Classroom Management - 4 Personal

Classroom Management - 4 Personal Belief Systems

Individual student learning abilities in the classroom vary tremendously based on a child's culture, upbringing, socio-economic status, background and the amount of support they receive, at home and from their teachers. This is one reason it is so important to classroom management that teachers build strong relationships with students. Teachers can build strong relationships with students by clearly identifying their expectations for students, and actively listening to students and engaging students in interactive ways while teaching (Givner, Lane & Pierson, 2003).

Responsibility as Classroom Teacher to Ensure Student Learning

Teachers have an obligation to ensure students learn in a positive and proactive environment. The only way to build a proactive environment is to create one where students learn to trust teachers. Teachers must go beyond showing respect for students; they must ask the same in return. Disciplinary rules should be set so students know the consequences of violating the rules. Teachers very much influence student behavior, as much as their peers or family members do. This is why it is so important teachers take an active role in student learning.

What Is Accomplished by Building Positive Relationships With Students?

Building relationships with students helps teachers create a connection with students, so students identify with their instructor easily. It creates an environment where co-creation or proactive learning can occur. Students have higher self-esteem because they see themselves as active participants rather than outsiders in the classroom environment (Givner, Lane & Pierson, 2003). This in turn allows students the opportunity to build trusting relationships with the teacher and with other students, creating an environment that maximizes learning and minimizes disruption.

How Teachers Can Keep Behavioral Problems to a Minimum

There are exact steps teachers can take to minimize behavior problems in the classroom and promote effective learning. These include listening to students, expecting students to listen attentively in return, creating rules that students follow directions, ensuring students provide and complete school work on time, and insisting students demonstrate appropriate self-control to limit disciplinary problems in the classroom (Givner, Lynne & Pierson, 2003). When teachers clearly outline these expectations to students, it is more likely students will respect them. Poor adjustment occurs when teachers do not clearly define their expectations for students, and then provide them with a learning environment that is respectful, and one that caters to individual learning abilities and personalities.

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