Effective Classroom Management Strategies: Set Expectations
Effective Classroom Management Strategies Set Expectations For Stude
Effective classroom management strategies set expectations for students, providing them with behavioral boundaries and a framework in which to function. Teachers who carefully plan and consistently implement their classroom expectations will find their students are better prepared to engage in learning activities. Throughout this course, you will create eight sections of a classroom management plan that you will submit to faculty and peers for feedback before the final submission as the benchmark assignment in Topic 6. Review the requirements for the benchmark assignment in Topic 6. In this assignment, you will develop the first section of the classroom management plan, "Professionalism.†Professional conduct as an educator is an integral part of establishing positive relationships with students, families, colleagues, and administrators.
Positive relationships directly influence the environment you wish to establish with your classroom students. Part 1: Professionalism as an Educator Table For this assignment, research the topic of professional conduct for teachers, focusing on interactions with students, families, coworkers, key stakeholders, and administrators. Complete the “Professionalism as an Educator†table describing ways to promote professional, positive, collaborative relationships across the school system, and to create an appropriate supportive educational environment for students. All entries in the table must be supported by a reference . The references may include the NEA Code of Ethics, the NASDTEC Code of Ethics, the InTASC dispositions, the Arizona Administrative Code, the COE Professional Dispositions, the COE Learning, Leading, Serving Pledge, the GCU Statement on the Integration of Faith and Work, and other relevant resources.
Part 2: Reflection In words, summarize and reflect on your personal professionalism as a future educator and your ability to display the behaviors you described in your table. Describe how you will apply the codes of ethics, professional standards of practice, and relevant laws and policies professional decision-making in order to promote positive, collaborative relationships and a supportive educational environment for students. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Paper For Above instruction
Introduction
Professionalism is fundamental in creating a positive teaching environment that fosters trust, respect, and collaboration among all members of the educational community. As future educators, it is crucial to understand and embody the principles of professional conduct outlined in various ethical codes and standards. This reflection and table aim to explore core aspects of professionalism, focusing on interactions with students, families, colleagues, and administrators, supported by credible references. Moreover, it includes a personal reflection on how I plan to uphold these standards in my future practice.
Part 1: Professionalism as an Educator Table
| Aspect of Professional Conduct | Strategies to Promote Professional, Positive, Collaborative Relationships | Supporting References |
|---|---|---|
| Interaction with Students | Establish a respectful and caring classroom environment by actively listening to students, promoting inclusivity, and setting clear behavioral expectations. Show empathy and consistency in discipline to build trust. | InTASC Standard #9, NEA Code of Ethics Principle I |
| Engagement with Families | Communicate regularly through newsletters, parent-teacher conferences, and digital platforms. Respect diverse family backgrounds and encourage parent involvement in student learning. | Arizona Administrative Code R7-2-403, NAESCT Code of Ethics Principle II |
| Collaboration with Colleagues | Participate in professional learning communities, share resources, and seek feedback. Maintain open, honest, and respectful communication to foster a supportive team environment. | GCU Statement on the Integration of Faith and Work, COE Professional Dispositions |
| Interaction with Administrators and Stakeholders | Provide timely and transparent updates on student progress. Seek guidance when needed and collaborate on school initiatives to support student success. | NASDTEC Code of Ethics Principle III, COE Learning, Leading, Serving Pledge |
Part 2: Personal Reflection
As an aspiring educator, I recognize the importance of demonstrating professionalism through consistent ethical behavior and positive interactions. I intend to embody the principles of the NEA and other ethical standards by fostering an inclusive classroom culture rooted in mutual respect and trust. I plan to communicate openly with families, respecting their cultural backgrounds and involving them as partners in their child's education. Collaboration with colleagues will be central to my practice, as I believe that shared expertise contributes to a richer learning environment.
My commitment to professionalism is also rooted in understanding and applying relevant laws and policies, including mandated reporting laws and educational regulations, which ensure that my decisions prioritize student safety and well-being. I believe that maintaining integrity, demonstrating ethical decision-making, and building positive relationships are essential to a successful teaching career. By continuously reflecting on and enhancing my professional conduct, I aim to create a classroom environment where every student feels valued, supported, and motivated to succeed.
Conclusion
Professionalism in teaching encompasses a broad spectrum of behaviors and attitudes that directly influence student outcomes and the overall educational climate. Through adherence to ethical standards and continuous self-reflection, future educators can foster positive relationships with all stakeholders, ultimately contributing to a supportive and effective learning environment.
References
- National Education Association. (2021). NEA Code of Ethics of the Education Profession. Retrieved from https://www.nea.org/about-nea/code-ethics
- Arizona Administrative Code, R7-2-403. (2020). Teacher Certification.
- InTASC. (2013). InTASC Model Core Teaching Standards. Council of Chief State School Officers.
- National Association of State Directors of Teacher Education and Certification (NASDTEC). (2022). Code of Conduct.
- GCU. (2020). Statement on the Integration of Faith and Work. Grand Canyon University.
- Council for the Accreditation of Educator Preparation (CAEP). (2021). Professional Dispositions. CAEP Standards.
- Arizona Department of Education. (2022). Laws and Policies for Educators. ADE Publications.
- COE. (2019). Professional Dispositions for Educators. College of Education, GCU.
- InTASC. (2022). Dispositions for the Teaching Profession. CCSSO.
- National Educational Association. (2020). Promoting Professionalism in Education. NEA Publications.