A Discussion of “Beginning Teachers and Classroom Management”
This article cuts right to the heart of the thing that I worry the most about as a new teacher: will I be able to assert my authority in the classroom without making the kids unhappy and upset with me? I know from my own experience that a teacher who doesn’t do a good job of keeping the class under control makes the whole experience unpleasant for everyone. If she is too lenient, the kids get away with all kinds of things instead of learning. If she is too strict, the classroom becomes a place to fear rather than enjoy. So this article speaks to the kinds of things I really worry about before going into the classroom.
The author of the article, Edwin G. Ralph, raises five key questions and then offers possible solutions. He does it by discussing what successful teachers do to start and maintain a classroom discipline that encourages learning. The first question he asks is about the relationship between classroom management and effective teaching. He concludes that effective teaching requires both an understanding of the content so that the teaching itself is good, and a strategy for planning and carrying out classroom experiences that requires good management. I agree with this assertion. Good learning would require an organized and pleasant atmosphere and that requires good planning on the part of the teacher. I think that a teacher can head off a lot of trouble by making sure that the school day is well-organized and the kids are happily occupied in learning or fun most of the time. That way they won’t get into disruptive behaviors that would get in the way of learning.
A second question that Ralph raises is “what is an effective classroom climate?” He maintains that it is one that is positive and productive. He also says this happens when students feel accepted and respected. In some school districts these days they actually have lessons on how to show respect for others. It’s a part of what is called character education. I don’t think it was started for climate purposes, but rather as part of the “back to basic values” idea. I think it is important for a teacher to be as respectful of her students as she wants them to be of her. That should lead to the kind of modeling that we read about under social learning theory.
To make the classroom effective (the third question), Ralph believes you have to plan ahead so that when the class first starts, you’re ready to establish the kind of climate you want. I wonder, however, how a teacher can do this without knowing the individual students yet. I suppose that if you’ve taught in a school for a while, you get to know the community and the kids that come from it.
One thing I really like about this point of Ralph’s is that he thinks you should have just a few clear rules that have specific consequences. That makes it easier for kids to understand and follow the rules. That makes a lot of sense to me, especially with young kids or special ed kids such as I will teach. Ralph also says to explain the rules up front and be “assertive” in enforcing them right away to make yourself appear “in charge.” This is the part I think must be hard. New teachers want the kids to like them, but if you start off right away with rules, will they feel stifled? Can you be “approachable” and “authoritative” at the same time? Which would be more important? Ralph says the latter, but I worry about scaring the kids too soon.
Finally Ralph talks about what it takes to maintain effective management. He says it takes continual monitoring, consistent feedback and specific consequences. I think this might be difficult in a class of 30 second graders, especially with special ed kids mixed in. The one thing he says that gives me hope is that we should use positive reinforcement. That might be the secret to balancing classroom management and class morale. It probably won’t be easy, but it should make for a good learning environment.
Grading explanation
This essay would receive the high score of 3 for the following reasons:
1. it is based on one of the readings in the packet (from the last unit).
2. the writer combines a good summary of what’s in the article with her own comments about the points the article’s author raised.
3. the writer brings in connections to other content in the course.
4. the writing is clear, without a lot of overblown vocabulary; it sounds like a regular person talking about her reactions rather than someone trying to use vocabulary that is over her head.
5. the writer gets to the point with a good opening; the closing is a little weak, but still makes the point.
6. the writing is logical and clear with good transitions between main ideas.
An essay that would receive 2 points as a grade would have one or more of the following characteristics:
1. it would be based on the topic that doesn’t require extra reading, but it still clearly written and to the point of the question;
2. if it is based on a reading, then the essay tends to be primarily a direct summary of the article without making any connections to other topics or to the writer’s own experiences or opinions.
3. it is still clearly written and logically organized without using overly flowery vocabulary.
An essay that receives a 1 point grade was turned in on time, but
1. doesn’t show any evidence of having really read the article;
2. or makes errors in interpreting the article;
3. or makes claims about connections with other material or events that are incorrect.
4. or is not very clearly or completely written.