"A" Through "Z" Suggestions for More Effective Classroom Management
|•||Identify specific classroom management strategies.|
|•||Classify specific classroom management strategies.|
Discipline problems do not just occur out of the blue; they are precipitated. Home and other out-of-school environments can exert a major influence upon children that, in turn, affects their readiness to learn when they come to school. As teachers, we can't do much about these out-of-school factors. We can, though, address those in-school factors that influence a child's willingness to learn. The suggestions presented in this chapter, when regularly and consciously applied, will improve classroom management.
Will you discover anything new? Shrigley ( 1985, p. 31) provides an answer when he states, "I concede that successful teachers have been using many of the coping skills casually; however, I challenge them to consciously sequence the coping skills into a systematic plan." Such plans are needed even more today given the mentoring role experienced teachers are asked to play.
Successful teachers may respond to many of the following suggestions by saying, "We already do it." While that may be true for them, most student teachers and new teachers can't respond with such confidence.
Those who regard themselves as teachers, not disciplinarians, consider that in the real world of the classroom one cannot choose to be one and