Classroom Management Concept Map (Practical Knowledge Base (procedures…
Classroom Management Concept Map
Theoretical Knowledge Base
approached to classroom management
create a positive environment to make students feel safe and accepted - this way discipline does not feel as personal and is not an attack on the student themself
get to know your students - keep in communication
let's the student know that communication and bringing up a situation does not mean that they are in trouble.
set clear limits and consequences
make it clear that actions lead to consequences, not just seemingly unwarranted punishment
not accepting excuses for unreasonable behavior
we have control over our actions
placing yourself in an area of the classroom where you can see all students and they know that they can see you - good behavior will follow as one student is disciplined for an action seen by the teacher
a tanglible reward system, like giving and taking points
what to avoid
comparing students directly or indirectly
giving up on a student
telling a student how much better they could be
learning theory and developmental needs
modeling - if you show the students respect, they will show you respect
need of adolescents to have boundaries - set boundaries for students to create a safe and consistent environment with expectations.
follow through on disciplines and promises
students need to be heard and want to be treated as mature - communication is key
consistency is key ALWAYS
what I believe
students work from example. I should be good role model before I can expect them to act in the ways that I want them to. For example, I shouldn't be checking my phone at my desk if I ask them not to look at their phones
second and third and fourth and fifth, etc chances... I'll never give up on a student
rewards for good behavior instead of a lot of punishment for bad behavior
students need boundaries to be set for them that should never waiver
Practical Knowledge Base
communication directly with students before anything else. As Adiche says, there is a danger of a single story. It's good to get as much information as possible and as many side of the story as possible
inter student conflict procedures
homework and classwork help procedures - sometimes students are going through hard times and home and I want to have a procedure set up to help students so they don't fall too hard behind
self-assesment by students to help them feel in control of their own learning and that I take their input seriously as growing young adults.
daily work and check in practices
student conferences to make communication something that students should not be afraid of
partner and group work to develop relationships
late work policies: I think every depends on the situation, but I will never turn away late work. I may have to implement a penality, but late work and learning is better than none at all
testing: accommodations, not modifications unless further action is need with support from special ed
norms/rules for the classroom
makeup work is always okay... you can never give up on a student
communications and volunteering to maintain student engagement and normalization of social practices
student set rules for the classroom
can actions always be controlled, however? one strategy is to not let students get away with making excuses for actions because they can control them, but sometimes students have moments where they can't control their actions.
how do I navigate racial, cultural, and engendered stereotypes and conflicts to establish authority and respect in my classroom for me and for my students?
what do I do if my personal philosophies do not align with the school system's?
what do I do if a parent wishes for me to discipline a student in a way that I would not want to handle the situation?
Implicit Assumptions of classroom management
as a woman, I assume that others assume I should be kind and nurturing and soft hearted... as a result, some students may assume that I will be an easier teacher or that they can get away with more, especially if they can come up with a sob story
males may not respond as well to me because I may not be seen as as much of an authority figure
parents may believe that I am not up for the task of discipline
I can't assume the cultural responses to discipline, so I will have to learn from my own students how best to set boundaries
I'm sure that I will misread a student somehow and make mistakes
caucasian - there will always be racial boundaries, probably more between the parents and me rather than between the students and me.
I am engaged to a man of Chinese descent and plan on taking his name, so I'm sure that before people even meet me they may assume that I am a stereotype of strict chinese teacher before they even meet me