Creating A Positive Classroom Culture

Creating A Positive Classroom Culturecreating A Positive

Review at least two of your classmates’ responses and relate their views of classroom management to the models described in Chapter 5. Describe whether their classroom management views are teacher-centered or student-centered and why.

By: Xiomara Garcia · When you think about managing a classroom, what do you feel most confident about? When I think about managing a classroom, I feel most confident about holding students accountable. I think this is very important because students need to know what is expected from the teacher in order to be productive in the classroom.

Our text states that first, teachers should clearly communicate assignment expectations and requirements. Second, teachers should monitor their progress. During class, this can be accomplished by circulating around the classroom and giving corrective feedback. For assignments completed outside the classroom, the teacher can monitor students’ work by scheduling progress checks. Third, teachers provide regular and prompt feedback (Krogh, Fielstein, Phelps, & Newman, 2015).

· What are your biggest concerns? State carefully one possible way to deal with your greatest concern and relate it to Kounin’s preventive approaches to managing a classroom. My biggest concern is to determine or set up the rules and procedures to follow in the classroom. Our text states that “teachers have the right to teach and to expect appropriate behavior in the classroom. Students have the right to expect support from their teacher and help minimizing inappropriate behavior” (Krogh, Fielstein, Phelps, & Newman, 2015). One possible way to deal with my greatest concern would be to use one of Kounin’s preventive approaches: the Assertive Discipline.

This strategy focuses primarily on rewards and consequences in the classroom, but also on catching students being good. I will first establish a set of consistent rules, develop a set of positive consequences, develop a set of negative consequences, and create a plan for implementing the model with students.

· Why do you think your solution will work? What challenges or obstacles could impede its success? I think this solution will work because rules and procedures are important components for an effective classroom management. In the assertive discipline model, teachers “must be persistent in stating classroom expectations and recognize the responsibility they have to themselves and their students. Teachers must also reward or compliment appropriate behavior and point out inappropriate behavior” (Krogh, Fielstein, Phelps, & Newman, 2015). One of the challenges that this model might have is that the teachers won’t have consistent rules and this would cause the students to be inconsistent in their behavior. The thinking behind this strategy is that it is essential for students to understand exactly what will happen when they misbehave but if the teacher’s expectations are not clear, the students won’t be able to function.

Review at least two of your classmates’ responses and relate their views of classroom management to the models described in Chapter 5. Describe whether their classroom management views are teacher-centered or student-centered and why.

By: Ronald Taylor Jr. When you think about managing a classroom, what do you feel most confident about? I feel confident about making students feel comfortable and at ease in the classroom. Even working with students now they are very comfortable around me and enjoy talking to me. I have had multiple students ask to talk to me about an issue or problem they are having.

I think that making students feel at ease in the classroom is so important so that they feel they can learn and take risks without being put down or judged. I want it to be a supportive environment they can thrive in. What are your biggest concerns? State carefully one possible way to deal with your greatest concern and relate it to Kounin’s preventive approaches to managing a classroom. My biggest concern is that since I currently work with special needs students and have to break down instruction and directions so much, I will overly explain assignments and my students will lose interest.

As Kounin says, "when a teacher overdwells, students lose interest, become frustrated, and may take advantage of opportunities to misbehave" (Krogh et al., 2015). I do not want to overdwell on something and create an atmosphere of frustration. I think a good tip to avoid this would be to use what Kounin calls group alerting. By using a phrase "Everyone look up here" I could have all attention on me and only have to explain an assignment once (hopefully).

Why do you think your solution will work? Explain. I think that this solution could work because in having everyone's attention I would not feel as though I had to explain directions more than once and if there is any confusion I can explain to everyone at once before letting them work. There could of course be challenges such as students not focusing and paying attention which could distract others and myself; however, if this occurs I will use Kounin's suggestion of simply walking by and touching the desk they sit at. Krogh, S., Fielstein, L., Phelps, P. & Newman, R. (2015).

Paper For Above instruction

The management of classroom environments is fundamental to fostering effective teaching and positive student outcomes. The perspectives of educators regarding classroom management vary, with some leaning towards teacher-centered approaches and others favoring student-centered strategies. Analyzing these viewpoints through models described in educational literature sheds light on the underlying principles guiding classroom discipline and instruction.

Xiomara Garcia’s approach emphasizes accountability, clarity, and consistency in enforcing rules, aligning closely with teacher-centered models such as Assertive Discipline. This approach prioritizes the teacher’s role as the enforcer of rules, using structured consequences and rewards to shape behavior. Her focus on communication of expectations and monitoring aligns with the authoritative style, where the teacher directs behavior while providing feedback, thereby establishing a predictable environment (Evertson & Emmer, 2017). Such strategies are effective in classrooms with diverse learners, including those requiring behavioral management, but rely heavily on the teacher’s authority and consistency.

Contrarily, Ronald Taylor Jr. emphasizes creating a supportive and comfortable learning environment, which aligns with student-centered classroom management models. His focus on making students feel at ease, coupled with the use of brief, targeted instructions like "Everyone look up here," reflects strategies rooted in Kounin’s preventive approach that aims to sustain students’ attention and engagement. This approach emphasizes teacher flexibility and responsiveness to students’ needs, cultivating intrinsic motivation and self-regulation (Marzano, Marzano, & Pickering, 2003). In this sense, Ronald’s perspective advocates for empowerment of students as active participants in maintaining a positive classroom culture, which is characteristic of student-centered management.

Both educators demonstrate a comprehensive understanding of classroom management, yet their strategies reflect different orientations. Xiomara’s emphasis on rules, procedures, and consistency embodies a teacher-centered model focusing on structure and discipline. Conversely, Ronald’s approach highlights creating a supportive environment that encourages student participation, aligning with a student-centered paradigm. The effectiveness of each depends on the classroom context, student demographics, and teacher’s skill in balancing authority with empathy.

Research indicates that the most effective classroom management combines elements of both models, tailoring approaches to situational demands. For instance, works by Emmer and Evertson (2016) suggest that structural management (teacher-centered) provides stability, while responsive, nurturing strategies (student-centered) promote engagement and autonomy. Such hybrid models can address challenges like maintaining discipline while fostering positive relationships, which are essential for academic success and social-emotional development.

In conclusion, the perspectives shared by Xiomara and Ronald underscore the importance of a flexible, contextually aware approach to classroom management. Teacher-centered models are valuable for establishing clear expectations and consistency, especially in high-need settings. In contrast, student-centered strategies promote engagement, motivation, and a sense of community. Effective educators adapt their management styles to meet the needs of their students, ensuring both order and a nurturing environment conducive to learning (Deci & Ryan, 2000).

References

• Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
• Evertson, C. M., & Emmer, E. T. (2017). Classroom management for middle and high school teachers. Pearson.
• Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). The highly engaged classroom: Strategies for increasing student motivation. ASCD.
• Emmer, E. T., & Evertson, C. M. (2016). Classroom management for middle and high school teachers. Pearson.