Professional Documents
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Classroom Management Key Components
Classroom Management Key Components
EDFN 440
April 11, 2021
Our text was chock full of helpful information about teaching procedures. As a new teacher,
I plan to keep this information nearby as I am working on procedures in my classroom.
Something that the book mentioned, which I think is very important to keep in mind is that
“spending time on procedures in the classroom not only makes the classroom environment
run more smoothly, but also actually facilitates teaching content (Smith et. al. 2016).” When
teaching procedures, it is critical that students are involved in the process. The more that
students are actually able to practice, the more likely they are to remember them. One way
that this can be done is by following the “I do, we do, you do” model. First, the teacher
demonstrates whatever they are trying to implement. Next, students are able to practice
with the help and guidance of the teacher. Finally, students are tasked with practicing the
procedure on their own. One important thing to note is that procedures should be
presented in multiple formats (audio, visuals, hands-on components) and revisited
frequently.
It is important to keep lessons engaging to keep students excited to learn and to help them
retain information. One thing that I would really like to work on from this section of
classroom management is increasing participation. I often find myself calling on the same
students to answer (the ones who always raise their hands), and as a result am not able to
gauge what other students are comprehending during lessons.
I think my favorite part of being a teacher is getting to know each of the children in
my classroom and finding ways to connect with them. Each child is so unique and
has so much to offer to our classroom community. One area that I would like to work
more on is learning more about students' cultures and backgrounds. I think this
sometimes becomes overwhelming because we don’t know what we don’t know.
We want to do what is best for each child, but it can be daunting as we are just
getting to know each child.
This is an area that I would like to continue improving on. Consistency in our classroom
helps students feel secure in their environment. When we are inconsistent, students get
mixed signals about what their expectations truly are. I also need to continue working on
simply saying no and not feeling the need to justify my answer to students. Hopefully as I
become more experienced, this will become an easier task.
Source:
Smith, R., & Dearborn, G. (2016). Conscious Classroom Management: Unlocking the Secrets of