Effective Classroom Management
Classroom management is a general term that teachers referring to the procedure of ensuring that classroom lesson ride effortlessly despite having students with disruptive behavior (Hue, & Li, 2008). It also implies the fact of preventing any disruptive behavior that can arise in a class. Classroom management constitutes of the relationship between the teacher and the student. How this relation impacts the student is both in change of behavioral change and performance. Good classroom arrangement contributes to the smooth running of class lessons though it doesn’t guarantee good behavior (Garrett, 2014). But with good arrangement the teacher gets the chance to monitor the work and the conduct of each student in the class.
Good classroom management first and foremost requires the teacher to love his or her students and be a friend to them. This is a great way through which the students’ characters can be studied because of the free feeling between them and their teacher. This gives the child to recognize the teachers’ appreciation of the beauty of their behavior even if they err sometimes (Hue, & Li, 2008). It also constitutes of the assumption of the teacher on their student. For great and successful management the teacher should have the best assumption in each student in the classroom. This might not be audible but actions make it clear when the teacher gives students good treatment that encourage them believe that they should be great in all aspects.
Praising whatever is worth it wherever a chance avails itself is another way that makes it easy for student to improve their behavior in a class. When appreciating, the teachers gets a room to restate the expectation for student behavior in a positive way. Those that had not heard the first time get a chance to hear it once again more clearly making it easier for them to meet them. The teacher should also identify him or herself to the students, who she or he is and why he or she chose to be a teacher (Hue, & Li, 2008). They makes them to build trust in the teacher for both behavior and conduct support. Forging a class identity positively also make the students feel as part of something special and develop pride of being members of the class.
Finally, having a plan for the students is very key for their mind setting and readiness. This calls for having a clear lesson plan for each day from the stating lesson to the end of day (Garrett, 2014). This Also includes need of having a clear sense of each students’ behavior. When they seem to do wrong the misbehaviors should be confronted directly, clearly and with compassion. This is all that is comprised in effective classroom management.
References
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Garrett, T. (2014). Effective classroom management: The essentials.
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Hue, M., & Li, W. (2008). Classroom management: Creating a positive learning environment. Hong Kong: Hong Kong University Press.
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