Management Part III

Consider the management strategies you have observed in your classroom as well as the
additional classroom you visited.
Explain and give evidence and examples of your observations and reflections.

Mrs. Harvey has a great reputation and rapport with the students. Her main rule is that
students come in and quiet down in their seats immediately. Then at the end of class, they
must be quiet and wait behind their chairs before they are dismissed. For example, pauses
and waits sitting in her chair until students quiet down. If they arent realizing she is waiting
shell say Its your ____(recess, lunch, etc. time you are losing). Sometimes she will point
out the students that are following directions well. She gives extra recess for good behavior
if time allows, and takes away recess for bad behavior.

Management Framework of the School: Do you see a consistent management

perspective from which the school is working? Does it align with their mission statement?
What does it tell you about their beliefs pertaining to education, the individual, and the
classroom community?

The school as a whole does not necessarily provide teachers with a way to manage
their own classrooms. It is up to the teacher to determine how their classroom will be run
and managed. I think this does allow teachers the freedom to find a management plan that
works for their class. In a more recent conversation about management that I had with Mrs.
Harvey, we discussed how I would have to try different management strategies to find one
that worked for this particular class. Not all management strategies work for the same
individuals. The principal of the school is very much hands off when it comes to directing
teachers on how they need to manage their classroom.
One of their goals is to challenge and equip [students] with discipline and
experience. Therefore, students are not sent to sit in the hall if they are being disruptive.
The teacher deals with this in whichever way she (or he) has determined. If the case is larger
and extends beyond solely disruptive class behavior, the principal is asked to step in.
I think this form of strategy for the school as a whole does make a lot of sense. They
have a very student-focused mission statement. Rehoboth Christian School Challenges its
students to know the Triune God and equips them to love, serve, and transform the world in
his name. Their mission is a challenge to students, individuals that make up the classroom.
Each individual brings with them their own background. Different individuals put together in
the same classroom are going to yield different classroom dynamics dependent upon the
individuals that make it up. Therefore, this type of school management can help them reach
their mission statement by giving their teachers the freedom to accommodate the needs of
their students in their management plans.

Management Framework of the Teacher: On what key principles does your classroom
teacher base his/her management strategies and techniques? Does the teacher use
strategies that align with these principles? How do you see your cooperating teachers
personal world view/faith perspective affecting classroom management?

When we sat down to talk about her management plan, the first thing she said to me was, I
dont have one. And in a sense, she doesnt necessarily have a system like clip up or down,
but she still considers how she wants her students to behave, and motivates them to reach
their potential without a treat hanging over their heads. She caters her management
practices to each individual class. There is not necessarily set rules or guidelines or a
covenant that she follows or lets the kids know about. I see her faith perspective coming into
play here, because the way she talks students through their misbehavior individually is going

to be better for them in the long run. There is a greater potential that they will remember
an individual discussion as opposed to a treat for the best table group.

Motivation: Are the students extrinsically motivated and/or intrinsically motivated?

Because of the style of Mrs. Harveys management, the students are more intrinsically
motivated. They do not have a reward hanging out in front of them all the time, but are
challenged to behave or listen for the sake of respect and discipline. It is only when they go
to a special (namely music and navajo) that they are extrinsically motivated with a potential
recess hanging over their heads if they behave and the special teacher gives the go-ahead.

Responses to Breakdowns in the Community: When there are behaviors or attitudes

that prohibit or breakdown the classroom and/ or school community, what responses do
you see? Do they align with the underlying principles? Are they predictable?

When there are behaviors or attitudes that prohibit the classroom community, these are
usually addressed in talking form. If a large number of students are disrupting the
community, it is addressed in a general class lecture. If there are certain individuals that are
prohibiting or disrupting the community, they are talked to by the teacher individually in the
hallway. To me, they arent always predictable. It hasnt happened enough where she has
brought someone out in the hallway to talk about something for me to be able to predict
when it is going to happen. Sometimes she gives warnings, sometimes she doesnt.

Effectiveness of the Management Plan: Are covenant, content, and conduct

management areas being addressed effectively in your classroom? Are responses to
breakdowns effective? Which area is your teachers strength? Which area will you work at
strengthening in your own practice?

Not necessarily, the students did not really take part in forming their own covenant with the
teacher. There isnt necessarily much structure when it comes to management. I keep
thinking back to what we discussed in our Skype chat where the instructional aspect is formed
in the core, with the teacher as the center of instruction. The management structure is very
laid back forming a loose, wiggly boundary around that. Responses to break down are
effective for a time, but nothing changes over night. I think eventually, the responses to
break down will eventually be effective to the student as a whole person. She is very
personable with the students. She knows exactly when she can be cordial with the students
and when to crack down a little more and be formal. The students respond well to her, even
if she is a little unpredictable. I would like to strengthen this in my own practice. I dont
necessarily want to strive towards a management plan with tallies and checks, one that is so
subjective to how I feel for the day. I want to hold my students to a high standard and
motivate them to desire to reach that standard in their behavior without there being a prize
at the end. I want to aim more for that intrinsic motivation that Lois aims for.