Blog
Appealing Approach to Classroom Management
Appealing Approach to Classroom Management
| STEP 1a: MOST Appealing Approach to Classroom Management. Essay of at least 100 words. Cells will expand as you type. |
| Among the five approaches to managing the classroom, maximizing the learning time is the most desirable approach. This strategy can enable students to spend most of their time attending to academic tasks rather than accompanying distractions. Ensuring students are kept occupied and minimizing interruptions makes the class more productive, boosting learning. When children are busy, they are less likely to disrupt lessons, and overall academic performance benefits result. Also, teachers can provide students with an individual approach; students realize that they are doing everything right and working in a productive, creative mood (National Council on Teacher Quality, 2020). |
| STEP 1b: LEAST Appealing Approach to Classroom Management. Essay of at least 100 words. |
| Dealing with severe misconduct entails extraordinary actions, always setting up a reactive demeanor. Even mild behavior issues may require counseling at times, and punishment can be very tiring for both students and instructors. In the same way, dealing with misconduct may warrant training and help from outside sources, but these are limited. Altruistic intervention methods, including relationship building and positive reinforcement, are more beneficial in the long term (National Council on Teacher Quality, 2020). |
| STEP 2a: Research Journal Article REFERENCE. Enter the reference for your article. |
| Lazarides, R., Watt, H. M., & Richardson, P. W. (2020). Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career. Learning and Instruction, 69. https://doi.org/10.1016/j.learninstruc.2020.101346 |
| STEP 2b: Research Journal Article SUMMARY. Summary of at least 100 words. |
| This study investigates the conceptual framework of Teacher Self-Efficacy for Classroom Management, which is increased over time by job demands/resources, mentoring, and/or school resources. The study discovers that self-efficacy has a significant positive relationship with classroom management, especially at the beginning of a teacher’s career, and is mediated by job demands. The conclusions point to initial professional development’s role in promoting effective management of teachers’ behaviors (Lazarides et al., 2020). |
| STEP 2c: Article COMPARISON. In at least 100 words, compare research article with Read: Teacher Prep Review Standard: Classroom Managementin Step 1. |
| The research article on teacher self-efficacy correlates with the NCTQ Teacher Prep Review Standard, which links well with teacher preparedness and good management strategies. Both support hypotheses about the mediating role of self-efficacy in proactive behaviors and interference reductions. The article creates synergy with NCTQ’s emphasis on focusing on professional development, mentors, and school resources, particularly in the initial years, to facilitate better classroom management and teaching results. |
| STEP 3a: Case Study NUMBER. Enter below the number of your chosen case study. EXAMPLE: Case Study #8 |
| Case Study # 1: Tommy |
| STEP 3b: Case Study ESSAY. Essay of at least 300 words on implementation of the 5 strategies. |
| Tommy, the main subject of the research study, is a male child aged ten years, diagnosed with childhood bipolar disorder, as well as severe emotional and behavioral disorder. He likes playing baseball and swimming but does not like writing and doing mathematics. Another scenario is that he throws things, abuses, and swears during the quiet working period. To address Tommy’s needs, the following five classroom management strategies can be applied: Establishing Rules and Routines: Tommy needs a structured schedule so he will not feel stressed. Such patterns may reduce behavioral disturbances throughout change (Shearer, 2024).Maximizing Learning Time: If certain extra factors that divert Tommy’s attention are excluded and activities that he likes, such as reading something, are included in lessons, then the time he spends in the classroom can be more helpful, and there are fewer chances for him to misbehave (Sabornie& Espelage, 2023).Reinforcing Positive Behavior: Praise for small progress in writing or calculation will help Tommy build self-confidence and keep him interested in class (Shearer, 2024).Redirecting Off-Task Behavior: In situations where Tommy is acting out, the teacher should point him back to his work, or he is offered a break if he feels he cannot continue (Sabornie& Espelage, 2023).Addressing Serious Misbehavior: For extreme behaviors in the classroom, low-level options include signals or a suggestion that there is a quiet space to calm him down (Shearer, 2024). If practiced regularly, the above strategies may help the child’s academic progress and emotions in the least intrusive manner. |
| STEP 3c: Case Study REFENCES. Enter three references for your case study. Ensure you follow the proper current APA format for the book, journal article, and website article. Alphabetize your list. |
| National Council on Teacher Quality. (2020). Classroom management. National Council on Teacher Quality. https://www.nctq.org/review/standard/Classroom-Management Sabornie, E. J., & Espelage, D. L. (Eds.). (2023). Handbook of classroom management. Routledge, Taylor & Francis Group. https://www.taylorfrancis.com/books/edit/10.4324/9780203074114/handbook-classroom-management-edmund-emmer-edward-sabornie Shearer, C. B. (2024). The Art of Language Instruction Using Multiple Intelligences: Creative Instruction Inspired by the Eight Intelligences. In Cognitive and Educational Psychology for TESOL: A Guide for Practitioners (pp. 219-247). Cham: Springer Nature Switzerland. https://link.springer.com/chapter/10.1007/978-3-031-66532-5_11 |