Classroom management strategies Essay Example | Topics and Well Written Essays - 1000 words

Classroom management strategies - probe ExampleOne of the pitfalls that educators oftentimes find themselves is finding an approach that works and utilizing this as a pith of classroom management for the remainder of their professional t separatelying c beers. As a function of understanding this to a much complete degree, the following analysis will seek to engage the reader with an understanding of how classroom management strategies can be utilized to affect the same goals even though a clip of different strategies might be operateed. Firstly it must be unders withald that the main goal of each and every classroom strategy is needfully to improve the take aim of educational benefit that the student is adequate to derive. Ultimately, the classroom is merely an instrument through which this culture is able to be presented. As such, it is incumbent upon the teacher/educator to ensure that an environment exists within the classroom that allows and facilitates the transfer of t his information in an equitable, fair, and conscientious room (Garrett, 2013). Notwithstanding the information that is thus far been presented, it must also be understood that specific strategies are appropriate for specific developmental levels. Furthermore, each strategy that is utilized within classroom management has the authority to encourage critical thinking in students. In such a way, it is the responsibility of the educator to task the overall developmental levels of the students under his/her care prior to integrating with a particular strategy. All too often, the educator is eager to implement a strategy that is antecedently worked for them in the classroom setting, or they are very familiar with as a result of the educational setting, without further thought with regards to the overall level of acceptance and/or feasibility that such an approach may hold with regards the stakeholders within the given situation. In this way, it is highly important for the educator to u tilize the first few days and hours of the classroom integration with novel students to ensure that the appropriate response framework and classroom strategy is defined, delineated, and ultimately utilized. Thus far the information that is been presented has been concentric upon the idea an understanding that the educator has something of a perfect understanding of each of the strategies and can employ them at will. A more appropriate and reasonable understanding of this is the fact that most educators are more familiar with the given approach and had utilized in the past. However, rather than merely regurgitating the strategies that have been utilized previously and him placing them upon cultural, demographic, and group dynamics that are not appropriate, the educator is oftentimes required to step outside their comfortableness zone and integrate classroom management strategy that they are unfamiliar with or have neer used at all (Hicks, 2013). Rather than shying away from these strategies and merely not employing them due to a wish of familiarity, it is incumbent upon the educator to realize that the situation and the educational requirements and cultural/demographic needs of students might necessarily require them to step outside this comfort zone and implement