Week

8 Task and Reflection on Classroom Management

In assigned chapter 6 from the book Teaching Stratgies: A Guide to Effective Instruction (Orlich et
al, 2009) classroom management is discussed in great detail. The author starts off by making a
comparison between discipline and classroom management while establishing the fact that
classroom management practices have changed over the past few decades in light of changing
social fabric. Schools can no longer use "one size fits all" approach toward addressing student
issues, rather schools have realized the need for a more democratic approach toward resolving
student issues, leading to a shift from discipline to classroom management. In order to have an
effective classroom management plan, it is essential that the teacher not only helps students in
establishing norms, but also exhibits acceptable and appropriate use of power, and is aware of
classroom environment.
Teachers must be able to use their classroom environment in building expectations that not only
set up students for short-term school life success, but also prepare students for the world outside
the school with a lasting impact. Developing democratic discipline in the classroom will make
students respect the rules and expectations that they helped set up partially because students
have a greater understanding of why such rules and expectations are necessary. Engaging
students in establishing classroom expectations also prepares them for professional and civic life,
helping students understand why do we need boundaries, rules, and expectations etc.
throughout our personal and professional lives.
One important factor in effective management of classroom is parental involvement. Because of
various, complex family structures in modern society, it is even more important for teachers to
understand what sort of family structures do their students come from. Teachers should
encourage parents in getting to know their child's learning environment; hence many schools
have a policy regarding acceptable level of parental involvement. Parental engagement is a
proven instrumental factor in fostering classroom expectations to raise the level of student
achievement.
There are two main strategies for classroom management: 1. Self-discipline implies voluntary
adherence to norms that pro- mote students self-interest and protect the welfare of others.
2. Imposed discipline suggests a student code of conduct prescribed by the teacher in the best
interests of individual students and the class as a whole. However, no matter which strategy is
picked, teacher-student relationship is the most important factor in order to establish effective
classroom management practices.

Week 8 Task and Reflection on Classroom Management

Teachers must demonstrate genuine care, empathy, acceptance, and trust toward the student.
Teachers should engage their students by developing one-on-one relationships with their student
to not only improve student engagement, but also boost student achievement. Maslow's
hierarchy of needs suggests that human behavior is dependent on the fulfillment of needs.
According to him, transcendence and self-actualization only takes place once all other human
needs such as physiological, safety/security, belongingness/love, esteem, cognitive, and
aesthetic needs are fully met. A good example is that if a student is deprived of love and attention
at home, he will act out to attract attention. In this case, only establishing effective human
relationship between the student and the teacher will help move the student to the point of selfactualization.
Classroom management is truly effective once the student owns his failures and successes. For a
more student-centered classroom management practice, teachers can adopt 7 principles
of Reality Therapy where the focus is on the behavior, not the person the behavior is related to.
Reality Therapy can also be applied to the entire classroom where issues/concerns are discussed
through classroom meetings and mutual resolution of such concerns is developed by student
engagement. Although such practice usually takes a lot of patience, training, and teacher
involvement, yet, novice teachers can also use some teacher-centered approaches until they are
ready to explore Reality Therapy.
Teacher-imposed discipline strategies include desist-strategies, assertive discipline, and behavior
modification. Desist-strategies allow teachers to use some forms of punishment such as loss of
privilege in the classroom. Desist strategies offer a systematic framework for applying
teacher's authority to establish classroom norms. Assertive discipline requires teachers to have
an organized discipline plan of classroom rules, positive recognition, and consequences. Another
strategy that is used by a lot of teachers is called behavior modification. The process of changing
behavior by rewarding desired actions and ignoring or punishing undesired actions is
called behavior modification.
As discussed in the Chapter, there are many ways/strategies that teachers can use for
effective classroom management, however, some underlying principles are the same, no matter
which strategy is used. Teachers must maintain positivity towards student behaviors, identify
appropriate behaviors for the classroom, start small and be consistent with the
management plan. Almost all teachers establish classroom rules at some point. However, it is
important to recognize the factors that contribute to the effectiveness of classroom rules.
Effective classroom rules: are limited in number; are observable (not vague); apply at all times of
day in all school locations; apply to behavior only and not to academics; are selected with
democratic student participation.

Week 8 Task and Reflection on Classroom Management

It is important to remember that no matter what classroom strategy you adopt as a teacher, it
must always start from the 1st day, and should be practiced with consistency. Students must be
given clear and effective directions in order to understand what the teacher wants from him/her
once they have stopped an undesirable behavior. Some other factors that play an important role
in effective management of classroom are seating arrangement, effective questioning, observing
student behaviors, and skillfully managing classroom disruptions whether such disruptions are
anticipated or unanticipated, and maintaining records on student behaviors so they can readily
available when needed.
My Reflection
In conclusion, a positive classroom environment depends on skillful planning on the teacher's
part. Teachers must watch out for disruptive behaviors and adapt the classroom environment to
the individual needs of the students. Teachers must learn to recognize the signs of child abuse,
drug and alcohol abuse, and bullying (including cyber-bullying) in order to deter abusive behavior
and maximize learning outcomes. The reality of the matter is that without an effective classroom
management plan, student achievement can not occur. For a truly engaging and positive
academic classroom environment, an effective classroom management plan is the most
important ingredient.