Classroom Management
Classroom management theories have been influential in setting a platform in which the teachers offer a classroom environment with an emotional touch useful in letting all learners concentrate with the class. The classroom foundation is attached to promoting self management, self awareness, self esteem, self efficacy, facilitate student interactions, manage routine misbehaviors, increase engagement and foster student motivation.
Classroom management in the modern era has become very difficult due to many disruptive technologies and behaviors displayed by the students. Teachers have a responsibility of making sure that all the processes within the classroom run efficiently and as scheduled (Marzano et al., 2003). Many teachers have admitted that classroom management is one of the difficult tasks in the teaching practice. Managing negative students discipline and attitudes has made some teachers in the profession quit (Sornson, 2005).
Teachers at any one time must have a full control of the classroom through developing a learning environment that is cooperative, and with a clear communication in issues of behaviors and communication in educational expectations. Classroom management works well with motivation, respect and discipline (Sornson, 2005). Many teachers set clear rules and expectation to the students that generate a concrete direction to be followed by the students.
Self management is part of classroom management. Students are allowed in actively and independently contribute to completing of tasks and in taking an active role in reinforcing and monitoring their individual behaviors. Self management fosters independence and self reliance among the students (Marzano et al., 2003). Teachers are capable of improving self management strategies that focus at high productivity, better educational performance, delivery of tasks on time and minimization of children misbehaviors in the school environment. Self management skills are critical to the students as the children experience growth from childhood to the future adults in the society.
Critical elements observed by self management are attached to self evaluation, self monitoring and self reinforcement. Self monitoring is critical as students observe own behaviors through the evaluation progress. The occurrence of the student’s behaviors is recorded in the forms and graphs that show the behaviors of the students (Sornson, 2005). Self evaluation strategies are critical in encouraging students to compare their actions with the preset goals. Self evaluation and self monitoring are useful in spearheading the right self management in the classroom environment.
Self efficacy in the school environment is critical in making the students belief in their abilities in achieving the desired outcomes and goals. Students embracing self efficacy have high chances of challenging themselves with doubting tasks since such students are intrinsically motivated. The students embracing self efficacy put effort as a way of developing success (Marzano et al., 2003). Students embracing self efficacy do not blame failure on external factors, but consider a failure as a chance of learning, such students have high chances of recovering from setbacks, which is critical in academic excellence.
Students are encouraged to gain self efficacy through verbal persuasion, mastery experiences, emotional state and vicarious experiences. Teachers must understand that students are different in many ways, and the way to mentor one student is different from the way of mentoring other students. The type of teaching method and learning environment offered by the teacher has a capability of influencing self efficacy (Sornson, 2005).
Teachers are encouraged to offer a contributive learning environment, in encouraging self management and self efficiency among the students. There are teaching practices to be avoided by the teachers, particularly the practices that foster a dull learning environment. Teachers are expected to use tasks that are moderately difficult, use peer models, capitalize on the interests of the students, allow students to contribute and make choices, encourage students to try, offer timely feedback and form teams among the students.
References
Marzano, R., Marzano, J., & Pickering, D. (2003). Classroom Management That Works: Research-Based Strategies for Every Teacher. Beaufort, South Carolina: Association for Supervision & Curriculum Deve.
Sornson, B. (2005). Creating Classrooms Where Teachers Love to Teach and Students Love to Learn. New York: Love and Logic Press.
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