Effective Classroom Management to Improve Instruction and Increase Student Achievement

I feel inspired and refreshed as I read Chapter 11. There were many strategies listed that were relevant to my classroom today. When I can connect to what I am reading, it helps me internalize the content. I understand that students should feel the same way and that I should use connections as part of instruction. That is what keeps them engaged in stories or other lessons. Making connections for students is an effective strategy for instruction(Slavin, 2014, p.221). When students are engaged, and the lesson is interactive, fewer behavior problems will occur(Slavin, 2014, p.289). Effective classroom management can be challenging for many veteran and new teachers.

I know that I only sometimes handle behavior issues subtly. However, I am glad that I was able to read this chapter because of some of these strategies I had heard before, and I was reminded of the importance of minimizing disruptions and maximizing instruction. By doing so, instruction will improve, and student achievement will increase. In addition, there are research-based strategies I could use to improve behavior incidents and help my classroom more effectively manage.

Differentiating instruction to match the students in my classroom will increase on-task behavior. For example, I could offer several options for extra practice, assessments, and exit tickets. That way, students can feel in charge of their learning and be involved in the process.

I can use what I learned to be a better teacher by implementing the new strategies that I have learned. I will be intentional about being clear about my expectations, routines, and procedures. The routines and procedures that should be reiterated are those where the students seem confused about what to do. For example, when it is Writer’s workshop, the students should know that they should take out their writing folders, then come to the carpet. Still, I noticed that as the year went on, fewer students were taking out their writing folders, and some students were coming to the carpet while others stayed in their seats; some would start writing but did not have their writing notebooks. As an effective educator, I should realize that students are not doing as expected because they no longer have those clear expectations. I did what some would say, “dropped the ball” on the transition expectation. I know that for this transition and other aspects of my classroom management to improve, I have to be clear and consistent, which are two keys to effective classroom management.

References

Slavin, R. E. (2014). Educational psychology: Theory and practice. Pearson College Division.