Personal Beliefs About Classroom Management
Wong defines classroom management as everything a teacher does to “maintain an environment in which instruction and learning can occur (Wong & Wong 2005, p.10). A teacher must be a master classroom manger in order to successfully teach his/her students. Below are statements made by researchers that are congruent with what I believe quality management looks like in the classroom.
“When students feel capable, they are willing to apply themselves academically. When they can connect to others in a positive manner and can find ways to contribute to the welfare of the class, the positive relationships promote positive behaviors (Charles 2005, p. 201).”
This quote refers to Linda Albert’s 3C’s; connected, capable, and contributing. When students feel the 3C’s they will no longer feel the need to act out for attention, power, revenge, or fear of failure. (Charles 2005, p. 203). I believe that this manages student behavior and allows students and educators to focus on academics.
“It takes just as much energy to achieve positive results as it does to achieve negative results. So why waste your energy on failing when that same energy can help you and your students succeed? (Wong & Wong 2005, p.37)”
I believe that “student success is limited only by adult expectations” (Wong & Wong 2005, p. 38). By focusing energy on high expectations for students, they will be encouraged to meet them. All expectations should be high, but achievable; students should not feel a sense of defeat because expectations are too high. When students reach expectations they feel a great sense of inner wealth; this wealth eliminates the need for students to build negative relationships through acting out (Peterson). Furthermore, Becky Bailey’s Conscious Discipline states that teachers have the “power of attention”; “What we focus on, we get more of. When we are upset, we are always focused on what we don’t want ("Seven powers for," 2012).”
“Nothing will send kids into orbit faster than letting them suspect that their teacher is disorganized (Wong & Wong 2005, p. 84).”
Everyday a teacher should be prepared for the lessons and have procedures already in place so that they may be followed (Waters, Marazano, & Mcnulty 2003, p.9). Organization is critical to maintaining student behavior. Not only does a teacher’s lessons and classroom need to be organized, but students need to be as well. They must be taught procedures that keep them organized and a classroom schedule will be displayed everyday so students will know what they should be preparing for (Wong & Wong 2005, p. 86). Additionally, Wong stresses the important of instilling this sense of organization from the first day (Wong & Wong 2005, p. 3).
“..the most important thing a teacher can provide in the classroom during the first week of school is consistency. Classroom practices and procedures must be predictable and consistent (Wong & Wong 2005, p.84).”
I believe that student’s behavior is partially a response to their environment. This environment needs to offer the student consistency in several aspects; organization of materials, procedures, and how a teacher manages behavior (Wong & Wong 2005, p. 84). This consistency comes from installing procedures and routines that are just as important for the teacher to follow as it is for students.
“The most effective classes are those where the students are self-disciplined, self-motivated, and self-responsible learners (Wong & Wong 2005, p. 97).”
I believe students should be motivated to do well without a teacher hovering over them. However, this desire needs to be build in students; especially students who have a fear of failure. Teaching students they are capable of being successful is critical for students to be able to direct themselves (Charles 2005, p. 204).