The first impressions about a teacher and classroom management come from not only the interaction between the teacher and the student or the teacher and the parent, but from the way the teacher has organized the classroom and the students. To effective teachers, everything is important—the way the classroom is arranged, the plan for displaying materials, the wall displays, lack or presence of clutter, the posting of the classroom expectations, and even the procedures for use of the classroom send a message about the expectations of the teacher.
Analyze the practices of effective school teachers and the role of the personal philosophy of the teacher and classroom management to develop a classroom management plan that addresses the critical elements for creating a positive classroom environment. As a product of this module, the student will combine activities from each topic in an electronic or paper notebook to use as a reference for classroom management ideas in preparing for the first year of teaching.
It is usually difficult for pre-service teachers to express philosophies of teaching and classroom management because pre-service teachers lack the experience and skills to understand how all of the elements of the classroom work together. A plan should be in place to establish procedures that, in turn, help to set routines freeing teachers for more academic pursuits in the classroom.
Arranging the Classroom
Although we usually think of classroom management as the placement of furniture and desks for instruction, the classroom is also the setting for social interactions of making friends, learning to follow classroom procedures, and other administrative activities.
Developing Classroom Expectations
Expectations should clearly communicate that school is a place for learning and give students a structure to help them feel that school is a safe and a predictable place to learn.
Inappropriate and off-task behavior must be handled promptly to deter its continuation and to redirect behavior to learning.
Managing Individual Behavior
For some students who may not respond positively to the classroom plan and behavior support plans, teachers must become more systematic in interventions and more specific in documentation to secure additional support from the school or the district.