classroom Management, Effective teachers do more than post rules or present procedures. Teachers work with students to ensure that they understand and can demonstrate the rules of procedures(Comprehensive Classroom Management, 2009, p.175). Students must be taught proper behavior. Just like learnings in content areas, it isnt enough to just tell students what you want them to know. Teach behavior! (Teaching Makes a Difference, 2002, p.165)

All teachers need to know effective ways to deal with behavior and how to prevent behavior issues from occurring. 10How Can Teachers Manage Misbehavior?Teachers must also reinforce the positive behaviors that students demonstrate with both verbal and non verbal praise such as smiles and nods (Teaching Makes a Difference, 2002, p.168). It is natural to get upset when a student misbehaves because it distracts the teacher and the class. Teachers who respond in a relaxed, business-like manor with a firm tone are more likely to be in control of themselves and of the situation (Cooperative Discipline, 2003, p. 11).

We often forget to praise and reinforce good behavior and it is very easy to lose your cool when a student is being disrespectful and disruptive!11How Can Teachers Manage Misbehavior?Teachers must also strive to meet the needs of students so that they do not feel the need to act out. The three CsCapable-kids need to feel capable of completing tasksConnect- they must be able to connect with the teacher and other studentsContribute-kids must feel like they can contribute to the group(Cooperative Discipline, 2003, p. 13)

Again, if we understand why the student is behaving badly, we can address the problem. If we meet their psychological needs, they are less likely to act out in the first place. 12What I Would Like to ImproveI need to be better about teaching behavior I would like to see. Freshman are naturally squirrely and need constant reminders and re-teaching. It is very easy to become frustrated with hyper freshman, so I need to continue to work on staying calm and keeping my voice relaxed.

I wanted to compare my practice to what the research I found said and see what areas I needed to improve on. 13Classroom ArrangementAlthough my room is small and barely holds my 38 desks, I like to arrange my classroom so that students can have a class discussion. I keep the desks facing towards the center of the room. That way there is no back of the room. Students have assigned seats at the beginning of the year, then are allowed to give me suggestions as to when they would like to sit as the year goes on.

I wanted to think about how my classroom is arranged and my rational for it. 14The Importance of Seating Arrangements Many teachers do not view class arrangement to be as important as curriculum; however, physical environment can influence the way teachers and students feel, think, and behave (Secondary Classroom Management, 2003, p. 31). Teachers also overlook the link between classroom arrangement and student behavior. Clusters of desks will often encourage social interactions, while rows often discourage interaction (Secondary Classroom Management, 2003, p. 34). Desks are not the only factor in how a physical environment can affect students. The overall condition of the classroom such as cleanliness should be considered as well (Secondary Classroom Management, 2003, p. 32). Here is an interesting link to help arrange a classroom: http://classroom.4teachers.org/

Besides desk arrangement, there are other factors that affect the feel of the environment. I had never paid much attention to other factors until I did this research. Its the simple things we overlook sometimes. 15The Importance of Seating Arrangements According to James McCorskey, there are certain seats that are conducive to high interaction and those that are not. The traditions row arrangement leaves all but the students in the very front with low interaction with the teacher (Communication Education, 1979, p. 100). A great alternative to rows is a horseshoe shape or arranging desks in groups. This allows for interaction between students and with the teacher (Communication Education, 1979, p. 103).

Although a horseshoe arrangement is probably not realistic in most classrooms, there are arrangements that can increase student-student interaction and teacher-student interaction. 16What I Would Like to ImproveAlthough I do not have room for a horse shoe arrangement, I can change my desk arrangement so that allows for higher interaction with myself and other students in most areas of the room.I would like to improve the overall feel of the room by adding more color. I have no windows, so it feels a bit gloomy. I have not realized that the atmosphere had such a large impact on learning!

Although I think my desk arrangement is pretty good, there are other factors in my room that I began to think about changing after doing some research. 17Student-Student RelationshipsIt is important for students to feel comfortable in class. I try to have my students work in groups or with partners as much as possible. I also try to open class up for discussion. This gives students to get to know each other, but also allows then to feel like their ideas are heard and important. The creation of a safe, caring community that feels like a healthy family can help students decrease racism, harassment, and stereotyping, thereby creating a more just environment in which students learn patience and compassion and develop an appreciation for the value of all individuals (Comprehensive Classroom Management, 2009, p. 100). The best part about school for many kids is getting to socialize, so I was curious to learn more about student-student interactions. Learning is more fun when you are learning with friends. The more students get to know each other, the classroom has more of a family feel. 18How to Build Student-Student Relationships Cooperative learningStudents are grouped together based on varying academic abilitiesStudents work together and help each other improve in subject matterSome Specific ideas:Group Investigations -emphasize higher-order thinking skills like analysis of data and evaluation. Students may also work to complete a project or report on their findings (Education Consumer Guide,1992, p.1).Jigsaw II- used with narrative material. Each member is responsible for learning a specific part of a topic. After meeting with members of other groups, who are "expert" in the same part, the "experts" return to their own groups and present their findings. Team members then are quizzed on all topics (Education Consumer Guide,1992, p.1).

I wanted to find a few more ways that I could allow students to build interactions in my class and still be working towards class objectives. 19How to Build Student-Student Relationships Peer tutoring- Students can learn from one another in a non-judgmental and non-threatening atmosphere. Students may read aloud to each other, work on vocabulary, or work to complete an assignment. (Tutoring Program Manual, 2010, P. 1)

This is yet another way for students to interact and it enforces learning at the same time. 20What I Would Like to ImproveI would like to continue to add activities that allow for interaction between students such as group activities. I would also like to use more peer editing and peer tutoring in my classes.

Again, it is important to reflect on what I do well and what I need to improve on based on my research. 21Teacher-Student RelationshipsIt is extremely important for teachers to have a professional, yet caring relationship with students. I try to get to know what activities my students are involved in and try to talk with them individually as much as possible. According to Kleinfeild, teachers who were effective with (these) children were able to combine showing a personal interest in the students with demands for solid academic achievement (Comprehensive Classroom Management, 2009, p. 59).

Part of how comfortable a student is in a class has to do with how comfortable they are with the teacher. The relationship with the teacher can influence both learning and behavior. 22Teacher-Student RelationshipsI have found that students are usually compliant with me if they feel like I care about them and respect them. Research has shown that academic achievement and student behavior is strongly influenced by the strength of the student-teacher relationship (Comprehensive Classroom Management, 2009, p. 58). Many of my students do not have a stable support system at home, however; I can help provide a caring environment at school.

What I Would Like to ImproveEach year, there are a few very quiet students that I never really get to know. They are not a behavior problem, and they usually have good grades, but I feel like I should make more of an effort to make them feel more at home in my class. I would like to keep working on developing a relationship with students who act out, not matter how frustrated they make me. It will probably cut down on their bad behavior and make it easier for me to discipline them properly.

I usually have good relationships with most of my students, but I would like to improve my interactions with my quiet students and my trouble makers.24Curriculum and Behavior I firmly believe that a challenging, yet attainable curriculum can reduce unwanted behaviors in class.When students are not engaged, there is more opportunity for inappropriate behavior. It is important to vary instruction and to provide various opportunities for students to show what they know. Otherwise, students may become bored or frustrated and act out.

I do not believe in busy work because it usually does not keep students busy at all. Proper curriculum keeps kids engaged (not just busy) and prevents off-task behaviors. 25How Curriculum and Behavior are RelatedIt is important to vary instruction. In one class, there are several different types of learners. If the teacher only teaches to one style, students will either be bored or lost. (Doing What Works, 2010). Some ideas:Hands on activities and labsOpportunities for students to get up and moveUse of visual aidsAllowing students to use manipulatives

I wanted to research some ways to keep students interested in the curriculum and out of trouble. 26How Curriculum and Behavior are RelatedIf the pace of instruction is too fast or too slow, disruptions could be a result. Some ideas:Embed group work or other student centered learning so that they can work at their own pace. Peer tutoring allows students to teach each other at an appropriate pace (Doing What Works, 2010).

I wanted to get ideas on how to accommodate to a large range of learning abilities. This slide gives some ideas on how to allow students to work at a pace that is right for them. 27What I Would Like to ImproveI have some students who are advanced and are bored, and then I have students who are behind and act out due to frustration or avoidance. I would like to incorporate more activities that differentiate more for the different learners in my classes. I already use quite a bit of group work, but I would like to incorporate more peer tutoring.

I wanted to identify what strategies I can implement in my own class to improve how I accommodate various types of students. 28ReferencesAlbert, L. (2003). Cooperative Discipline: Teacher's Handbook. Circle Pines, MN: Ags Pub.Balkcom, S. (1992). Cooperative Learning. Education Consumer Guide, 1(June), Unknown.Classroom Architect. (n.d.). Classroom Architect. Retrieved July 13, 2010, from http://classroom.4teachers.org/Cummings, C. P. (2002). Teaching Makes a Difference. Edmonds: Teaching Inc..Jones, L., & Jones, V. (2009). Comprehensive Classroom Management: Creating Communities of Support and Solving Problems (9th Edition) (9 ed.). Alexandria, VA: Prentice Hall.McCorskey, J. C., & McVetta, R. W. (1978). Classroom Seating Arrangements: Instructional Communication Theory Versus Student Preferences. Communication Education, 27(March), 99-111.Modifying the classroom Environment to reduce Behavior Problems. (n.d.). Doing What Works. Retrieved July 11, 2010, from dww.ed.gov/launcher.cfm?media/SchoolRestructuring/RBP/Venezky, R. L. (n.d.). READ*WRITE*NOW! Tutoring Program Manual. Welcome to the University of Delaware. Retrieved July 13, 2010, from http://www.udel.edu/ETL/RWN/Tutorman.htmlWeinstein, C. S. (2003). Secondary Classroom Management (2nd ed.). New York: Mcgraw Hill Higher Education.What is your classroom management profile. (n.d.). Cape Breton-Victoria Regional School Board. Retrieved July 13, 2010, from http://www.cbv.ns.ca/sstudies/gen3.html

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