The classroom management simulation comprised both cases studies 1 and 6. Case Study 1 presents the importance of creating a safe, organized, and caring learning environment. It introduces the Positive Behavior strategy, which is based on the assumption that schools and classrooms offering students a calm, collaborative learning environment experience higher academic performance and lower rates of behavioral concerns.
Case Study 6, on the other hand, presents a classroom situation where students ignore classroom expectations and how such disruptive conduct might contribute to the loss of academic time. It further provides ideas that can be implemented by teachers to make students focus on and accept classroom behavior. Marzano (2003) argues that a Classroom Organization and Management Program (COMP) recognizes rules and procedures, focuses on approaches for proper structuring of the classroom, emphasizes accountability, ensures a good start, and aims to stay consistent with the momentum.
After completing the two simulations, I have realized three exciting and helpful things for my carer as a future teacher:
Research the best rules teachers can implement/procedures for students in the classroom
The positive behavior of students as well as their achievement, accepted is determined by the safety, care, and structure of the learning environment (Jones & Jones, 2009). Reviewing the literature, for example, helps student engagement in establishing and maintaining a teacher determine the most effective procedures for setting behavioral standards that enhance student acceptance of the regulations, such as involving the students in the process of developing the rules to be used in the classroom. This is especially helpful because it eliminates incidents where the students question the need for the rules and regulations.
According to Marzano (2003), student engagement in establishing and maintaining adequately run classrooms leads to self-discipline and accountability. Marzano as well provides two strategies that can be implemented to encourage student involvement:
Self-Monitoring and Control Strategies - which guides students to acknowledge and watch personal conduct using a predetermined scheme and reward system for best performers
Cognitively based Strategies - where students simply observe their behavior without predetermined criteria. The students merely focus on digesting their thoughts and judging their conduct silently.
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Ensure students follow the agreed rules/procedures
Three major significant aspects must be considered when thinking o establishing rules and procedures: ensuring that students understand the routine; allowing the students to review the performance and accept it; and encouraging the application of the way until the students have fully mastered it (Marzano, 2003). If an intervention works for some students while others still fail to comply, the first best approach would be to implement interventions covered by the plan or work with the student management system. This stage involves problem-solving, consultation, and the establishment of personalized intervention for behavior change.
A teacher may also work alongside colleagues and the school administration. Involving parents or guardians should, however, be the last option. It is acceptable to seek the opinion of another teacher, a counselor, a school psychologist, or a school administrator (Jones & Jones, 2009). However, efforts towards helping students are more effective if the classroom teacher works directly with the students alone. Marzano (2003) presents the report of a Gallup poll of public schools that an individual teacher is usually the first to be confronted when discipline issues arise. This helps the students accept the rules, recognize the present misconduct, exercise the required behavior, and acceptget the new rules.
Find appropriate procedures for when students defy classroom rules.
The proper first step is to remind them of the rules and procedures established previously, with the teacher’s help. It informs the students that their teacher expects safe and orderly behavior that supports their learning. Holding students accountable for their behavior changes their expectations and results in a safe learning environment that is also very productive. By creating a calm and respectful problem-solving ability, students are more likely to develop respect and collaboration with the teachers in solving a problem (Jones & Jones, 2009). An effective relationship between the teacher and the students makes students more willing to accept rules and procedures.
A good teacher-to-student relationship reduces the chances of violation of rules and procedures (Marzano, 2003). When the students defy the agreed-upon rules another time, the teacher needs to conduct an in-depth study of the situation by differentiating procedures in which students act responsibly from others who express irresponsibility. At this stage, the teacher is allowed to seek the opinion of colleagues or an administrator. The teacher may also need to review his/her teaching plan. At a more advanced level, the teacher might review the agreed-upon standards for the classroom, involve students in goal setting, and reward them for achieving the objectives.
