In my opinion one of the hardest things about being a teacher is the challenge of proper classroom management. It is a skill that seems to be developed and acquired from years of experience. However, even the best of teachers has days where the students are just completely out of control. Sometimes there are environmental factors that can lead to an unruly class, for example: hot days, crowded classrooms and noise from building construction. All of these will almost guaranty that students will become distracted. Should the education department at Caldwell College offer a course in classroom management?
Please discuss...
As a “veteran” substitute teacher, I am (painfully) aware that classroom management is an integral part of the school curriculum – some days your sole substitute certified purpose is to “student-sit” a class (and it is an unexpected bonus if they actually learn something new). In daily need of the right stuff to keep a class focused on academics, I started observing “real” teachers’ classroom management techniques and then copying the ones I thought worked well and fit my style of teaching (or student-sitting). While I strongly believe that classroom management is an invaluable part of teaching, I do not think a formal class on this subject alone would be a worthwhile addition to Caldwell’s curriculum. I say this because classroom management across 13 grade-levels seems very difficult to teach – and to learn in that setting. The topic of classroom management was included in my ED 520 curriculum, and I am sure all of Caldwell’s astute students gain further insight on the art of classroom management during their many required hours of field observations.
ReplyDeleteYes, I do think Caldwell should offer a class in classroom management. Even if it were to just be a one-credit class to use as an elective for students who are interested, I think it would be very beneficial. My observations have not helped me very much with this topic. I have always been in classes that were fairly well behaved and never saw a teacher have to deal with a difficult class.
ReplyDeleteI have been volunteering with the religious education program at my church the last two years. My first year, I was an aid in a fourth grade. However, the teacher I was working with would leave early almost every day, leaving me to teach the last hour. This teacher never set up any classroom rules and was not strict at all with the group of boys constantly misbehaving. When she left early, it was then my responsibility to deal with the difficult behavior, and I did not feel prepared.
This year, I had my own fifth grade class and structured it very differently. On the first day, I separated the students I knew would be a problem (because I had them the previous year), and we made a list of classroom rules. The students don't receive grades, so I implemented a reward system for getting their work done. This year there were still some difficulties, but on a whole, it went much better. I did learn some of what I used at Caldwell, but I also got help from a friend from another college and from the internet as well.
We are taught how to write lesson plans, how to differentiate for all students, and develop units. None of this will matter if the teacher does not have good classroom management skills - nothing will get done. I think some form of classroom management training, aside from our observations, would benefit Caldwell students.
I think there could be a possibility to have a seminar type of activity about classroom management. I took a class in classroom management in my Undergrad- but the problem with a class like this is that we only could discuss certain classroom situations, and they could never quite fit to the experiences that would happen in school. I think the best way to handle the classroom management situation with your individual class is to try different strategies and see what works best for your students.
ReplyDeleteI believe that adding a small section to one of our required courses on classroom management would be beneficial. However, I feel that I have learned a great deal from the teachers I have observed, and from my time student teaching. I believe that each teacher has their own style and that in time, we will develop our own as well. I also believe that this seminar class is the perfect place to share our experiences with different classroom management techniques. Hopefully through our classroom discussions we will each pick up a few different techniques that work for us when we have our own classrooms to manage!
ReplyDeleteI can see the merits of having an elective class for student's who are interested in having a practical discussion about what to expect. However, I do feel the time spent observing in the classroom is the best way for students to pick up strategies. This setting offers a realistic exposure to challenges and different strategies experiened teachers employ based upon the specific scenario. I also feel several of the coursework that required the field observation component is an ideal place for students to bring back questions or good observations to share with the group.
ReplyDeleteFor me, coaching in my youth and being a parent of school age children also provides loads of insights into classroom management strategies I am using every day.
Yes I believe a class can be offered that address classroom management, but in reality the college already does that. All of my previous classes regarding education have taken significant amounts of time and address the issues of classroom behavior and classroom management.
ReplyDeleteBut with that being said I feel there are many ways to control an unruly student or a distracted class. In my opinion the best way to control students is use what I call the "4 I's". Integrate not technology into your lessons, keep your lessons innovative, interactive and interesting.
A great lesson that really grabs hold of student interest and keeps student attention is a great way to keep the class' attention no matter how hot or noisy the surrounding environment is.
On the other side a strong behavior plan can greatly help student focus and classroom management. If it is understood from day one that if a student or students disrupt the class that they will be handled according to the behavior management plan discusses at the beginning of the term. Students must take these plans seriously and teachers must enforce all classroom rules in order to be taken seriously and quell future disruptions.
I do not think that Caldwell College should offer a whole course on classroom management. I agree with Jenny and Lorri that during the many hours of observation required before this class, I believe that one should have witnessed some sort of situation where classroom management needed to be applied. Now, it may have been a good example of how to handle an unruly class, such as the lights out method for the younger students, or it could have been a perfect example of how NOT to handle a situation, by yelling or screaming or putting a student down. I do think it would be beneficial to have some sort of counseling session, or an assigned counselor, while in our student teaching period, which would allow us to ask a veteran teacher any questions while we are in our cooperating schools.
ReplyDeleteAs much as I know I'm setting myself up for an argument here, I do not think you can properly teach classroom management skills. I believe that not everyone should be a teacher. I think that there are a certain few who are captivating, exciting, interesting people who are willing to put themselves out there for the benefit of the kids. They naturally command attention and their affect shows that they genuinely love their profession and their students.
ReplyDeleteWhen mutual respect is initially introduced between the students and teacher, I believe that classroom management will almost fall into place on its own. Every class that I have had the privilege of working with has respected me and in turn, respected the subject matter that I am trying to teach. I believe that power is just a delicate and complicated thing, where it should not be abused, especially with children, but at the same time, it's necessary for the success of any academic environment. I believe that the key is laying out expectations and regulations as soon as possible, and keeping the kids enthusiastic enough through class that discipline does not become a growing issue.
Although the students should be aware of the fact that the power lies in the hands of the educator, the educator should be focused and captivated enough to never have to use it.
I agree with some of the comments that people made before me. I think that in the 200 or more hours that we apparently spend in the classroom before we even begin our student teaching we should have witnessed different types of classroom management already. That is something that you should learn along the way. I also believe that is something that can be used and if it does not work can be altered to work and fit certain classrooms, classes, and weather situations such as heat or cold. There will always be some students that are distracted. Whether they be distracted by another student, heat, or construction noise. It is something that is inevitable. As student teachers we should all be learning this types of things through our cooperating teachers or other teachers within the buildings. This is what student teaching is all about.
ReplyDeleteI agree with Jen's comment. There should be a small section dedicated to classroom management. We do observe teachers in the field, but that can only go so far. We only see 2 styles of management tops. What needs to be added is a film study to the section. In athletics, teams improve through film critique. In order for students to see a wide arrange of styles, there must be a time set for critiquing and observing class room management on film. Whether is from youtube, teacher tube, or videos from volunteering educators, this could prove to be a highly valuable tool for future student teachers.
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