Classroom Managment

The 2018 Student Teacher Candidates have the opportunity to role play different types of student behavior during our contextual lab experiences. In addition, we have learned through Discipline Derby Friday’s that students will test you in multiple ways beyond the 10 behavioral cards presented in lab. In all honesty, it makes me frustrated when I experience or read about bad behavior from students.  However, I realize that these experiences are teachable moments that help prepare us for the time we will spend with our first very own students during student teaching; however, a lot of our "preparation" comes from readings and conversations with seasoned educators. As the countdown for final presentations begins, this week’s weekly investment reading on classroom management was extremely insightful.

Start Out Firm

When asked how to implement classroom management techniques, almost every seasoned educator will share that you have to be firm. Additionally, they share how you cannot expect students to rise to higher standards after they have been able to get by with lower standards. This reminds me of when the 2018 Student Teacher Candidates talked about the first day of school and how unbelievably crucial that first day is for laying the way for your classroom expectations, procedures and consequences. Therefore, I have to be firm when presenting them, and prepared to hold my students to them.

Build Rapport

We talk frequently about building a rapport with our students. With these conversations we have come to the conclusion that to gain respect, you have to give it. As teachers we must listen, evaluate, and then act rather than jumping on students before they have had a chance to adequately explain a situation.

If I am working to build my students up, to keep striving to be the best version of them, my classroom culture and student behavior will surely be more positive.

Promoting Positive Behavior

Praise is a good thing when building a positive classroom. Think about it, if we as teachers were present negative talk, our students will be less likely to be engaged in our lessons, due to fear. Therefore, it is essential to praise and reinforce the positive behavior you want to see in your classroom.  However, be cautious not to over praise because it can cause backwards growth in classroom management. Aim for the middle ground (sweet spot), so that your expectations continue to be high!

Although, I did not touch on all of these. This Puzzle reinforces
classroom management from Methods of Teaching Agriculture. 

Overall, I want my students to know that I may hold them to a high expectation, but that is because I know they are more than capable of achieving this. I have realized by starting out firm, building rapport and promoting positive behavior will allow me to achieve this and good classroom management.

References: 

Newcomb, L.H., McCracken, J.D., Warmbrod, J.R., & Whittington, M.S. (1993). Methods of teaching agriculture. Upper Saddle River, New Jersey: Pearson Prentice Hall.

Wong, H.K. & Wong, R.T. (2009). The first days of school: How to be an effective teacher (4th ed.). Mountain View: Harry K. Wong Publications, Inc.