1

Running head: CLASSROOM MANAGEMENT

Classroom Management
Felicia A. Short
Ferris State University

Education 289
Dr. Johnson
May 2, 2014

INTRODUCTION
By a show of hands, who wants to be a teacher? said Mrs. Dirosa. My hand shot up
with a big smile across my face! Mrs. Dirosa was my fifth grade history teacher at Mancelona
Middle School. I knew in fifth grade that I wanted to be a middle school history teacher. I could
not wait to get into high school and participate in the Teacher Academy program offered by the
TBA-ISD Career Tech Center. I did not know why I wanted to be a teacher; I just knew that I
loved learning about history and the environment of my school.

CLASSROOM MANAGEMENT

I could not think of any other careers that interested me throughout middle school or my
first two years of high school. When I began my junior year in high school I participated in
Teacher Academy. Teacher Academy gave me the opportunity to observe and participate handson with educators and students in classrooms throughout Mancelona Public Schools. My first
placement was an eighth grade history class. I chose that classroom because I enjoyed history
and there was something about that particular age group that interested me. During that
placement I discovered the reason why I wanted to be a teacher.
My host teacher explained to me that the middle school students are at a very crucial time
in their lives. Those age groups of students are trying to discover who they are and are making
decisions that can change their lives. During the middle and high school years, building identity
and self-esteem should be part of a teacher's focus. Who am I? is the biggest question during
adolescence. Adolescence brings exploration of a childs independence and developing a sense of
self. Some of them turn away from their peers or friends in trying to answer that question.
Children or adolescences that come through this stage that are encouraged and reinforced will
increase in independence and control. Children who are deprived of encouragement and
reinforcement will emotionally wander in feelings of confusion and insecurity (Slavin, 2009).
I believe middle school teachers are the most influential because of where the
developments of their students minds are at. They can influence their student's the most and
shape their minds. The subject that you are required to teach is important but the life lessons are
more important. From my experience in middle school, I know it is the toughest years of
schooling. I want to help ease all the peer pressures, bullying, and also help all the other fears of
middle school and anticipation for the changes ahead when entering high school. I want to be a
teacher because I want to insure the future generations are well-rounded individuals.
CLASSROOM ENVIRONMENT

CLASSROOM MANAGEMENT

In middle school one of the most important parts of learning is the environment. Stress
will inhibit learning and a good environment can diminish the stress. Teachers want to create an
environment that bodies trust, encourages self-direction, and inspires students to express their
feelings and ideas so that social and emotional states are connected clearly to cognitive and
physical understandings (Rushton & Larkin, 2001).
Subject Matter
My teaching subject area and anticipation grade level is eighth grade history. However, in
some schools the teacher also teaches other grade levels and subjects throughout the day. During
my first placement in the Teacher Academy program my host teacher also taught seventh grade
students as well as eighth grade. She also had an English class and a seminar period. The subject
area and the grade level will depend on the school district to which I am hired.
Length of class
The length of the class would be about five fifty minute periods. In Mancelona Public
Schools the teachers have a preparation hour to themselves, a seminar class period, and then
about five teaching periods. The length of the classes also depends on the time allowed for other
activities of students, like lunch, recess, and restroom and locker time between classes.
Physical arrangement
I want my classroom to start in rows facing the front of the classroom and the white
board. I want my desk to be in a corner of the front of the room. There will be bulletin boards
displaying student work, the schools pride, Ferris State collegiate pride, inspirational posters, an
American flag, classroom rules and objectives of the class. It is important to display college
items in the classroom to encourage students on attending. It is also important to give recognition
to students for doing well and this can be done by displaying student projects and work. After
getting to know the students better I will arrange the desks in mixed ability groups. I will also
arrange some students who have troubles paying attention or with disabilities in the front of the
classroom so there is less distractions.
Student population

CLASSROOM MANAGEMENT

The student population depends primarily on what state and area I am teaching at in the
future. I would like each class to have about twenty to a maximum of thirty pupils. The age of
the students would be about twelve to fourteen years old in a seventh and eighth grade setting.
The gender of the students would be an equal mix of male and females. The first language of the
students would be English. However, I am working on a minor in Spanish so there is a possibility
that a second language will be spoken in the classroom, depending on what subject I am hired to
teach. I would like to live and teach in a northern rural area similar to Mancelona Public Schools.
If this is possible the ethnicities of the students would be predominantly Caucasian. It is
inevitable that there would be a few students with disabilities in each class. After completing the
field experience for the previous education class I realized how much more difficult it is to teach
special education and I do not want to specialize in that. Lastly, I do not have a preference of
working in a school that is in a low-income area or in a privileged community.
CLASSROOM MANAGEMENT SYSTEM
To manage my classroom more effectively I plan on having the students from each class
create the classroom rules for themselves. Also, the rules should state Students should and
not Dont Research shows that when students feel responsible for rules, they make a greater
effort to respect them (Wasicsko & Ross). The first days of school are critical in establishing
classroom order.
There are implicit ways teachers can communicate positive expectations of their students
or avoids negative ones. There are three principles that govern the process of setting class rules.
First, they should be few in number; second, they should make sense and be seen as fair; and
third, they should be clearly explained and deliberately taught to students (Slavin, 2009).
Procedural expectations
Students are to raise their hands to signal when they need help or attention. Students will
be called by name during questions and discussion sessions. The most effective way for
participation is to randomly and equally call on students. However, first ask the question, call on

CLASSROOM MANAGEMENT

a student and then wait for a response. Some teachers carry around a class list on a clipboard and
check off the students called on to make sure that all get frequent chances to respond (Slavin,
2009). And the most important focus is creating an environment for all the students to feel
comfortable to answer questions.
Students are to enter and exit the classroom when the school bell rings and come
prepared. Students will obtain materials for instruction from me or school provided. They will
store their personal items in their own lockers or specific places in the classroom. Procedures for
students going to the drinking fountain or restroom might be outlined in the schools handbook.
If there are no rules I will allow so many passes for each the drinking fountain and restroom a
marking period and there will be a sign-in and sign-out paper before leaving the classroom.
Procedures for tardiness, early dismissals and late homework also might be outlined in the
schools handbook. My personal policy will be three tardies a marking period then it counts as
one absence and an absence for every tardy following. There will be no early dismissals by
preventing lost time; communicating to students that learning is an important business that is
worth their time and effort and not to find excuses not to teach (Slavin, 2009). Lastly, turning in
an assignment one day late will cause a decrease of twenty-five percent off, two days late is half
credit, and so on until the fourth day the assignment will be a zero.
PREVENTION/MOTIVATION/STRATEGIES
The easiest behavior problems to deal with are those that never occur in the first place.
The most important principle is that a teacher should correct misbehaviors by using the simplest
intervention. The main goal is dealing with it that is effective and avoids disrupting the lesson.
According to the principle of least intervention, a nonverbal cue is the strategy that should be
tried sooner than others (Slavin, 2009).
The article How to Create Discipline Problems stated absurd rules for teachers to
follow. For example, rule number seven is, Threaten and warn kids often. If you arent good, Ill

CLASSROOM MANAGEMENT

keep you after school for the rest of your life. However, after the rules the author explained that
the rules were an example of how many disciplinary actions are frequently dealt with without
much thought.
Teachers must learn that the first step in reducing discipline problems is to demonstrate
positive expectations toward students. The teachers expectations play a significant role in
defining student behavior. By carrying out negative attitudes toward students, many teachers
create their own discipline problems. It is important as a teacher to believe students are able and
worthy, and expect them to be capable even when at times they may show otherwise.
I am most likely to use the example of making the implicit explicit. Make the implicit
explicit means make expectations about proper classroom behavior clear. Many teachers increase
the possibility of discipline problems by not making their expectations about appropriate conduct
explicit to the students. There are many different ways to behave depending on the environment.
For example, recess or gym behavior is different than classroom behavior. Without expressing to
students what the appropriate behavior is in your classroom they could be confused.
Many teachers create their own discipline problems. Discipline problems are less likely
to occur when students are involved and can express themselves. By becoming aware of
ineffective ways of disciplining, teaching can become more gratifying to those who have created
some problems for themselves (Wasicsko & Ross).

CLASSROOM MANAGEMENT

References
Slavin, R. (2009). Educational psychology theory and practice. (9th ed.). Upper Saddle River,
New Jersey: Pearson Education.
Rushton, S., & Larkin, E. (2001). Shaping the learning environment: Connecting
developmentally appropriate practices to brain research. Early Childhood Education Journal,
29(1), 25-33.
Wasicsko, M., & Ross, S. (n.d.). How to create discipline problems. Informally published
manuscript, Education, Texas Wesleyan College and Memphis State University, Fort Worth,
Texas, . Retrieved from https://fsulearn.ferris.edu/bbcswebdav/pid-435557-dt-content-rid2605590_1/courses/11088.201401/howtocreatedisciplineproblems.pdf