Classroom Management: Exploring 5 Strategies

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Classroom Management: Exploring 5 Strategies
Jessica L Fiedler
Grand Canyon University: EDU 450
August 26, 2012

Classroom Management: Exploring 5 Strategies
Classroom management styles vary from teacher to teacher. Some follow one method while others pick and choose what works for them from a variety of methods. Certain methods work better on different ages of students such as elementary, middle or high school students and some are good for all age levels. Deciding what approach would work best in their classroom is a personal choice that requires taking many things into consideration. Five classroom management strategies are Wong’s Pragmatic Classroom, Lee Canter’s Behavior Management Cycle, Kagan, Kyle and Scott’s Win-Win, Morrish’s Real Discipline and Curwin and Mendler’s Discipline with Dignity. All of these are useful in the classroom just some are better suited to different grade levels. Wong’s Pragmatic Classroom

Wong’s classroom management theory is based in believing that students misbehave because the classroom is unorganized and classroom rules are not clear. Wong’s theories depend on the teacher first setting up the classroom and running it from the first day letting students know what is acceptable or unacceptable. This theory is generally used in elementary levels as most teachers in the upper grades find that it is impractical for daily use for older students. Some teachers believe that it is very helpful in the high school level and that it should be utilized at least partially. (Charles, 2010)

Ms. Sanchez had come into her classroom two weeks early in order to set up her classroom, she arranged the desks, assigned seats, labeled the different stations in the room and where supplies where located. On the first day Ms. Sanchez went to the cafeteria to pick up her fifth grade class. She started by introducing herself and telling the students how they were to walk in the hallway. She asked them to line up and walk silently to the classroom. Once in the classroom she told the students where to sit, after everybody was at their desk she reviewed the class and school rules with the students and gave them their own copy to put in their notebooks. When Angie got up from her desk at the sound of the last bell without being dismissed Ms. Sanchez had her sit down and reviewed the rules on how the students are dismissed from class, by doing so she reinforces the correct way to follow the classroom procedures. Canter’s Behavior Management Cycle

Canter’s classroom management theory believes in assertive teachers that decide what is best in their classroom and they expect the support of the administration and the parents in backing up their decisions when necessary. Canter’s style is well suited to all levels of education but especially to lower levels as they learn to navigate themselves in the school environment. (Charles, 2010)

Angie is a seventh grade student at Mead Junior High, her strictest teacher is Mr. Bradley who teaches her math class. Mr. Bradley follows the Canter’s management style, all students were made aware of the rules of the classroom and he made sure that they were understood. Angie like to talk in class which is not allowed while Mr. Bradley is lecturing the class, yet Angie continues to talk. When she does Mr. Bradley calms states that talking is not allowed during the lecture time and goes right back into teaching the class, when it happens again Mr. Bradley calls her out by name and says, “Angie, talking is not allowed during the lecture time” and goes back to teaching the lesson. If the disruption continues he will then move Angie to a different spot in the classroom and if needed send her to the hall or the office. Kagan, Kyle and Scott’s Win-Win Plan

Win-Win discipline is better suited for older grade levels where the students are reaching a maturity level that will allow them to be able to make the decisions...
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