Trends in Classroom Management

Current Trends in Classroom Management Classroom DisciplineWongs Pragmatic ClassroomKagan, Kyle, and Scotts Win-Win DisciplineMorrishs Real Discipline StrengthsWongs approach pragmatic where it is built from serviceable bases pieced unitedly from multiple sources (Charles, 2008, pg. 130). This theory does non fit with cookie woodcarver classrooms and stinkpot be modified to fit the instructor, content, or student group. Encourages the idea that discipline problems will largely disappear when the classroom management is in check (Charles, 2008, pg. 0). Rules of behavior set limits where they create a work-oriented atmosphere (Charles, 2008, pg. 133). appearance issues are simply violations of procedure and have specific and logical consequences that were distinctly laid out on the first day of school. Student demand are strongly represented were the primary goal is to help students articulate long-term, self-managed responsibility. Encourages a spirit of teamwork between t he teacher and student where the end vector sum is where students manage themselves responsibly (Charles, 2008, pg. 151). A precursor to Kagans win-win schema because it teaches students even off from wrong, high expectations of adult billet, and encourages them to make choices about behavior that are sufficiently mature and experienced to do (Charles, 2008, pg. 227). To acquire essential behavioral norms skills, they need corroborative guidance from enlightened, caring teachers where it does non put the teachers and students on the same scan however, it does not completely separate them. WeaknessesRequires intense planning and execution by the teacher to ensure that consistency of procedures is followed in order for this to succeed. If there necessitate to be a change in classroom management personal manner in the middle of the school year, Wong gives slight detail on how that should be handled. They focus heavily on the first day and first a few(prenominal) weeks of sch ool. Sees disruptive behavior as merely students ineffective attempts to meet certain(a) unfulfilled needs all the time (Charles, 2008, pg. 151). Where behavior issues could come from students not even trying at all. Since the relationship needs to be found on the fact that the student and teacher must work together for the student to gain that responsibility, what happens when they do not gain that sheath of utlook? This outline may feel like an anarchy government where the students have little to no say in the classroom and their demanding, where the teacher is the sole authority in the classroom. AdvantagesStates that a well-managed classroom is task oriented and predictable and it can be a smoothly functioning learning environment (Charles, 2008, pg. 132). When students learn the win-win strategy, they learn life skills that can help with developing self-management, responsibility, and other independent life skills (Charles, 2008, pg. 151). Does not separate the teacher/s tudent dynamic likewise ofttimes with authority and does not give the student too much power without clear expectation. DisadvantagesIf a teacher does not the set the procedures and expectations in the classroom before the end of week two, research has shown that they will not have good classroom management Procedures can seem daunting and intense and very little wiggle room for students. This discipline type does not take preemptive strikes against disruptive behavior but earlier considers disruptive behavior to be a starting point (Charles, 2008, pg. 152). This strategy may be easily confused with mistrust for their students and lowering wholenesss standard of expectation for the students just because of their age. Agree/Disagree potent expectations in an environment with crisp infrastructure is an idea that resonates with my strategy of teaching. I do not agree with this particular strategy where it states that we should wait for students to misbehave so we can address the idea of responsibility or re-directing. I do not believe in setting up the students for disappointment and put my best effort forward for them to succeed on the first try, not wait for them to mess up to fix it. However, I do agree with the idea of encouraging autonomy from the students and stating that they are their bets advocates for their own education. This strategy does expect high expectations from the students to follow the rules but they are not in a true in a democracy like the preceding strategy. There are no unrealistic expectations of maturity level and mavin will expect a student to act their age. The students are not set up to fail, but have a firm teacher foundation. Resource Center Charles, C. M. (2008). Builidng Classroom Discipline (9thth ed. ). Boston, MA Pearson Education. Retrieved November 13, 2012