In their article "Classroom Profiling Training: Increasing Preservice Teachers' Confidence and Knowledge of Classroom Management Skills," Jackson, Simoncini and Davidson (2013) states that classroom management is a huge obstacle that faces new teachers and the more data and feedback a first-year teacher receives on their classroom management procedures, the higher their confidence and control in the classroom. Australian teachers must show proficiency in classroom management before being allowed to teach. Classroom management is not only behavior management, but also environment management. One style of classroom management is to be proactive and teach students correct behavior by modeling behaviors and rituals yourself. This approach
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Teachers and administrators alike feel classroom management is a key part of being a successful teacher, but agree that current college courses do not prepare teachers adequately in this area causing most new teachers to seek out classroom management techniques in professional development. Several problems exist under the current system. First, classroom management is taught before field experience so it's hard for students to comprehend how these techniques work in the classroom. Next, the classes cover multiple techniques instead of focusing on one style. Finally, classroom management is usually not taught on its own, it is usually bundled with teaching methods. Although having classroom management as a separate class did appear to help new teachers, they still lacked confidence and proficiency in this area. This study focused on the 10 skills that new teachers must demonstrate in classroom management in Queensland. The study proposed that giving feedback and allowing new teachers to reflect on classroom management after class was the best way to learn these skills. The study used 15 seniors who went through a three-and-a-half day training by trained teachers. The result was the teachers felt more prepared and confident in classroom management because they were able to reflect on their field experience and develop concrete connections between the classroom management techniques they used and the result it had on the student and/or
Teachers and administrators alike feel classroom management is a key part of being a successful teacher, but agree that current college courses do not prepare teachers adequately in this area causing most new teachers to seek out classroom management techniques in professional development. Several problems exist under the current system. First, classroom management is taught before field experience so it's hard for students to comprehend how these techniques work in the classroom. Next, the classes cover multiple techniques instead of focusing on one style. Finally, classroom management is usually not taught on its own, it is usually bundled with teaching methods. Although having classroom management as a separate class did appear to help new teachers, they still lacked confidence and proficiency in this area. This study focused on the 10 skills that new teachers must demonstrate in classroom management in Queensland. The study proposed that giving feedback and allowing new teachers to reflect on classroom management after class was the best way to learn these skills. The study used 15 seniors who went through a three-and-a-half day training by trained teachers. The result was the teachers felt more prepared and confident in classroom management because they were able to reflect on their field experience and develop concrete connections between the classroom management techniques they used and the result it had on the student and/or