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Why did I focus on classroom management?

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Why did I focus on classroom management?

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I focused on classroom management because I have witnessed it to define what it means to be a strong, effective educator. I believe that establishing routines and structure can enhance students' abilities to cooperate, become organized, and to feel safe in the classroom. My classroom management strategies have created a class environment where students show productiveness within their work ethic and become focused on the task given. My strategies allow students to understand the expectations of a task and prevents disruptions regarding behavior or confusion because of the clear routines established. The classroom management strategies that I have learned and created can benefit aspiring teachers in the room today and will be an effective addition to the school I will work in next fall.

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It is important to provide a schedule for the class at the start of everyday. Students deserve to be informed about what to expect throughout the day to prevent anxious emotions and uncertainty. If there is a schedule change, the students need to be informed if there is disruption to their established routine. The schedule provides beginning times and visuals, which can assist English Language Learners if they find difficulty decoding the subjects or activities listed.

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Why is classroom management important as a teacher?

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Why is classroom management important as a teacher?

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As a teacher, I believe it is crucial because children require consistency, organization, and stability. It creates a supportive learning atmosphere where children can flourish intellectually, emotionally, and socially. In the end, effective management improves educational results for all students by minimizing disturbances, encouraging positive conduct, fostering student involvement, and maximizing instructional time.

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Each table is color-coordinated and every table has a table captain. The table captain is in charge of getting the supplies for their table, based on the color and subject as shown. The job of table captain is altered everyday, where the current table captain moves the star to the person next to their seat so they are the table captain the following day.

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As shown, the table is color coordinated and the teacher shows clear expectations of what the supply bins should look like. Teachers can implement classroom management through labelling tables by color, teams, or numbers. For example, tables can be labelled Table 1-5, or can be labelled as "red table, blue table, yellow table, and green table." I have learned that labelling tables can benefit collaboration and clear instructions. For example, I would call by table colors during student teaching because it is more efficient than calling students one at a time. I also believe that tables can collaborate together throughout work or how they behave. Each table could have a table captain that collects supplies for the table, rather than all of the students coming to get their supplies all at once. The supply bin photograph above provides a model for how the bins should appear by the end of the day. The students are cooperating by table to enhance organizational skills while establishing an end-of-the-day routine at the same time. The students are also effortlessly learning to clean up after themselves while maintaining a classroom job.

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Strategies to use with students one-on-one

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Strategies to use with students one-on-one

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Conference with each student on how they learn best!

Teachers can build relationships with their students by understanding what it takes for learners to do their best work and be their best selves. I would want to ask each student about which subjects do they find easier or more of a challenge, what makes learning engaging, and what allows students to remember and understand the curriculum more.

Do not tackle disrespect with a disrespectful response

Having effective classroom management means that you are maintaining a relationship where mutual respect is essential. If a student is disrespectful, as a teacher, it is our job to model the classroom charter or expectations that students established and signed. If a teacher is not modeling or practicing routines and expectations that he or she expects from the class, then the students will observe it and believe that they can behave in a negative manner. If a student is disrespectful, you can refer back to the charter or speak to them privately about why their words impact other people including yourself.

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Have students create rules and expectations that are fair to them!

Teachers can build a community through including students to create a classroom charter that applies to each learner. At the carpet, the teacher can gather students to brainstorm ways on how they want to feel by their classmates. The teacher can organize the feelings and categorize examples of how students can feel those emotions through the actions of themselves and peers.

Provide a clear list of expectations or a to-do list for each task

After each lesson, I have found it beneficial to provide a visual or written display of a to-do list for students to follow throughout independent or collaborative work. Throughout my internship, I have made to-do lists on Smart Notebook to reduce confusion and disruption of desired academic tasks. Making a list prevents students from asking the question, "What am I supposed to do when I am done?" or "wait, what are we doing again?" If this question is proposed, the students always have a list on the board to refer back to. For younger students, I plan to print out visuals and place numbers above each picture that represent which step is needed to be accomplished first for a task.

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According to the Association for Supervision and Curriculum Development (ASCD), Stage and Quiroz's research shows the effectiveness of providing discipline for unwanted behavior and positive reinforcement for expected actions. It is vital to develop strong, trusting relationships with students because it results in less disciplinary actions and unwanted behaviors. Teachers can exhibit learning goals for students to easily understand through a rubric. The goals can be reviewed throughout each lesson, but need to be clearly explained at the beginning. Research shows that teachers with effective classroom management are mindful about the needs of all of their students and apply the appropriate strategies for every individual's social-emotional and academic well-being.

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1. Marzano, Robert G., and Jana S. Marzano. “The Key to Classroom Management.” ASCD, 1 Sept. 2003, www.ascd.org/el/articles/the-key-to-classroom-management.