My first (ah ha) learning moment was that there are four types of classroom management styles; authoritarian, authoritative, laissez-faire & indifferent. This was during Lecture 3Professional Classroom Practice – Classroom Management Styles.
Therefore I wish to learn more about what defines the different classroom management styles, do different situations require a particular style and is there a preferred management style by the majority.
The topic classroom management styles and how they are defined links to the teaching standard 4, professional practice. This standard is two-fold and encompasses maintenance of student safety and use of ICT in safe, ethical and responsible manner. Teachers are to describe and implement strategies for supporting the well-being of the students and working together is a safe and ethical environment. It is necessary that the setting of teaching is within the legislative and curriculum requirements. The corresponding issues and challenges coming up in the way of providing strategic support to the students are to be identified, and appropriate measures are to be taken to resolve them is specified time frame. ICT application is to be done in a safe and ethical manner so that teaching and learning is supported in a safe manner.
The four classroom management styles can be defined by the degree of control and level of involvement a teacher commits to their teaching.
During my studies I have found that personality traits and attributes reflect in the classroom management style a teacher interprets. Determining your personal attributes can assist in learning to teach and influence your teaching style (Freese, 2017). This relates directly to the ‘self’ component of the Teacher Formation Framework.
Other influences to your teaching style can be contributed by a positive or negative teaching experience you have had as a student.
Classroom management is the way in which you manage the environment of your classroom, how you deliver your teachings and how you assist your students in their learning. A proficient teacher should be able to establish a working environment where the students can focus on learning. Classroom management skills can be directly linked to pupil achievement (Y?lmaz, 2017). Classroom management can also control the negative situations your students encounter. Fear and anxiety are common feelings for students at exam time. These feelings are influenced by factors such as society expectations, expectations from the students family and can also be influenced by the classroom management style the student has been taught through (Nejad, 2014). Classroom management together with management of students in any educational setting are skills acquired by teachers, and they are to hone over time. The skills are developed with experience, and the myriad of situations and tasks makes a person efficient enough to handle difficult situations. Skills like classroom management take up the central position in teaching practice and need the application of common sense and intellect in many situations. Valued behaviour, consistency and courage are the other contributing factors towards classroom management skills. The skills also need the teacher to have a deep understanding of the developmental and psychological levels of the students being taught. Feedback on a regular manner, practice and willingness to learn are all supporting factors in this regard. Research has indicated that new teachers face difficulties and classroom management (Cangelosi, 2013).
In my future practice I will determine my classroom management style through self-reflection. I will then manage my classroom’s environment and the behaviour of my students fairly and respectfully. I would set up the effective classroom management context through the exchange of viewpoints and opinions with the students. I would consider observing all students within the setting and minutely observe their behaviour and attitude. For managing the class, it is necessary to make own self-visible to all and for this rationale I would take the centre stage and address all students. All movements and undue turning amongst the student population would be acknowledged (Levin & Nolan 2013).
I also wish to adapt my management style to the situations I am encountered with, as I believe each management style is suited to particular situations.
My second(ah ha) learning moment was,knowing your students and how crucial this is as it influences the way they learn. This was during Lecture 4 Professional Other – Student Diversity. Therefore I wish to learn more about the factors that influence your future students and knowing how to build meaningful student-teacher relationships.
The topic student diversity, what factors influence your student’s diversity and how to build relationships links to the teaching standard 1 – professional knowledge, know students and how they learn. This standard is three-fold and focuses on the intellectual, social and physical development of the student, understanding of how students perceive learning and actually learn and understanding of the key strategies in teaching students coming from a diverse socio-economic, religious, cultural and linguistic background. How social, physical and intellectual development features impact learning of students is a key area that teachers must focus on. Ongoing research on the teacher’s part is crucial for understanding how students learn. Teaching strategies known to be responsive to the needs of all students are to be applied by all teachers. In this context, teachers can take the help from colleagues to develop strategies that are fit for applying in order to improve the learning base of students. The effectiveness of all teaching programs is to be assessed on a regular basis for gaining knowledge about the areas that need further improvements. Evaluating these needs would meet the expectation of students coming from a diverse background.
Knowing your students is more than knowing their administrative information. It is also about understand factors that may affect their learning. These factors could be physical, social, culture, religion etc.
Knowing as much as possible about your students helps assess the factors that could affect their learning and make teaching easier for the teachers and students. To get to know your students, answer questions such as; what motivates your student? And how does your student react to guidance or feedback? (Byrnes, 2005).
Knowing the way your students prefer to be taught will help you in writing your lesson plans. For example if majority of your classroom prefer to listen than write, then you may construct most of your lessons to suit this style of learning. Promoting diversity is a goal of all teachers, and it might be difficult to do so in the practical context. A wide range of challenges come up in the promotion of diversity though a teacher must be aware of the features of every different background that the students hail from. As a teacher, I would recognise the needs of every student in an individualistic manner. This would be done through one-on-one sessions with the students. Understanding their needs would pave the path for identification of differences among them. Self-reflection would address the areas requiring immediate attention for acknowledging the differences (Wingate, 2015).
My third (ah ha) learning moment was professionalism and what it means to be a professional. This was during Lecture 6 Professional Context – Teacher Standards. Therefore I wish to learn more about what it means to be a professional and what you can do as a teacher to act professionally.
This topic links to the Teacher Formation Framework through the ‘context’ focus.
The topic professionalism and what defines a professional links to the teaching standards 6 and 7 – engaging in professional learning and engaging professionally with colleagues, parents, students and the community. The focus areas of the standard 6 are four-folded and include identification and planning of professional learning needs, engagement in professional learning and improvement of practice, engagement with colleagues for improving practice and lastly, application of professional learning and improving student learning. The standard implies engagement in professional learning on the overall context. In order to be a professional in the field of teaching one must identify the potential learning needs in a professional context. It is desirable that a teacher receives advice from colleagues for identifying and planning professional learning needs. Personal, professional development plays an important role in setting up of goals and fulfilling them. When such goals are achieved the path to improved practice is made clear. Comprehensive knowledge is better applied to the development of professional learning within the context of teaching and learning. The teacher must be having a deep understanding of the use of relevant and suitable sources of professional learning for teachers. Seeking constructive feedback is necessary from supervisors and colleagues as this promotes teaching practices. A teacher must have a clear understanding of the reason why continued professional learning is significant and the implications that are held for improved learning. The focus are of Standard 7 is also four-fold and include meeting professional ethics and responsibilities, complying with all the legislative, organisational and administrative requirements, engaging with all stakeholders in an appropriate manner and lastly, engaging with professional teaching communities and broader networks. The standard implies engagement in a professional manner with colleagues and all other stakeholders as well as the wider community. Having a better understanding of codes of ethics and proper conduct is the underlying principle of professional engagement with stakeholders within a concerned setting. The teaching profession has a certain set of conduct, and this is to be followed for being a strict professional. All administrative, legislative and organisational policies are to be followed for teaching as per the stage in which teaching is being done.
A professional qualification in teaching is not the sole requirement for a professional teacher. In the true sense of the word, a professional teacher needs to exhibit a set of values and principles that make him the suitable person to approach to gain knowledge in an ethical and safe environment. In future, I would ensure that the principle of professionalism is maintained at all levels of education impartment. I would consider teaching as a professional that is difficult to master at since a number of roles are encompassed in this aspect. For becoming the true professional, I would cater to all the needs of the students and maintain professionalism through a wide range of strategies. My first strategy would be to inspire others. This would create a positive impression and foster two-way communication. It is necessary to dress professionally and look like one. Time management and being punctual is a crucial aspect of being professional. Teachers who are truly professional ensure that they are on time and report timely. It is also necessary to be prepared ahead of the sessions with the students (Edmond & Hayler, 2013). Planning and organising are the two most valuable criteria in this regard. Adhering to the assessment schedule and work program ensures that a certain spirit of professionalism is maintained. The goal is to allot maximum time for the sessions and engage in in-depth communication. I would be careful in this regard and ensure that students gain long-term success by covering vast learning area (Sneyers et al., 2016).
Following protocols and procedures established in the educational setting is necessary for maintaining a professional figure. I would try to maintain professionalism by embracing the corporate identity and set of values. These would be then modelled for the students. It is also necessary to take charge of the educational setting. Managing the behaviours of the students is a key issue in this regard. A teacher who is professional would be capable enough to handle behavioural issues. I would, therefore, be responsible for the disciplinary issues within the setting I would teach. I would take pride in providing educational materials to the students in a professional manner as professional teachers have a proper presentation of their study materials. Most importantly, it is crucial to maintain deadline and never miss one. I would, at all cost, try to maintain deadline and complete all pending work within the stipulated time. Planning ahead of the daily activities would ensure that I follow this principle that readily boosts professionalism image (Sachs, 2016).
Section 2 Metaphor revisited
Image sourced from Googlehttps://www.sixfigurefitnessformula.com/sq/27710-fitness-instructors-beware
I have chosen the metaphor “Teacher as a Fitness Instructor” as I feel it encompasses all the complexities of the Teacher Formation Framework. The metaphor really showcases the teacher-student relationship.
As a teacher I hope to build meaningful relationships with my students and I feel this metaphor represents the type of encouraging and hands on relationship I wish to portray.
The fitness instructor represents the teacher in this metaphor and focuses on self. The fitness instructor like a teacher is there to encourage, support and train their client or student. The fitness instructor teaches by first demonstrating to their client the movements, and then allowing the client to attempt the movements whilst correcting their form and posture. Just as a teacher will demonstrate the learning to their students through activities, whilst continually encouraging their students and offering advice.
Fitness instructors also have to keep learning themselves, they must keep up to date with new information and training methods available to them, just as a teacher must continue to learn and evolve as the new students coming through the schools will need the relevant information and methods of teaching. A fitness instructor needs to teach the students the set of skills that he has imbibed within him through learning and experience. These generally encompass the ability to motivate the students along with encouraging them and motivating then. The inspiration that is cultivated through the teaching that is fitness instructions is beneficial for the clients to follow the same course of activities. Excellent communication skills are a necessity that all professionals must possess while teaching the clients. Such communication is beneficial to propagate teaching and to learn in a two-way manner. Planning is a crucial part of teaching. Proper planning skills are needed in combination with organisational skills for making the teaching more effective.
The Client represents the student or other. The client attends a gym to improve their health and fitness, which is a voluntary decision. Although the students must attend school, I still believe there is an element of voluntary mindfulness.
The client looks to the fitness instructor for guidance, information and also motivation to improve their health and fitness, just as a student looks to their teachers to guide them through the learning curriculum with motivation.
Students are diverse and all have individual needs. It is up to the teacher to identify these needs and adapt their learning environment to suit. Getting to know your students and the classroom management styles that compliment their learning styles, can assist in building your relationships.
Knowing your students as a teacher is like knowing your clients as a fitness instructor. A client at your gym could be injured and unable to do some movements, the fitness instructor should be able to modify the exercises for the client so they don’t miss out and can continue to improve each time they visit. A student in your classroom could have a learning disability affecting the way they learn. As a teacher you could offer an alternative learning exercise for this particular student. Identifying your student’s needs is one of the factors in getting to know your students.
The gymnasium in this metaphor represents ‘context’. The gymnasium provides a space for the fitness instructor to teach the client, just as a school provides the infrastructure for a teacher to teach their students.
A gym should be a safe environment for the clients to perform their workouts. A teacher should be able to maintain student safety while also providing a clear workable routine where the student can focus on learning. Becoming a fitness instructor is a responsibility taken up and requires dedication in maintaining a cordial relationship with all students. The difficult part might be maintaining a sustainable environment within the gymnasium where the clients can consider revisiting at regular intervals at times of need. One must also consider that all emotional and physical energy is not absorbed while taking care of a certain set of clients beyond the capability one has. It is vital that the teacher, in this case, the gym instructor is able to recognise the strengths and drawbacks of the setting that inhibits or facilitates better impartment of education (Green, 2013).
Byrnes, M. (2005). Learn about your new students. Intervention in School and Clinic, 41(1), 13-15. Retrieved from https://search.proquest.com.ezproxy.une.edu.au/docview/211750394?accountid=17227
Cangelosi, J. S. (2013). Classroom management strategies: Gaining and maintaining students’ cooperation. John Wiley & Sons.
Edmond, N., & Hayler, M. (2013). On either side of the teacher: perspectives on professionalism in education. Journal of Education for Teaching, 39(2), 209-221.
Freese, A. (2017). Reframing One’s Teaching: Discovering Our Teacher Selves through Reflection and Inquiry.. Eric.ed.gov. Retrieved 11 May 2017, from https://eric.ed.gov/?id=EJ724225
Green, K. (2013). My Career: Group Fitness Instructor. Occupational Outlook Quarterly, 56(4), 18-19.
Image Source:Fitness Instructors Beware. (2017). Sixfigurefitnessformula.com. Retrieved 12 May 2017, from https://www.sixfigurefitnessformula.com/sq/27710-fitness-instructors-beware
Levin, J., & Nolan, J. F. (2013). Principles of classroom management: A professional decision-making model. Pearson Higher Ed.
Nejad, M. A. T., & Asadzadeh, H. (2014). Study the relationship between classroom management styles and pupils’ exam anxiety. Advances in Natural and Applied Sciences, 8(6), 992+. Retrieved from https://go.galegroup.com.ezproxy.une.edu.au/ps/i.do?p=EAIM&sw=w&u=dixson&v=2.1&it=r&id=GALE%7CA384543822&asid=4d73961cd1d3bff019e90ffddbaa81a7
Sachs, J. (2016). Teacher professionalism: why are we still talking about it?. Teachers and Teaching, 22(4), 413-425.
Sneyers, E., Jacobs, K., & Struyf, E. (2016). Impact of an in-service training in neurocognitive insights on teacher stress, teacher professionalism and teacher student relationships. European Journal of Teacher Education, 39(2), 253-266.
Wingate, U. (2015). Academic literacy and student diversity: The case for inclusive practice (Vol. 42). Multilingual Matters.
Y?lmaz, K. (2017). Primary school teachers’ views about pupil control ideologies and classroom management styles. Doaj.org. Retrieved 11 May 2017, from https://doaj.org/article/f9694a5d9966488cb41c8e2471d50dec
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