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Wong, H. K., Wong, R. T., Jondahl, S. F., & Ferguson, O. F. (2018). The classroom management book. Mountain View, CA: Harry K. Wong Publications, Inc.

Marzano, R. J., & Marzano, J. S. (n.d.). Building Classroom Relationships. doi: Association for Supervision and Curriculum Development

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I believe that good classroom management starts with the teacher and not the behavior of students. I believe the classroom procedures should be modeled by the teacher and reviewed over time. I believe that students work environment should be organized and structured. I believe students have responsibilities and are accountable for their actions. I believe students should feel comfortable and confident in my classroom. I believe students should have a voice in the classroom and feel safe when giving their opinion. I believe discipline is sometimes necessary but students should be able to learn self-control. I believe students should be rewarded for good behavior and excelling in their work. I believe as the teacher, I need to grow personal relationships with my students.

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I believe that classroom management is the key to productive learning and having a productive classroom. Communication with students is very important and one of the keys to classroom management. In my classroom, call and responses will be used to get their attention at different times. The teacher will meet with students personally and grow relationships with them to build trust. All of these will be implemented through communication.
I have heard it said before that students who do not know where their learning is going in a day are 'flying blind'. I thoroughly believe this and think students need to know the expectations I have for them every single day. Students will know basic expectations and will be informed of daily expectations every morning during our morning meetings. Students are expected to respect each other and treat each other with kindness. Students are expected to treat each other as they would treat themselves. Students are able to come into class every day with a clean slate. Students are expected to come into class prepared and ready to learn. Students are expected to give their all in learning and always try their bests.
Through all of these things and using communication and consistency, the classroom can flow with ease. I firmly believe that classroom management is the teachers job and all starts with planning these things ahead. The teacher is the conductor in all of these things.

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Based on what I have learned about myself during clinical experiences a few things I would like to work on regarding management would be my preventive strategies as well as getting student’s attention. I do well with being able to get students attention but sometimes have to stop during the lesson to remind students where their attention should be. I would like to learn more ways to grab student’s attention and keep it during a lesson. I would also like to learn more ways to prevent misbehavior before it happens in the classroom. I have seen many different styles across the clinical classroom I have been in and am still looking for the one that best fits my teaching personality. I would like to explore more of those in my student teaching experience.

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Preventive- I would use the clip charts to monitor students behavior and give them warnings whenever they may be off task. This is also a good reward system for students who are following directions or going out of their way to help someone.

Reactive- When a student doesn’t follow directions if it is in the middle of class I would not stop my lesson to discipline the student. I would quietly signal to them and if they do not change their behavior, I would set them aside and talk to them whenever students are in individual activities without teacher leading.

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1. One way to make transitions easier is to have a key word that students move on. This means that the students would not move until I say that specific word. This would prevent students from getting off task and helps them to continually listen for instruction.

2. Another way to manage transitions is to put a timer on the board anytime students are about to transition into another activity. This helps the student to prepare to move and finish up with what they’re doing before they have to move.

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1. Come prepared to learn every day

- I chose this because students need to come to school every day with a clean slate and have just as many opportunities as they did the day before. This also means they need be prepared to learn new things and explore.

2. Be responsible for your learning

- I believe the student should be responsible for completing their work and doing as they are asked. They are responsible for the choices they make in the learning environment

3. Respect the teacher, your peers, and the classroom

- Always treat others as you would want to be treated and always show kindness, even during conflict. Take care of the classroom environment and keep it clean.

4. Follow directions quickly and quietly

- Do as you are being asked in a swiftly manner to further learning and do so in a quiet fashion.

5. Try your best at everything you do

- No matter what happens, how you feel, or your level of understanding, always try your best and give your best effort.

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1. Getting students attention; there will be a specific signal that is previously chosen for my classroom. Students will associate this signal with needing their full attention. For my students I will use a clapping call and response. I will first clap a pattern and students must clap that pattern back to me. This can be done multiple times depending on how long it takes for all students to be engaged.

2. Taking attendance; for this procedure students names will be stuck on their cubbies as labels. Whenever they come into the classroom it is their job to take their name and put it on the board. This will show the teacher who is here and who is absent. It also gives the students another opportunity to have some responsibility.

3. The agenda; there will be a daily agenda that students can follow. This agenda will be posted in a specific place in the room every day. Students will be taught to check the agenda when they come in the room and any time before they ask the teacher about the schedule.

4. Replacing dull or broken pencils; there will be a designated area where students can trade their pencils. This station will likely be in the back of the room do lessen distractions. One container will be for dull pencils and one will be for new pencils. Students will simply put their pencil in the dull container and take one from the new container.