Classroom Management
Classroom management dictates the way that your students will work with you in your classroom. There are three main styles of classroom management; authoritative, authoritarian and permissive. In an authoritative classroom, students are given more of a push toward independence in their thoughts and actions. Independence, however, does not entail a structure-less teaching style. While being able to work with and show care for their students, the teacher is able to effectively convey a sense of authority and control in the classroom. Authoritarian classroom management is much more restricting on the students. In this case, the instructor is much more concerned on keeping a grip on the order of the class instead of the furthered education of their students. The final style of teaching is a permissive strategy of classroom management. In this style, the educator allows students a significant amount of headway and the ability to dictate their own paths. Yet they give them little framework or management. This style of teaching can result in students with very low control of themselves and low performance academically.
Similar to parenting styles, the way in which you teach will have a significant determining force in how your kids turn out. Knowing the keys of effective teaching and adapting to and working with your students will help you to have a well-developed classroom feel. Using my understanding of classroom management styles, in my own classroom I will be able to create activities that further enforce my teaching style. Starting out on the right foot and with the correct impression usually helps set the flow for the classroom. If I begin my class with a set of activities that help them open up to me and I to them, yet still hold my sense of dignity and respect, I can effectively create a more authoritative style. Doing an activity to start the year can be a good first step toward that goal. Having a puzzle that the class must come together and work as one body to solve while I offer them hints or helpful structure is a good way to establish my sense of command and their sense of camaraderie. In this, they respect my authority while I respect their autonomy. Exercises such as these will establish not only my more authoritative style, but also my use of sub-standards 5.2 and 5.5.
Similar to parenting styles, the way in which you teach will have a significant determining force in how your kids turn out. Knowing the keys of effective teaching and adapting to and working with your students will help you to have a well-developed classroom feel. Using my understanding of classroom management styles, in my own classroom I will be able to create activities that further enforce my teaching style. Starting out on the right foot and with the correct impression usually helps set the flow for the classroom. If I begin my class with a set of activities that help them open up to me and I to them, yet still hold my sense of dignity and respect, I can effectively create a more authoritative style. Doing an activity to start the year can be a good first step toward that goal. Having a puzzle that the class must come together and work as one body to solve while I offer them hints or helpful structure is a good way to establish my sense of command and their sense of camaraderie. In this, they respect my authority while I respect their autonomy. Exercises such as these will establish not only my more authoritative style, but also my use of sub-standards 5.2 and 5.5.
- Sub-standard 5.2- the ability to apply skills and strategies for establishing a culture of learning that emphasizes high expectations for all students, promotes self-motivation, and encourages students' sense of responsibility for their own learning
- Sub-standard 5.5-knowledge of various classroom management approaches, including relationships between specific management practices and student learning, attitudes, and behaviors, and the ability to use this knowledge to create an organized and productive learning environment that maximizes students' time on task; facilitates learning; and encourages student self-regulation, responsibility, and accountability