Personal Classroom Management Plan
Classroom management is not only concerned with classroom teaching but it encompasses the totality of how a teacher prepares for her class, how she implements her curriculum and how she maintains the order in the classroom as well as keep her students’ learning and behavior in check. Teachers are aware that “an efficiently organized and managed classroom eliminates many potential behavior and learning problems and sets the stage for a productive year” (Shalaway, 1998, p.12). The ten principles that the author adheres to in her teaching are briefly explained as follows:
Much of classroom management depends on the kind of environment students are provided because most of the time, they take their cues from what they see around them. This is because the physical environment should reflect the goals and expectations of the teacher (Brewer, 2001). Kepler (1995) observed that the learning environment influences, and directly contributes to, children’s behavior and levels of learning.
Popescu (2014) recommend teachers to plan out their classroom environment carefully considering the physical layout, the seating arrangements and spaces designed for educational activities. How will the classroom environment convey that it is a learning-conducive environment where students feel welcome, motivated and comfortable?
2. Come up with common rules with the students.
A classroom is an ideal setting where democracy should prevail. In order to be considerate of everyone, students may also participate in the creation of certain rules such as what to do when one needs to go out the room, how should misbehaviors be dealt with, what happens when one fails in his responsibilities, among others. Teachers may enjoin students in the creation of class rules and what the consequences are in breaking them. Engaging the students in this activity gives them a sense of responsibility, accountability and respect for being asked their contribution to a class agreement.
Plan relevant curriculum and consider students’ interests.
Learning new concepts and skills should be engaging for students as well as applicable to their real world settings (Holverstott, 2005; Babkie, 2006). Being interested in what they are learning is enough motivation for students so that they do not misbehave or disrupt other students. Hence, teachers should develop curriculum that is meaningful to the students, appeal to their interests and keep them engaged in the learning experiences. This also implies that students should be given an active role in determining what can be included in the curriculum because it helps them with their decision-making and empowers them to know that their voices are actually heard (Holverstott, 2005).
Plan cooperative learning activities.
Aside from individual work, students should be encouraged to work with others. However, in group learning situations, teachers should be able to plan the activities well, considering the personalities of each member of the group (Babkie, 2006). This is to prevent conflicts within groups and ensure that their work is productive.
Monitor student progress.
In order to ensure that no student is left behind, teachers should maintain their student records well and monitor the progress of each student. When needed, special instructions and attention such as one-on-one tutoring should be provided to some students or collaborative efforts should be called for through peer-teaching activities.
Keep communication lines open
Effective classroom management involves open communication of teachers and students and even parents. When issues are threshed out and resolved, there is less disruption in the flow of learning. Hence, students should not be intimidated to approach their teachers and discuss matters that concern them.
Maintain positive student-teacher relations.
In relation to keeping communication lines open, maintaining respect and a harmonious and amiable relationship between teacher and students helps students feel valued and motivated (Wessler, 2003). Miller & Pedro (2006) advocate zero tolerance for harassment or social exclusion. Teachers should become good role models for their students to emulate.
Embrace diversity.
Because of globalization, more and more people from various backgrounds get together and diversity is becoming a trend. Teachers should be able to accept students from various cultural and family backgrounds and help them feel they belong. They can accommodate the students’ cultural practices, traditions, arts, songs, literature, etc. in the curriculum so that they feel that they are welcome to the class (Manning & Bucher, 2005).
Manage your time well and maintain work-life balance.
The pressures of teaching should be balanced with time for rest and recreation. Teachers should learn to manage their time well so that they can insert various activities from different aspects of their lives. If they are adept at time management and work-life balance, they also empower their students to develop good habits in relation to their wise use of time resulting in more efficient learning (McLeod, Fisher & hoover, 2003).
Following all these practices will ensure a smooth-flowing class, a less stressed and more motivated teacher and an engaged group of learners.
References
Babkie, A. (2006). Be proactive in managing classroom behavior. Intervention in
online database Education Research Complete. http://search.ebscohost.
com/login.aspx?direct=true&db=ehh&AN=19121507&site=ehost-live
Brewer, J. (2001) Introduction to Early Childhood Education. Allyn and Bacon.
Holverstott, J. (2005). Promote self-determination in students. Intervention in
online database Education Research Complete. http://search.ebscohost.
com/login.aspx?direct=true&db=ehh&AN=17997147&site=ehost-live
Kepler, L. (1995). Quick-and-easy learning centers: science. New York: Scholastic
Inc.
Manning, M. L., & Bucher, K. T. (2005). Classroom management for middle and
secondary schools. The Clearing House, 79 (1); pp. 5-6. Retrieved
http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=1868773
4&site=ehost-live
McLeod, J., Fisher, J., & Hoover, G. (2003). The key elements of classroom
management: Managing time and space, student behavior, and instructional
strategies . Alexandria, Virginia USA: Association for Supervision and
Curriculum Development (ASCD).
Miller, R., & Pedro, J. (2006). Creating respectful classroom environments. Early
Childhood Education Journal , 33(5); pp. 293-299. Retrieved from EBSCO
Online database Education Research Complete. http://search.
ebscohost.com/login.aspx?direct=true&db=ehh&AN=21680085&site=ehost-
live
Popescu, T. (2014) Classroom management strategies and techniques: A perspective
of English teacher trainees., Journal of Linguistic Intercultural Education, 7:
143-160.
Shalaway, L. (1997) Learning to Teachnot just for Beginners. Scholastic
Professional Books.
Wessler, S. L. (2003). Rebuilding classroom relationships - It’s hard to learn when you’re
scared. Educational Leadership , 61(1).
