Reflecting upon my own experiences as an adolescent in school, I remember having teachers that completely captivated me, teachers that seemed to win the room with magic. They did not have to demand respect and control – they simply had it. On the other end of that spectrum, I remember having teachers that simply fought to exist in the chaos that was their classroom; students were not engaged and every day seemed to be a struggle. Through my practicum, I noticed that not much has changed. There are teachers who have got it together, and those that do not. So I asked myself: “Is one teacher better than the other? Are some students just more well behaved than others?” Though certainly both aspects contribute to good classroom management, I think there was something more to explore there.
How do you deal with the student that says something inappropriate and offensive to another student in class? Apart from dealing with that event in the moment, there must be something more that can be done to avoid this type of behaviour in the first place. What became evident to me was that the questions I was asking were closely related to general classroom culture and environments. So now I ask: “What are some strategies that teachers can use to create and maintain a safe and respectful learning environment in the classroom?” Whether you have been a teacher for 30 years, 3 years, or 3 days, I believe this question is relevant to all of us.
Student behaviour and related topics, such as discipline, are something that all teachers will have to deal with no matter what subject they teach. Many teachers often wonder how they can better engage their students, or ask why their students are unengaged and distracting in their classrooms. I believe that looking into methods for creating safe and respectful classrooms may be a more upstream approach to addressing these types of concerns. For me, as a pre-service teacher, this question is even more significant because it provides insight into possible strategies for classroom management and developing meaningful relationships with students. Not having much first-hand experience as a teacher, classroom management can become a source for increased anxiety and stress if we do not have a clear understanding of how to establish it. Therefore, exploring a variety of strategies that target these issues beforehand is of extreme value.
The resources from which one can draw on to explore the depths of this question are plenty, I am sure. Where I will focus my efforts are in areas that could provide me with different perspectives on my question. Beyond academic research on the subject, further investigation at the classroom level would be a great advantage, such as interviewing in-service teachers, observing a wide variety of teachers in their classrooms, and continuing to reflect upon my own past experiences as a student.
What I expect to find is that there is no one clear answer or strategy for effective classroom management. This question is complex and will likely have to do with a variety of factors including, but not limited to: teacher-student relationships, inclusivity in the classroom, school-wide policy, and effective forms of discipline. I am sure that this inquiry journey will greatly impact what I know as a teacher, however, feel that it will not be until I put it into practice that it will impact who I am as a teacher.
Resources
Ashley, D. M. (2016). It’s about relationships: Creating positive school climates. American Educator, 39(4), 13-16.
George Lucas Educational Foundation. (2016). Edutopia Blog. Retrieved from: https://www.edutopia.org/blogs/tag/classroom-management
Hue, M., & Li, W.(2008-01-01). Classroom Management: Creating a Positive Learning Environment. : Hong Kong University Press. Retrieved 9 Dec. 2016, from http://hongkong.universitypressscholarship.com.ezproxy.library.ubc.ca/view/10.5790/hongkong/9789622098886.001.0001/upso-9789622098886.
Mears, D. (2012). Theory into practice: Adolescent brain development and implications for classroom management. Strategies,25(6), 32-34.
Russell, S. L., Wentzel, K. R., & Donlan, A. E. (2011). Teachers’ beliefs about the development of teacher–adolescent trust. Learning Environments Research, , 1-26
