Classroom Management
I employ a certain level of structure, yet desire to make the students feel that the classroom is a safe place for them to learn and collaborate; free of pressures outside the classroom. They will respect me without fearing me, with that comes the comfort that I instend to portray. This management may vary to a certain extent based on the age level of the students. For example, with younger kids I may use a counting technique to quiet the class. In this case, each month, I would count up to ten in a different language. Using this technique, I may have the class whisper count with me to learn the language or I may count and they need to be silent by the time I reach one. This uses my style in that even silencing a classroom can be a learning opportunity.
Another method I utilize, is a reward system. I do this not because I feel that the students should be praised and gain treats for things they should be doing, but rather because I see this reward as another learning opportunity. These "rewards" would also vary by age and class topic. The program I have in place is Classroom Economy. In the beginning of the year we studied money as a reading and math unit in our classroom. Students were able to imitate the design and printing process to create their own money. Students are able to apply for a variety of jobs and understand the importance of a well written application. They receive a weekly paycheck Using that paycheck, they can purchase items or go to things offered in the classroom, such as classroom coupons, or school supplies. These purchases can only be made after they pay their expences, such as paying rent for their desk. Having this system in place, the students will gain a sense of ownership and responsibility. They work hard and receive a "payment" for their efforts, while learning to manage their money and various aspects of the working world. This system goes further to relate to the real world in that students may save up to purchase their desk, some struggling students may need to hire an accountant in the classroom, and may even purchase a classmate's desk so that they may collect rent.
In a class of younger children, I may use a red light - green light, where each individual's behavior is shown through a system where they start at a green light, transition to yellow, and end at red. Our Positive Behavior Intervention Strategies also employs changing their color for behavior, and working toward a celebration for each marking period. We also use a punch card system so that students may have some instant gratification for their positive behavior, which then pays off in school rewards.
Behavior is a key element of control to maintain a positive, productive classroom. In my opinion, management may vary not only because of age and subject, but may even be altered to fit the class. If part way through the year, I find that the class is ready for a job payment system, them it may be employed. Similarly, I may find that a class does not react to the red light - green light system. A teacher must be flexible to find what works for that class, yet they must stand by the decisions they make and enforce them equally throughout the class. They must also understand that each student is an individual and may react differently to a variety of management systems. If necessary, a visual learner may need a regular reminder for their behavior, such as a Behavior Contract. If this is the case, then the student must take ownership of their behavior and play a role in creating this contract; if they are not invested then it may have little or no affect on their behavior. This should primarily focus on the positive desired behavior rather than the continual punishment and negativity.
Another method I utilize, is a reward system. I do this not because I feel that the students should be praised and gain treats for things they should be doing, but rather because I see this reward as another learning opportunity. These "rewards" would also vary by age and class topic. The program I have in place is Classroom Economy. In the beginning of the year we studied money as a reading and math unit in our classroom. Students were able to imitate the design and printing process to create their own money. Students are able to apply for a variety of jobs and understand the importance of a well written application. They receive a weekly paycheck Using that paycheck, they can purchase items or go to things offered in the classroom, such as classroom coupons, or school supplies. These purchases can only be made after they pay their expences, such as paying rent for their desk. Having this system in place, the students will gain a sense of ownership and responsibility. They work hard and receive a "payment" for their efforts, while learning to manage their money and various aspects of the working world. This system goes further to relate to the real world in that students may save up to purchase their desk, some struggling students may need to hire an accountant in the classroom, and may even purchase a classmate's desk so that they may collect rent.
In a class of younger children, I may use a red light - green light, where each individual's behavior is shown through a system where they start at a green light, transition to yellow, and end at red. Our Positive Behavior Intervention Strategies also employs changing their color for behavior, and working toward a celebration for each marking period. We also use a punch card system so that students may have some instant gratification for their positive behavior, which then pays off in school rewards.
Behavior is a key element of control to maintain a positive, productive classroom. In my opinion, management may vary not only because of age and subject, but may even be altered to fit the class. If part way through the year, I find that the class is ready for a job payment system, them it may be employed. Similarly, I may find that a class does not react to the red light - green light system. A teacher must be flexible to find what works for that class, yet they must stand by the decisions they make and enforce them equally throughout the class. They must also understand that each student is an individual and may react differently to a variety of management systems. If necessary, a visual learner may need a regular reminder for their behavior, such as a Behavior Contract. If this is the case, then the student must take ownership of their behavior and play a role in creating this contract; if they are not invested then it may have little or no affect on their behavior. This should primarily focus on the positive desired behavior rather than the continual punishment and negativity.