Chapter 1: An Analysis Of The Principles Of Classroom Management

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Principles of Classroom Management: Chapter 1
Analysis of the Chapter: Managing a classroom comes with a lot to consider and your students are just part of it! As a teacher you must first realize that you are there for a lot more than just teaching a lesson, you are also there to be a meaningful influence to your students and their behavior. Behavior is always a major concern as a classroom teacher. You walk into your classroom on the first day of school knowing very little about your students or what their educational background is. Luckily if the teacher has the right approach to behavior problems a student’s background actual plays only a small part in the success of a classroom and the whole school year in general. Although a student’s
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When a teacher decides to approach the classroom, knowing there will be behavior issues but they choose to evaluate themselves first that is when the teacher and student will see the most success. The method of applying change to yourself as a teacher verses placing the change on the student is one I feel I will struggle with and one that will need lots of practice. I agree that no one can be forced to change, that is seen over and over again throughout life. However, I don’t think that a teacher should have to change herself to respond to one child. Providing the support and positivity to spark a change in the student is crucial because these are items that greatly influence a child. I believe if you are a good teacher you are consistently being supportive and positive so it goes without saying that if you are always doing that you shouldn’t have to change yourself to influence a child, because it will start happening day …show more content…
Some aspects of the reading make sense to me but I am not able to fully grasp how the whole idea works. In Case 1.1 I can relate because this has happened when I was a long term substitute in a Pre-Kindergarten classroom. I would ask a question and it was always the same students answering over and over again. I believe that the solution presented in the case could possibly work but I also believe it varies on the age of the students and possibly even the school district you are in. In Case 1.2 I remember being the student that was always ready but had to wait for all the other students who “were not on the ball” to put up their stuff. I think that the way the teacher handled it would prove as an extremely useful method because the slower kids could possibly just be looking for attention and this method doesn’t allow for any attention to be given. Although the case studies were relatable to my experience I feel like most aspects for the text I had trouble understanding and relating to the methods Levin and Nolan were trying to explain. I am sure with further reading and discussion the methods and strategies will become

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