Managing Classrooms to Nurture Students, Build Self-discipline, and Promote Learning
Weinstein’s Chapter one and Two Concepts
Weinstein introduces four important concepts that will form a cutting-edge professional repertoire for teaching students with special needs. The first concept relates to managing classroom by achieving order. The order is critical to nurture, build self-discipline and promote learning among students with special needs. Weinstein and Romano (2011) state, “How a teacher achieves order is as important as whether a teacher achieves order” (P. 5). Order will be applied by creating a classroom policy that will specify classroom rules. The second concept regards fostering positive relationships with students, implementing engaging instruction and use of preventive management strategies. When teaching students with special needs, the effective teacher-learner relationship is important in helping students unleash their potential. Weinstein and Romano (2011) argue, “When students perceive their teacher to be supportive and caring, they are more likely to engage in cooperative, responsible behavior and to adhere to classroom rules and norms (p. 7). The concept will be applied by creating classroom support groups to help students support and care for one another. 0The third concept relates to developing knowledge, skills, and predispositions to support the needs of diverse students. The classroom structure has changed, and student diversity regarding aspects such as race, ethnicity, and language play an essential role in the learning outcomes. Diversity will be applied by equipping learners with cross-cultural knowledge and skills. The final concept relates to providing privacy to learners. Weinstein and Romano (2011, P. 29) opine that opportunities for privacy are essential for children who are distractible and those experiencing challenges relating to peers. An anonymity web-based platform will be formed where students can share sensitive issues anonymously.
Kauffman’s Chapter one and Two Concepts
Kauffman presents several concepts that can form a top-notch professional repertoire. The four concepts are how to analyze a case, prioritization of issues, knowledge to resolve issues and planning for the year. The concept of how to analyze a case will be applied by obtaining the facts to identify the particular issues; the issues will be prioritized based on aspects such as urgency and the best course of action taken. Knowledge is important when solving a case, and Kauffman suggests four sources, “Students’ cumulative folders, personnel, parents and the school psychologist” (Analyzing cases and Planning for the Year and Managing the Physical Environment, n.d, p. 6). The key knowledge from each source will be identified and used to design a holistic solution to a case. Regarding planning for the year, planning will be embraced. Instructors need to be prepared for their students from the first day of the school year (Analyzing cases and Planning for the Year and Managing the Physical Environment). Before the academic year commences, I will arrange the physical environment and the instruction materials to suit the learners’ needs. This will support internal asset of commitment to learning which comprises, “Achievement motivation, school engagement and bonding to school (Seligman, n.d).
Jones and Jones’ Chapter Two Concepts
The two strategies that I will take and make a part of my professional repertoire from Jones and Jones in chapter two are interior loop and limit-setting through body language. Maintaining active student involvement in the classroom can deter most discipline issues. The ‘interior loop’ seeks to alleviate class time wastage while teaching learners to be responsible, independence, and cooperation. An interior loop achieves this by helping teachers to move easily among the classroom. According to Weinstein and Romano (2011), the interior loop allows one to “work for the crowd with the fewest steps” (p. 30). Jones and Jones also advocate for the use of body language rather than words, which consumes precious teaching time. The major body language I will apply is gestures to signal things like stand up, sit down and come in. “The ultimate goal of limit setting is to prompt learners to go back to work” (Weinstein & Romano, 2011, p. 30). I will use the interior loop by moving closer to a misbehaving student to stop classroom misbehavior and avoid verbal confrontation.
Weinstein’s Chapter Three and Four Concepts
The four concepts introduced by Weinstein are relationship building, inclusivity, curbing peer harassment and bullying, and promoting autonomy. Building caring relationships among students is important in ensuring positive learning outcome. I will be the model of good relationships by treating students with warm, respect and responsiveness and beseeching students to replicate the same to fellow students. I will also dedicate the first lesson of the term to an open forum where students will ask one another questions to get to know one another better. The idea of inclusivity defines an environment where “race, class, ethnicity, gender, cultural and linguistic background, religion, and sexual orientation are acknowledged, understood and respected” (Weinstein & Romano, 2011, p. 60). Inclusivity will be achieved by asking students to share their beliefs, values, and assumptions and I will help other students understand how such aspects are influenced by culture, race and socioeconomic identity. This will help students to be sensitive to underlying differences and how they may result in misunderstanding. Harassment and bullying is a significant threat to a safe and caring community. I will curb incidents of harassment and bullying by developing an explicit policy for acceptable classroom behavior. Also, I will educate students on the school harassment and bullying policy and let them know that such incidents will be dealt with seriously. Finally, supporting students to gain autonomy is important since it gives learners self-control, which results in acceptable behavior, positive attitudes, and enjoyable learning experiences. People resent extrinsic control and feel “external regulation as alienating” (Weinstein & Romano, 2011, p. 59). I will invest time in teaching students to be responsible and monitor them to ensure they show interest and competence as responsible learners.
ReferencesAnalyzing cases and Planning for the Year and Managing the Physical Environment. (n.d.).
Seligman, M. (n.d.). Foundations of Comprehensive Classroom Management.
Weinstein, C. S., & Romano, M. (2011). Managing Classrooms to Nurture Students, Build Self-discipline, and Promote Learning (7 ed.). McGraw Hill Education.