¶ … Classroom management is one of the greatest stressors American teachers cite with respect to their jobs.. Teachers feel pressured by the demands of increasingly stringent curriculum standards and results-oriented, high-stakes testing. Many believe they could teach much more effectively if they did not have to deal with so many behavior problems. For these reasons, it is interesting to explore behavior problems from the perspective of Chinese elementary school teachers, who work in an environment Americans perceive as more highly structured and strict. Researchers surveyed 527 elementary school teachers in five Chinese provinces. Although their perception of time spent on classroom management was lower than reported by teachers in the U.S., 34% compared to more than 50%, Chinese teachers reported frustration with the amount of time wasted in addressing behavior issues (Shen, Zhang, Zhang, Caldarella, Richardson & Shatzer (2009, p. 187). The researchers began by interviewing a small group of teachers to construct a table of the most common types of behavior problems teachers experienced. Behaviors were then sorted into ten categories and included the following: non-attention, laughing at others, over-active, talking out of turn, uncooperative,...
192). The researchers surveyed their selected population and tabulated the results, taking into consideration factors about the school -- class size, geographic area, students' grade level and genders, and overall school quality -- as well as factors characterizing the individual teachers, including their years of experience and level of expertise.
Classroom Management My classroom management theory is based on a constructivist approach to learning, which implies that there is a mutual responsibility between the learner and the instructor to move forward with the learning experience. My current position is in the First Grade, which at times can make this somewhat challenging. In many ways, First Grade is a segue into a "real" school atmosphere: longer day, more academics, less play, stricter
The formal power structure within the organization has been explained. The suggested strategy is one of collaboration and cooperative efforts in which all team members are involved in decision making processes which can be termed to be a process of "consensus" whereby each team member feels that they own the decision and therefore will contribute more genuine efforts at success in the process. In management and initiative and other
Rural special education quarterly, Vol. 23, Issue 4, 3-9. Retrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=104&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14 Lake, V.E. (2004, August). Ante up: Reconsidering classroom management philosophies so every child is a winner. Early Chil Development and care, Vol. 174, Issue 6, 565-574. Retrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=17&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14 Los Angeles County Office of Education. (2002). Teacher expectations and student achievement. Coordinator Manual. Marlow, E. (2009, December). Seven criteria for an effective classroom enviironment.
Students with special needs are at an increased risk fro having low self-esteem which can often impact their potential for achievement. The best way to overcome this is to reinforce students with positive behaviors and help them work through challenges they may be facing daily. Glasser (1984) developed a theory that suggests that students need to be taught to control their behavior in order to succeed, and thus the role
Classroom Management Plan for Responsibility It is obvious to say that the main goal for anyone who is trying to manage a classroom of students is to encourage responsibility and accountability for all those involved - student and teacher alike. For instilling responsibility, especially in younger students, I believe that it would be most helpful from day one to establish ground rules and expectations for the students, no matter what age
..control the environment by implementing a logical system (the teacher's, of course) of conditioning." (Tauber, 1999, p. 19) in this context the teacher is seen as an "interventionist" in that he or she has to control and dictate the learning and behavioral environment. "By accepting a position as a teacher, a person has not only the right but an 'obligation' to modify student behavior" (Axelrod, 1977, p. 158). In essence
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