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Classroom Management Essays and Research Papers

Instructions for Classroom Management College Essay Examples

Title: My Philosophy of Classroom Management Revisited

Total Pages: 3 Words: 966 References: 3 Citation Style: APA Document Type: Essay

Essay Instructions: Review your HW#1 submitted assignment and reflect upon your initial position about classroom management. In what ways has it changed during this course?

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Title: Classroom management

Total Pages: 20 Words: 5873 Works Cited: 0 Citation Style: MLA Document Type: Research Paper

Essay Instructions: I need a review of current classroom management literature. Please include the following sections in the paper: Introduction, Student behavior in schools, Approaches to discipline, Discipline that supports student achievement, Discipline that establishes and fosters positive teacher-student relationships, The power of perception (i.e., student and teacher perceptions), and Conclusion.

Please do not use any personal pronouns. Please use related books and educational/professional journals as references as often as possible.

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Title: Classroom management

Total Pages: 5 Words: 1427 Bibliography: 0 Citation Style: APA Document Type: Essay

Essay Instructions: This is a Prior Learning Portfolio, describing experiences in the
and knowledge gained from teaching in a classroom setting. Statements
validate experience and knowledge. Example: I learned behavioral
modification techniques while working as a high school teacher?.. I
implemented??Use many action verbs while covering content areas as
below. I have ten years experience working as an Earth Science
teacher for a
fully accredited private high school. Additionally, I worked as a
administrator for six years. I have vast experience with learning
challenges, including students with emotional/behavioral challenges
as well
as Specific Learning Disorders.

Classroom Management

Provides current theory and methodology for managing small and large
of students so that students choose to be productively involved in
instructional activities. Covers the four major factors or skill
areas of
effective classroom management:
(1) understanding students personal/psychological and learning needs
(2) establishing positive teacher-student relationships
(3) implementing instructional methods that facilitate optimal
(4) using organizational and group management methods that
maximize on-task
student behavior.
I. Overview of Classroom Management
A. Factors Influencing Student Behavior
B. Effective Schools
C. Changing Perspectives on Classroom Management
D. Factors Influencing Teachers' Management of Classrooms
II. Students' Basic Needs
A. A Review of Various Theories - What Children Need
B. The "At-Risk" Student
C. Power, Control, Order and Caring
D. Setting Up "Win-Win" Systems
III. Creating Positive Interpersonal Relationships
A. Teacher as a Model
B. Appropriate Dialogue with Students
C. Building Better Relationships
D. Creating Opportunities for Personal Discussion
E. Communication Skills Reviewed
F. Evaluating Classroom Relationships
IV. Creating Positive Peer Relationships
A. Understanding the Classroom Group
B. Activities that Support: Introductions, Diversity Acceptance,
School Climate, Examine Peer Relationships, Assessing Peer
V. Student Motivation and Learning
A. Key Issues in Student Motivation
B. Student Academic Needs
C. Instructional Methods that Enhance Student Motivation and Learning
D. Self-Assessment
VI. Developing Standards for Classroom Behavior
A. Discussing, Getting a Commitment and Monitoring Rules and
Classroom Procedures
B. Keys to Beginning the School Year
C. Maximizing On-Task Behavior
VII. Responding to Violations of Rules and Procedures
A. Choosing an Approach
B. Tips for Handling Minor Disruptions
C. Classroom Procedure for Responding to Disruptive Behavior
D. Procedures for Handling More Serious Disruptions
VIII. Using Problem Solving Techniques
A. Models for Solving Problems With Individual Students
B. Methods for Solving Problems Between Students
C. Group Problem Solving
IX. Developing Individual Behavior Plans
A. Behavior Management in Perspective
B. Environmental Analysis
C. Strategies for Supporting New Behavior Skills
D. Social Skills Training
E. Contracts for Behavior Change
F. Team Approach
X. School-Wide Student Management Programs
A. Systems Approach to Managing Student Behaviors
B. Process for Developing a School-Wide Plan
C. Responding to Serious Threats of Violence

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Title: Moduler 6 Assignment 1 Reopen

Total Pages: 4 Words: 1867 Sources: 5 Citation Style: MLA Document Type: Research Paper

Essay Instructions: Diversity and Student Engagement

Explain classroom management strategies that are appropriate to students' developmental levels and that encourage critical thinking.

Influence students' active engagement in the learning process.

1) Individual:

a) Student Diversity and Classroom Management

i) Consider the classroom management strategies studied. Choose five of them. Write an essay of 1000-1250 words in which you explain how each strategy is more appropriate for specific developmental levels and how each strategy encourages critical thinking in students. Use hypothetical examples to prove your points.

The National Research Council (2004) theorizes that students engage in learning as a result of three basic conditions. First, students have to believe in their underlying competence to learn and their control over what they are learning; this is the I Can factor. "Students need to know what it takes to succeed and to believe that they can succeed" (p. 35). Their understanding of their competence and expectation of success is also tied to emotions that can either promote or interfere with their engagement in learning activities.

Second, students have to see some intellectual or social value to what they are learning; this is the I Want To factor. Students can be engaged (or not) anywhere on a continuum from believing they are working on an activity in school because they want to do so to feeling as if they are working because they have to do so. Wanting to work is related to self-determination; students may have the idea that an education is important or they take pride in their work or good grades are valued. Having to work is related to coercion. This, obviously, does not contribute to positively engaging students in learning; it can have the opposite effect of driving students away.

Third, students have to recognize their social connectedness to others who are in their learning environment; this is the I Belong factor, which is especially related to the "importance of meaningful relationships with adults and teachers who showed an interest in them [students] as individuals" (National Research Council, 2004, p. 42). Students know when their teachers care about them and this makes a difference in their willingness to be engaged in the learning process. Interestingly, the older students get, the more likely they are less engaged in learning (Brewster & Fagan, 2000). As far as a teacher is able, addressing these three conditions will help, though not guarantee, students increase their active engagement in the learning process and see success as a student.

Although the classroom contains students with many different learning circumstances, there are general practices that teachers can follow to help motivate their students and engage them in the learning process. Most students are eager to learn and it is up to the teacher to enhance these feelings (Good & Brophy, 2003).

Know the students. The more teachers know about their students, the better they can meet their needs. What are the students' interests and desires? How do they best learn? What is their learning or developmental level? What type of activities will spark their interests? What is their attention span, as individuals and as a collective group? All of these factors should be taken into account when seeking to motivate students to learn or to engage them in learning.

Capture their interests. Once a teacher knows the students' desires and background, it is important to arouse their curiosity in what will be presented (Brewster & Fagan, 2000). A good anticipatory set will hook the students into wanting to know what comes next. This statement or activity will set the tone of the lesson and the new content. This can be done by posing questions, riddles, problems, etc. This is a good opportunity to draw students into the learning process; a lesson itself can be built around their cultural diversity.

Make it relevant. What practical needs will the material fulfill? Can students use it in their personal lives? Activities and information should be meaningful and relevant to real-life (Brewster & Fagan, 2000). Teachers should explain why it is important to learn the material and should make abstract material more meaningful by making it concrete and visual. Why is this knowledge useful? It is important to relate and bridge the new material to previous knowledge.

Vary the pace and activities. Stimulate attention by having students actively involved in the experience through cooperative learning, group projects, question and answer, etc. Ensure that the activities are challenging, but achievable (Brewster & Fagan, 2000). Most students have an attention span of 15??"20 minutes. After that time limit, interest is lost. Therefore, a good teacher will change the learning experiences every so often. The more students are actively involved, the more they will learn. Cooperative learning, projects, and other interactive activities ensure that students will continue to be engaged in learning.

Ensure success. It is helpful to break the instruction into small segments and make sure understanding is accomplished at each step. Do not go on to new material until students totally comprehend each part, especially if the material is complicated in any way.

Praise and reinforcement. Students do well when they receive honest and sincere praise. This praise not only helps students work harder to learn the material, it also encourages them to behave appropriately. The type of praise used is also very important. In the lower grades, classwide positive recognition works very well. At the upper grades, individual recognition is much more effective. This praise can also be utilized outside the classroom. Positive phone calls to parents or notes home are very effective.

Assessment and adaptation. The teacher should always be aware of what is happening in the classroom. Adaptations may be needed to meet the students' needs as they are observed. The teacher is constantly adapting, checking for understanding, reflecting, monitoring, and observing reactions. Student body language is very important and must be taken into account. Truly, the teacher should have classroom presence and eyes in the back of the head (Burden, 1995).


Teachers in today's classrooms need to be aware of the needs of their students and know the best way to reach each individual. Cultural, socioeconomic, and developmental diversity must all be taken into account as learning depends upon their skillful management by a teacher. Understanding how to engage students in the learning process can directly impact the quality of the educational environment in the classroom.


Brewster, C., & Fager, J. (2000, October). Increasing student engagement and motivation: From time-on-task to homework. Retrieved September 8, 2009, from

Burden, P . (1995). Classroom management and discipline. White Plains, NY: Longman Group Ltd.

Charles, C. M. (2008). Building classroom discipline (9th ed.). Boston: Pearson/Allen & Bacon.

Education for All Handicapped Children Act of 1975, Pub. L. No. 94-142 (1975).

Good, T., & Brophy, J. (2003). Looking in classrooms. White Plains, NY: Longman Group Ltd.

Individuals With Disabilities Education Act, Pub. L. No. 105-117 (1997).

National Center for Education Statistics. (2007, September). Table 7.2: Percentage distribution of public elementary and secondary students, by region, state, and race/ethnicity: 2004. Status and Trends in the Education of Racial and Ethnic Minorities. Retrieved September 25, 2008, from

National Research Council. (2004). Engaging schools: Fostering high school students' motivation to learn. Washington, DC: National Academies Press.

Nelson, J., Palonsky, S., & McCarthy, M. R. (2007). Critical issues in education??"Dialogues and dialectics (6th ed.). New York: McGraw-Hill.

Payne, R. (1996). A framework for understanding poverty (3rd rev. ed.). Highlands, TX: aha! Process, Inc.

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