Clinical Field Experience: Classroom Management And Expectat ✓ Solved

Clinical Field Experience A Classroom Management And Expectationsteac

Observe your mentor teacher during a lesson, taking notes on how classroom management, student expectations, and procedures are incorporated.

After your observation, collaborate with your mentor teacher about classroom management and student behavioral expectations. Your discussion should include:

• The teacher’s classroom management philosophy, including theories or research the philosophy incorporates.
• How expectations, routines, and procedures are introduced and reinforced in the classroom.
• How the classroom expectations and procedures match the teacher’s philosophy.
• How the teacher deals with and handles behavioral issues in the classroom.
• How the classroom is physically set-up.

Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class. At the conclusion of the field experience, write a word summary reflecting on your experience. Describe how you will apply what you have learned to your future professional practice.

Would you do anything differently? Why or why not? What remaining questions or concerns do you have with regard to a classroom management plan?

Sample Paper For Above instruction

Introduction

Effective classroom management is fundamental to creating an environment conducive to learning. As future educators, understanding how experienced teachers implement management strategies and expectations provides valuable insights for our professional development. This paper reflects on a classroom management observation, the collaborative discussion with a mentor teacher, and personal reflections on integrating these practices into future teaching endeavors.

Classroom Management Philosophy

The mentor teacher’s approach to classroom management centered on a proactive philosophy rooted in the principles of positive behavior support and restorative practices. The teacher emphasized fostering mutual respect, establishing clear expectations from the outset, and creating a classroom community where students feel safe and responsible. This approach aligns with the research of Marzano (2003), who advocates for a structured yet nurturing environment that minimizes disruptions and promotes intrinsic motivation.

Introduction and Reinforcement of Expectations

The teacher introduced classroom expectations during the first week of school, explicitly outlining routines and procedures through visual aids and modeled practice. For example, the teacher demonstrated how students should enter the classroom, transition between activities, and manage materials. Reinforcement occurred through consistent verbal praise, class-wide acknowledgments, and gentle reminders as needed. These strategies fostered a predictable environment where students clearly understood behavioral standards.

Alignment with Philosophical Beliefs

The emphasis on consistency and positive reinforcement reflects the teacher’s underlying philosophy of creating a respectful and structured learning space. This approach is supported by research from Emmer and Evertson (2016), who underscore the importance of clear expectations and early establishment of routines to prevent misbehavior and enhance student engagement.

Handling Behavioral Issues

The teacher employs de-escalation techniques, such as redirection and private conferencing, to address behavioral issues. When conflicts arise, the teacher calmly discusses the behavior with the student, encourages reflection, and involves the student in problem-solving. The use of restorative conversations promotes accountability and community building while minimizing punitive reactions.

Classroom Physical Setup

The physical arrangement of the classroom was designed to support engagement and orderly movement. Desks were organized into clusters to facilitate collaboration, with a clearly designated area for materials and supplies. The teacher also positioned the desk near the door to monitor entrances and exits effectively. Such a setup aligns with the principles of cooperative learning and classroom management theories, such as Kagan’s (2009) structures for student interaction.

Reflections and Future Application

During the observation and subsequent collaboration, I learned the importance of establishing a classroom management philosophy that aligns with personal beliefs and research-supported practices. I plan to adopt proactive, positive strategies to set clear expectations early and reinforce them consistently. I also recognize the value of building relationships and creating a supportive classroom community.

Would I do anything differently? Reflecting on this experience, I believe I could incorporate more student input when establishing routines, fostering a greater sense of ownership. Additionally, I am curious about integrating culturally responsive management techniques that honor diverse backgrounds and experiences.

Remaining questions include how to adapt management strategies for large or diverse classrooms and how to maintain consistency amidst unpredictable circumstances. Ongoing professional development and reflective practice will be essential to refining my management approach.

Conclusion

In conclusion, this field experience underscored the significance of intentional classroom management aligned with a well-defined philosophy. The observed strategies and collaborative insights will inform my future practice, emphasizing the creation of a respectful, engaging, and well-structured learning environment that supports all students’ success.

References

• Emmer, E. T., & Evertson, C. M. (2016). Classroom management for middle and high school teachers (10th ed.). Pearson.
• Kagan, S. (2009). Kagan cooperative learning. Kagan Publishing.
• Marzano, R. J. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.
• Alberto, P. A., & Troutman, A. C. (2012). Analyzing behavior: The basic fundamentals (9th ed.). Pearson.
• Wong, H. K., & Wong, R. T. (2009). The first days of school: How to be an effective teacher. Harry K. Wong Publications.
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-Based Practices in Classroom Management: Considerations for Research to Practice. Education and Treatment of Children, 31(3), 351-380.
• Lang, K. (2018). Culturally responsive classroom management strategies. Journal of Educational Psychology, 110(4), 568-582.
• Reinhart, R. (2012). Classroom management: Developing consistent routines and expectations. Educational Psychology Review, 24(4), 505-515.
• Denham, A., & Reid, W. (2016). Building positive classroom environments for diverse learners. Urban Education, 51(4), 370-396.
• Palmer, R., & Zyhowski, J. (2017). Physical classroom design and student behavior: An evidence-based review. Journal of Learning Spaces, 6(1), 25-36.