Classroom+Management

If you are interested in my teaching philosophy click here

I have heard that 40% of new teachers quit sometime in their first five years, the preeminent reason given is: An out of control classroom. This fact clarifies the need for an effective teacher to establish successful classroom management techniques. Classroom management is a description of the mechanics of how the teaching day flows. It means planning, how to get the class started, how to move from activity to activity, how to collect and distribute papers. I think that most behavior problems are avoided by interesting content and carefully designed instruction. I deal with the problems that do crop up by behavior–modification techniques with positive reinforcement being the most powerful of those tools. The type of classroom culture I hope I have established is one of curiosity and cooperative learning. I currently teach K through eighth Computer class and I make an effort to remember to close my classroom door because my class has a constant buzz emanating from it. Let’s face it, some kids learn from other students better than from a teacher. So why not use that affinity to let the students help each other. When a student shows me a new “shortcut” they have discovered, I stop class and let them demonstrate it to everyone. I encourage students helping each other by asking them to follow my “10 Commandments” which I have posted. Listen to Directions. Try to follow them. Ask a close neighbor for clarification. Try again. Ask another close neighbor. Try Again. Try something else. Try again. Ask me. Try again.  I would like my students to trust me. Trust me to know my subject matter. Trust me to provide them with a variety of activities that will guide them to higher level thinking skills, to more in-depth understanding of the “science” they will encounter in their daily life. Trust me to instill in them the ability to think like a scientist, especially if they do not choose a specifically scientific career, by:
 * Seeing the complex organization of the planet (and ultimately the universe) we live in.
 * Studying biology and seeing the intricate and interdependent systems within an organism or ecosystem.
 * Discerning and investigating hypotheses relating to understanding all the cool stuff God has created.

 Trust me to make the connections obvious between what they know and the new information I am presenting, to make science relative. Trust me enough to ask the question even if they think it is a dumb one. I want my students to trust me mostly because I trust them. In order to gain that trust it is my responsibility to be:
 * 1) A Scholar who has in-depth knowledge of science, who acknowledges that I am as much a student of science as my kids are because it is an ever-changing content area. A Scholar who practices the art of teaching
 * 2) A Fair and reasonable person who realizes we are all human and thus imperfect. My imperfections force me to be a teacher who reflects on my teaching, **daily** , looking for ways to improve, for ways to reach that child I left behind today.
 * 3) An Optimist who really does believe that I will eventually reach that child.

The students have responsibilities also. If learning science is a journey, then the students have to walk or crawl or stumble. There has to be some forward momentum. I will be there to guide them along the way, to be a light along the way illuminates the different paths they might choose, but I cannot carry them the entire time. I want student to question the information I provide, not to swallow it verbatim. I expect 14-18 year olds to bring what they need to class: pen, notebook and textbook. If they forget to bring these basic materials, frankly I do not want to here about it. I keep extra pencils and paper in my classroom, they do not need to ask me to borrow them, they just use when needed. A textbook is the schools property and so if they need to borrow one, I will a little pawnshop. They must give me something of value and they get the book. I will return it when I get the textbook back. I found in raising my own children that scores of rules are not necessary and most rules are in place for the safety of the kid. At the beginning of the year, we go over the rules. As a class, we brainstorm about the delicate equipment in the room and about how we wish to be treated. So that we all get a clear definition in our minds what these rules, actually entail. My rules are:
 * Do not throw the computers out the window.
 * Treat others, as you want to be treated.
 * See my 10 Commandments.
 * <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Follow all the rules listed in the school handbook.

<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 12pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> These rules cover just about every situation. I would like to reiterate that I do have procedures for various situations like lab work, exchange of papers, or emergencies, for example.

I do not believe that classroom management is a static entity. I think it has to ebb and flow from year to year based on the actual students you have every year. Fortunately, the same can be said for teaching in general. It would certainly be less time consuming to teach the same lesson plans in the same manor every year but by the second year, I would be bored. Since its obvious I’m not in teaching for the money, I’ll rejoice in having a job I think is fun.