Personalized Approach to Classroom Management - Report Example

Running Head: Personalized Approach to Classroom Management Personalized Approach to Classroom Management Name Institution Professor Course Date Personalized approach to classroom management Classroom management seems to be of great important in all educational setting irrespective of the level of education being undertaken. If students are in safe environment learning is bound to take place effectively (Arthur-Kelly et al., 2006). In regard to these, it would not be wise for the tutors to always punish pupils for the wrongs they have done but as a matter of fact, teachers ought to set the tomes in their classes, prevent a number of the behavior problems most common in students and this should be done through the use of appealing curriculums and also taking into considerations the differences and needs of all students to ensure their needs are met in an effective manner. By having the right and conducive environment, students will always be able to learn and this seems to be a fulfillment of the main aim of classroom management and though students may learn when good classroom management is not in place they may not succeed as expected. Theoretical statement As a tutor I am committed to make the learning environment of students safe as well as the challenging environment and this will be mainly achieved by engaging all the students in my class through the curriculum and knowing them at a personal level by interacting with them on a daily basis during our lessons. I always want the students to be comfortable with me as the tutor and with other students and this will foster meaningful interactions and discussions aimed at improving the classroom experience (Tingstrom, Sterling-Turner, Wilczynski, 2006). Every student in my class will be encouraged to talk and engage in group work this will ensure that the students can tackle issues in a more effective manner since they will discuss them and come up with the most appropriate answers or solution to the problem at hand. Also through talking and group discussion, the students will learn from one another. I also advocate for a classroom that is equitable as well as democratic to the students so as to enhance learning and will also ensure that am fair to all of them this will enable me to build some heightened level of trust (Santrock, 2009). Based on the fact that students are likely to be affected by outside issues in their homes, I will marinating a calm and patient attitude to ensure that they feel free to discuss issues that affect or that may have an impact in their academic work from the outside world. This will ensure that I tackle any issues that may be affecting them to ensure that they perform well in their studies. I also intend to involve the students in their learning and make them an essential aspect of their learning process (Santrock, 2009). I will also ensure that all students stay motivated and true to their goals both academically and in life. I also intend to involve the students in the formulation of rules that will guide the classroom and by doing so I believe that the students are likely to feel more involved in the operations of the classroom and thus they will motivated to participate more in the various classroom activities and thus they will be able to learn eventually. Classroom arrangement The other essential aspect to consider in my personalized approach to classroom management is the arrangement of the classroom. I intend to ask to the management team in the school to make use of vibrant and welcoming colors on the walls, there should also be natural lighting and the major source should be from the windows and the room should also have effective air flow and this will play an essential role in keeping the classroom airy all these aspects will in one way or another enhance learning (Richardson & Fallona, 2001). I intend to refrain from the most common sitting arrangement and students will face each other in a circle that is formed by the tables and surrounded by chairs this will ensure that no students is behind of each other and that they can be able to see all the students at a glance. This approach will create a sense and a good environment for discussion. I will expect my students to have books and pens to note down the lessons and any main points noted and ask any questions if they need clarification. Based on the fact that the setup of a classroom has a great impact on a students learning, I hope my ideal classroom arrangement, painting and lightning will be more appealing and attractive to my students to enhance discussions, concentration and critical thinking (Marzano, 2003). To supplement my notes in class I will offer them other learning materials to aid them in studying, research and studying. The class will also have a number of shelves with each of the shelves having details of the books which are there and the core subject that the books can be used for. The books will be used to supplement the compulsory books. In addition to the books there will also be a number of computers connected to the internet to help the students to search for additional course materials from the internet and make use of some of the applications such as word, excel power points to complete their assignments. Since the computers will not be enough for all students I will also encourage the students to make good use of other computers in the school premises such as in the computer lab and in the library. Since my core aim is the creation of an environment that is conducive for group work and discussions the arrangement of the class creates an intimate environment. I will also make movements in class while teaching to ensure that all students are attentive and also be able to engage with the students (Marshall, 2001). Rules If students are not guided by rules they are likely to misbehave and thus disrupt learning in class or even in the whole school. I will involve the students in the making of the rules and reaching to a conclusion which rules are to be concluded and which ones should be omitted. This will ensure that they follow the rules since they were involved when the rules were being made. The rules will also be hanged on the wall to ensure that all students reads them and adheres to them it will also make them aware of the consequences if they breach the rules (Kirylo, 2009). The following rules will act as the guiding rules but some may be added along the way. i. Respect for classmates and the teacher ii. Raise hand prior to speaking to leaving ones seat iii. Listen and follow the directions offered iv. Do not litter. v. No use of negative knowledge These rules are likely to work since they make sense, cover the bases and they are also fully enforceable. If students breaches the rules they will be offered with a warning, if it is done for the second time they will be given a time-out that is separation from the main class setting and when it occurs for the third time they will be given a letter to take home. Procedures in the classroom Before the start of very topic I intend to outline the objectives that need to be achieved at the end. This will ensure that after the completion of each of the topic each student will be able to identify and respond to various questions relating to the topic. I will also make use a number of assessments strategies to ensure that students have understood what have been learnt. For instance will offer them with surprise quiz and asking them verbally of what they have been taught (Charles, 2008). Before starting a new topic I will ensure that there is a recap of what was learnt in the last lesson to ensure that they link up with what will be taught. Motivation and encouragement of the students So as to ensure the students strive further and adhere to the rules and achieve better results will make use of positive correction. I will not be very strict but will work with the students to ensure that they control their negative and unpleasing behaviors. I will also ensure that I uphold the rights of the students for instance by ensuring that they are safe, treated well and their right to learn (Brophy, 2006). I also intend to be consistent with the rules and apply them to all students. I will also offer the students with a choice of controlling their own behavior and showing them a connection between their behavior and outcome or consequence will be reasonable and related to the behavior. The consequence of inappropriate behavior fair and reasonable and this will help the student in attributing the punishment to their bad behaviors and thus seek for measures to correct that to avoid punishment at a later date (Bear, Cavalier & Manning, 2005). To further enhance there behavior I will ensure that the instructional materials offered are challenging but at the same time enjoyable. This will keep the students busy with work that is relevant to them and thus instances of indiscipline will be minimal. I will also complement the students with good behaviors and academic success to encourage them to work harder and smarter. With this approach I hope to attain a conducive environment that involves and enables students to learn. References Arthur-Kelly, M., Lyons, G. & Ford, M. (2006). Classroom management creating positive learning environments. Retrieved from http://www.cengagebrain.com/content/lyons87128_0170187128_02.01_chapter01.pdf Bear, G.G., Cavalier, A., & Manning, M. (2005). Developing self-discipline and preventing and correcting misbehavior. Boston: Allyn & Bacon. Brophy, J.E. (2006). Classroom organization and management. The Elementary School Journal, 83, 4. Charles, C.M. (2008). Building classroom discipline (9th Ed.). Boston, MA: Allyn & Bacon. Kirylo, J.D. (2009). Ten essential practices and attitudes: A guide for school teachers. Olney, MD: Association for Childhood Education International. Marshall, M (2001). Discipline without Stress, Punishments or Rewards. Los Alamitos: Piper Press. Marzano, Robert J. (September 2003). The Key to Classroom Management. Educational Leadership, 61 (1): 6–13 Richardson, V., & Fallona, C. (2001). Classroom management as method and manner. Journal of Curriculum Studies, 6, 705-728. Santrock, J.W. (2009). Educational psychology. New York, NY: McGraw Hill. Tingstrom, D.H., Sterling-Turner, H.E., Wilczynski, S.M. (2006). The Good Behavior Game: 1969-2002. Behavior Modification, 30, 2, 225-253. Read More