Classroom Management

Classroom management is the art of creating and maintaining a positive and productive learning environment in the classroom. It involves a wide range of strategies and techniques that teachers use to ensure that students are focused, engaged and respectful of each other. However, in this writing it will focus on the three indicators where classroom management was practiced in the teaching experience that I have experience. 

To begin with, organizing the classroom with learning corners and teaching aids with students work displayed. Creating a classroom with engaging learning corners and student work displays can be a fantastic way to boost motivation, enhance learning, and foster a sense of community (National Research Council, 2003). This is where I pasted student's activity in their Social Science and KCS corner, and I was so amazed when students often went to these corners to check their answers in their revision activities (refer to the learning corners and student's work).  Pianta et al (2012) believes that interactive teaching resources could attract students' attention by working and using them for experience. Getting students involvement in designing and decorating their learning spaces will increase their engagement and sense of belong. It could also prevent boredom and encourages ongoing exploration. For instance, I taught a Year 7 Yellow about business and students were so amazed when I showed them the pictures of the products where recycle things could be used for making a business product. However, when I gave them pieces of clothes, they had excitedly used them and create their own product out of it. Some groups were braiding the clothes to make the curtain while others were making a doormat by braiding it also and stick them on the empty bag of rice. After all of my students work, I pasted and posted them on the wall so that students may see their work and revise on them as well (Refer to the pictures).

Furthermore, correcting mistakes without embarrassment or punishment and providing extra support if needed is another indicator to make the classroom even more organized and managed. Chicca & Shellenbarger (2020) indicate that fostering a safe and supportive learning environment where mistakes are seen as opportunities for growth is crucial. In addition, positive reinforcement highlights what the student did correctly, encourage and motivate them to keep going. For instance, I was teaching a multi grade in Nanikaai during the pandemic and students enjoyed their activities along with correcting their mistakes on finding the prefix of their root wood that I gave them. As I corrected their mistakes, I invited them also to correct their peers' mistakes (Refer to the video). As Chandler (2003) mentioned that correcting mistakes alongside students can be a powerful learning experience for everyone involved. 

Consequently, creating a variety of student groupings and seating arrangements is a fantastic way to keep your students engaged and promote different learning styles. This is where to utilizes the potential seating layouts and students' groups to optimize learning opportunities and maintain focus. In addition, Voltz et al (2010) also believe that by implementing diverse student grouping and seating arrangement, teachers can effectively tailor the learning environment to individual needs and promote collaboration. For instance, I was teaching this class for the first time, and I learned from my experience that there were things that went well and wrong during my teaching that could affect my classroom management (refer to my reflective journal). Another instance where I was continuing my internship in Eutan Tarawaieta JSS and it was a great experience knowing all the potentials of my Year 8C students. We were doing some revision in their Social Science subject, and I managed to pair them up with students who were smart. This gave them the opportunity to mingle and learn at the same time with their smart peers and to my amazement they all completed the pair work activity (Refer to the Pictures). 

Overall, the effectiveness of classroom management significantly influences student learning outcomes. Seating arrangement adjustments can heighten student motivation and enthusiasm for learning. Providing constructive feedback without causing embarrassment helps students stay on track and avoid losing time. Additionally, incorporating teaching aids and dedicated learning corners enhances classroom organization and promotes a conducive learning environment.

 Bibliography:

National Research Council. (2003). Engaging schools: Fostering high school students' motivation to learn. Retrieved from National Academic Press: https://books.google.ki/books?hl=en&lr=&id=FU7lWOKUonAC&oi=fnd&pg=PT15&dq=Creating+a+classroom+with+engaging+learning+corners+and+student+work+displays+can+be+a+fantastic+way+to+boost+motivation,+enhance+learning+and+foster+a+sense+of+communication&ots=vb 

Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-Student Relatioships and Engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. Retrieved from In Springer eBooks(pp.365-386): https://doi.org/10.10007/978-1-4614-2018-7_17

Chicca, J., & Shellenbarger, T. (2020). Fostering inclusive clinical learning environments using psychological safety lens. Retrieved from Teaching and learning in Nursing, 15(4), 267-296: https://www.sciencedirect.com/science/article/abs/pii/S1557308720300354

Chandler, J. (2003). Journal of second language writing, 12(3), 267-296. Retrieved from the efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing: https://www.sciencedirect.com/science/article/abs/pii/S1060374303000389.

Voltz, L. D., Sims, M. J., & Nelson, B. (2010). Connecting teachers, students, and standards: Strategies for success in diverse and inclusive classrooms: strategies for success in diverse and inclusive classroom. Retrieved from ASCD: https://books.google.ki/books?hl=en&lr=&id=NPOVDwAAQBAJ&oi=fnd&pg=PP1&dq=implementing+diverse+student+grouping+and+seating+arrangement,+teachers+can+effectively+tailor+the+learning+environment+to+individual+needs&ots=lQ6UPNiIqz&sig=8QyYzgGueSMPkyHANX8tIwq