Please forward this error screen to 192. 1 area of concern of new teachers is their feelings of inadequacy 1 2 3 magic effective discipline pdf managing classrooms. Despite clinical experiences, practicums, student teaching, and other observations in classroom settings, this problem has persisted for decades.

There is no magic elixir that will confer skill in this area of professional responsibility. Classroom management and management of student conduct are skills that teachers acquire and hone over time. These skills almost never “jell” until after a minimum of few years of teaching experience. To be sure, effective teaching requires considerable skill in managing the myriad of tasks and situations that occur in the classroom each day.

As previously mentioned, personal experience and research indicate that many beginning teachers have difficulty effectively managing their classrooms. While there is no one best solution for every problem or classroom setting, the following principles, drawn from a number of sources, might help. Show and tell your students what you want. When you get something else, act quickly and appropriately. While good classroom arrangement is not a guarantee of good behavior, poor planning in this area can create conditions that lead to problems.

The teacher must be able to observe all students at all times and to monitor work and behavior. The teacher should also be able to see the door from his or her desk. Frequently used areas of the room and traffic lanes should be unobstructed and easily accessible. Students should be able to see the teacher and presentation area without undue turning or movement. Some degree of decoration will help add to the attractiveness of the room.

Teachers should identify expectations for student behavior and communicate those expectations to students periodically. Rules and procedures are the most common explicit expectations. A small number of general rules that emphasize appropriate behavior may be helpful. Rules should be posted in the classroom.

Compliance with the rules should be monitored constantly. Do not develop classroom rules you are unwilling to enforce. School-Wide Regulationsparticularly safety proceduresshould be explained carefully. Beginning and ending the period, including attendance procedures and what students may or may not do during these times. Use of materials and equipment such as the pencil sharpener, storage areas, supplies, and special equipment.

How students are to answer questions – for example, no student answer will be recognized unless he raises his hand and is called upon to answer by the teacher. Independent group work such as laboratory activities or smaller group projects. Remember, good discipline is much more likely to occur if the classroom setting and activities are structured or arranged to enhance cooperative behavior. Students must be held accountable for their work. The focus is on academic tasks and learning as the central purpose of student effort, rather than on good behavior for its own sake.