So, my computer almost died with my homework for Sunday on it.... i'm posting it here for safe keepi
Running head: Laying The Groundwork
Laying The Groundwork
Anthony Joseph Fricano III
Walden University
Laying The Groundwork
For the past four years, I have taught at a school that enrolls students with extreme behavior issues. I was employed by my school because no one else applied for my position. With the exception of a random factoid given to me here or a suggestion given to me there, I have not had any formal training when it comes to classroom management. Proverbially, I have consistently struggled to keep my head above water since the first day of the 2008 school year. The function of this paper is to describe my assumptions about classroom management and the management theories to which I prescribe. In doing so, I shall establish a groundwork on which I can begin to lay the foundation for future classroom management strategies.
To help guide my decision with concern to the classroom management theory to which I best prescribe, I contemplated the "basic assumptions about classroom management" (p. 29) as outlined by Jones & Jones (2007). I found that I have actively been working toward realizing those assumptions since the first year in my position. Moreover, their assumption that an effective classroom manager would focus on professional growth as a way of ensuring that he implements best practices to an ever-evolving student population is the reason that I am taking this course.
While I agree with all of the assumptions made by Jones & Jones, I find that two stand out as being very important when dealing with my particular student population - "creating classroom environments in which all students can feel safe and comfortable" (p. 29) and "helping students develop new behavioral skills" (p. 29). While I strive to achieve these two goals, I have fallen short at every attempt.
Creating a safe environment for my students is a primary concern for me. I continuously reference the classroom rules that are hanging on the wall. I model appropriate conflict resolution techniques. I even establish daily routines so as to help students prepare for transitions between activities. Yet, I still have more death threats yelled and more punches thrown in my classroom than my fellow staff members report having in their classrooms.
My students enter my classroom with behaviors that society deems undesirable. Educating them on appropriate behaviors is full-time job in and of itself. If the circumstance warrants it, and if a legal guardian has a working telephone number, I will make a phone call home and address the issue. In the past, I have made home visits, but after catching fleas from one of my student's homes, I have begun mailing letters in lieu of personal visits. I have tried the mid-70's behaviorist method of "reinforcing appropriate behavior" (Jones & Jones, p. 22). This works some of the time, and usually only with students whom Topper and colleagues (1994) would describe as needing to "draw attention away from others and to oneself" (p. 47). Thus, I find myself again noticing more exhibitions of poor behavior than my fellow staff report.
So, with these assumptions in mind, I have decided that I prescribe best to managing my learning environment by focusing on what Jones & Jones calls "teacher effectiveness" (p. 19). After watching the video "Understanding Influences on the Learning Environment," (Laureate education, Inc., 2008) I plan on improving my instructional skills by focusing on what Dr. Jones describes as "interesting instructional material that engage kids and that makes them feel as though their learning comes from their own interests and ideas." I can improve my teacher-student relationships early on in the school year by calling home and using Sarah Rudzek's suggestion from the video: "I'm really excited that your child is in my class this year. Are there any questions that you have about the school year? Is there anything that you would like for me to know about your child?" Finally, by effective planning early on in the school year and providing "clear instruction in desirable classroom behavior," (Jones & Jones, p. 20) I feel confident that I shall be able to get a good footing with concern to organization and classroom management.
References
Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of support and solving problems (Laureate Education, Inc., custom ed.). Upper Saddle River, NJ: Pearson.
Laureate Education, Inc. (Executive Producer). (2008). Understanding Influences on the Learning Environment. Baltimore, MD: Author.
Topper, K., Williams, W., Leo, K., Hamilton, R., & Fox, T. (1994). A positive approach to understanding and addressing challenging behaviors: Supporting educators and families to include students with emotional and behavioral difficulties in regular education. Burlington, VT: Center for Developmental Disabilities, University of Vermont.
Laying The Groundwork
Anthony Joseph Fricano III
Walden University
Laying The Groundwork
For the past four years, I have taught at a school that enrolls students with extreme behavior issues. I was employed by my school because no one else applied for my position. With the exception of a random factoid given to me here or a suggestion given to me there, I have not had any formal training when it comes to classroom management. Proverbially, I have consistently struggled to keep my head above water since the first day of the 2008 school year. The function of this paper is to describe my assumptions about classroom management and the management theories to which I prescribe. In doing so, I shall establish a groundwork on which I can begin to lay the foundation for future classroom management strategies.
To help guide my decision with concern to the classroom management theory to which I best prescribe, I contemplated the "basic assumptions about classroom management" (p. 29) as outlined by Jones & Jones (2007). I found that I have actively been working toward realizing those assumptions since the first year in my position. Moreover, their assumption that an effective classroom manager would focus on professional growth as a way of ensuring that he implements best practices to an ever-evolving student population is the reason that I am taking this course.
While I agree with all of the assumptions made by Jones & Jones, I find that two stand out as being very important when dealing with my particular student population - "creating classroom environments in which all students can feel safe and comfortable" (p. 29) and "helping students develop new behavioral skills" (p. 29). While I strive to achieve these two goals, I have fallen short at every attempt.
Creating a safe environment for my students is a primary concern for me. I continuously reference the classroom rules that are hanging on the wall. I model appropriate conflict resolution techniques. I even establish daily routines so as to help students prepare for transitions between activities. Yet, I still have more death threats yelled and more punches thrown in my classroom than my fellow staff members report having in their classrooms.
My students enter my classroom with behaviors that society deems undesirable. Educating them on appropriate behaviors is full-time job in and of itself. If the circumstance warrants it, and if a legal guardian has a working telephone number, I will make a phone call home and address the issue. In the past, I have made home visits, but after catching fleas from one of my student's homes, I have begun mailing letters in lieu of personal visits. I have tried the mid-70's behaviorist method of "reinforcing appropriate behavior" (Jones & Jones, p. 22). This works some of the time, and usually only with students whom Topper and colleagues (1994) would describe as needing to "draw attention away from others and to oneself" (p. 47). Thus, I find myself again noticing more exhibitions of poor behavior than my fellow staff report.
So, with these assumptions in mind, I have decided that I prescribe best to managing my learning environment by focusing on what Jones & Jones calls "teacher effectiveness" (p. 19). After watching the video "Understanding Influences on the Learning Environment," (Laureate education, Inc., 2008) I plan on improving my instructional skills by focusing on what Dr. Jones describes as "interesting instructional material that engage kids and that makes them feel as though their learning comes from their own interests and ideas." I can improve my teacher-student relationships early on in the school year by calling home and using Sarah Rudzek's suggestion from the video: "I'm really excited that your child is in my class this year. Are there any questions that you have about the school year? Is there anything that you would like for me to know about your child?" Finally, by effective planning early on in the school year and providing "clear instruction in desirable classroom behavior," (Jones & Jones, p. 20) I feel confident that I shall be able to get a good footing with concern to organization and classroom management.
References
Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of support and solving problems (Laureate Education, Inc., custom ed.). Upper Saddle River, NJ: Pearson.
Laureate Education, Inc. (Executive Producer). (2008). Understanding Influences on the Learning Environment. Baltimore, MD: Author.
Topper, K., Williams, W., Leo, K., Hamilton, R., & Fox, T. (1994). A positive approach to understanding and addressing challenging behaviors: Supporting educators and families to include students with emotional and behavioral difficulties in regular education. Burlington, VT: Center for Developmental Disabilities, University of Vermont.