Order Description

Introduction

For this task, you will reference two vignettes when addressing classroom management strategies and best practices that promote self-awareness, self-management, self-efficacy, self-esteem, positive social interaction, self-motivation, and active engagement in learning environments.

Scenario:

Vignette 1
Problem 1: Mr. Fowler is having difficulties with his student Sasha in the classroom. Mr. Fowler observes Sasha being off task regularly, and she often appears bored during instructional time. Sasha has lower cognitive abilities in most academic subjects. Sasha’s assignments rarely are completed, and she habitually leaves her supplies in the classroom. When Sasha does turn in an assignment, Mr. Fowler usually finds doodling on her paperwork. Sasha also has poor social skills and does not seem to have many friends. Mr. Fowler regularly finds Sasha by herself in an isolated area during his class’s independent free time.

Response 1: Mr. Fowler has met with Sasha’s parents on several occasions. He has positioned Sasha’s desk near his work station, often directing her to stay on task. Mr. Fowler has been sending emails to Sasha’s parents when her assignments are not completed, and recently, he has decided to let her post her drawings in the classroom to share with her peers after she completes and turns in an assignment.

Vignette 2
Problem 2: Mrs. Holt is concerned about her student Eric. Although he is an above-average student and a gifted writer, Eric often creates a hostile environment in her classroom. Eric is extremely bossy and is frequently heard arguing with other students. Generally, he rushes through his independent and group work, making numerous careless mistakes. Once his work is complete, Eric then bothers other students while they are trying to complete their assignments. Mrs. Holt wonders if Eric’s home life is affecting him at school. She knows that his parents travel a lot on business, leaving Eric with neighbors or other relatives on a regular basis.

Requirements:

For parts A through D, read Vignette 1 and Mr. Fowler’s interactions with his student, Sasha. Summarize whether or not Mr. Fowler is currently promoting the topics within each prompt.
A. Summarize whether or not Mr. Fowler is promoting student self-awareness while interacting with Sasha, referencing evidence from Vignette 1.

B. Summarize whether or not Mr. Fowler is promoting student self-management while interacting with Sasha, referencing evidence from Vignette 1.

C. Summarize whether or not Mr. Fowler is promoting student self-efficacy while interacting with Sasha, referencing evidence from Vignette 1.

D. Summarize whether or not Mr. Fowler is promoting student self-esteem while interacting with Sasha, referencing evidence from Vignette 1.

For parts E through G, read Vignette 2 and provide strategies that Mrs. Holt could implement to encourage the topics within each prompt.
E. Provide a strategy that Mrs. Holt could implement to encourage positive social interaction, referencing evidence from Vignette 2 to support the use of the strategy.

F. Provide a strategy that Mrs. Holt could implement to encourage self-motivation, referencing evidence from Vignette 2 to support the use of the strategy.

G. Provide a strategy that Mrs. Holt could implement to encourage active engagement, referencing evidence from Vignette 2 to support the use of the strategy.

Answer

Introduction

Appropriate and effective classroom management strategies are necessary to ensure that student discipline is maintained in class. Teachers are the major determinants of the behavior of students while in class. Proper classroom management by teachers influences the academic performances of individual students and that of the whole class. Classroom management strategies are aimed at promoting good classroom behaviors and instilling best classroom practices in students.

Prompt A

About Vignette 1, Mr. Fowler is not promoting self-awareness in Sasha while interacting with her. Mr. Fowler focuses majorly on informing Sasha’s parents of her behavior rather than talking to Sasha individually about the consequences of her negative behavior. He does not explain to Sasha the negative behaviors that he observes in her rather he informs her parents about them. By not discussing Sasha’s negative behaviors with her, she is unable to realize her misconduct. Consequently, she is likely to continue misbehaving in class. According to Glasser’s classroom management model, a teacher should educate his students on right and wrong choices so that they know when they do wrong or right (Bear, 2008). Mr. Fowler does not inform Sasha on the wrong choices that she makes during class time.

Prompt B

About Vignette 1, Mr. Fowler is not promoting self-management in Sasha while interacting with her. Mr. Fowler does not encourage Sasha to take responsibility for her actions. Mr. Fowler rather informs Sasha’s parents of her negative classroom behaviors in a manner that portrays that he wants them to take responsibility for their daughter’s wrongdoing. Self-management is achieved by a student when he/she is motivated by the teacher to rectify her negative behaviors by herself (Pickering, 2008). Mr. Fowler informs Sasha’s parents with the hope that they will rectify Sasha’s negative behaviors.

Prompt C

About Vignette 1, Mr. Fowler does not promote self-efficacy in Sasha while interacting with her. Self-efficacy is promoted when individuals are motivated or encouraged to believe in themselves and their abilities.  Mr. Fowler does not instill self-belief in Sasha since he only directs her to concentrate in class without educating her on its significance. Mr. Fowler only allows Sasha to post her drawings in class when she completes her assignment. Mr. Fowler should instead motivate Sasha to pursue her drawing, in which she is good at rather than prohibiting her from posting them in class.

Prompt D

About Vignette 2, Mr. Fowler is not promoting self-esteem in Sasha when interacting with her. A student’s self-esteem is boosted when a teacher instills a sense of belonging to the student during class time. According to the Glasser’s classroom management model, a teacher should instill a sense of belonging to his/her students to make them feel valued in class (Daniel, 2017). Mr. Fowler does not promote a sense of belonging in Sasha since he keeps on pointing out her faults in class. The teacher focuses on the negative actions and behaviors of Sasha more than her positive ones. Positioning Sasha’s desk near his workstation makes Sasha uncomfortable during class time. The lack of a sense of belonging and being uncomfortable in class reduce Sasha’s self-esteem.

Prompt E

About Vignette 2, Mrs. Holt should educate Eric and other students on appropriate conflict resolution and problem solving techniques to promote positive social classroom interactions. Appropriate conflict resolution and problem solving techniques enable students to solve the conflicts and problems they have with others without creating hostile environments. Eric and other students in the class should be educated on these techniques so that they do not resort to arguing and other violent approaches to resolve conflicts. Appropriate conflict resolution strategies will enable Eric to maintain his friendships even with students that he has conflicted. Appropriate conflict resolution techniques have a moderate approach towards conflicts, and they eradicate the application of violence during classroom conflicts (Canter, 2010).

Prompt F

About Vignette 2, Mrs. Holt can encourage Eric to create his individual academic goals and put them on a goal list so that she can promote self-motivation in him. A goal list ensures that students are able to keep track of their academic goals. By establishing individual academic goals, Eric will be focused on achieving the goals rather than disturbing other students in the class. Eric will be focused on achieving a different goal after he attains another. Even after completing his assignment he will give other students time to complete theirs since he will be concentrating on his goals.

Prompt G

Active classroom engagement involves full involvement and participation of every student in classroom activities. About Vignette 2, Mrs. Holt should group the students and delegate them with specific classroom roles or projects that they are supposed to perform as a group. Eric should be put in a group too and should be closely monitored by the teacher to ensure that he is an active group member. Group work ensures that every student is actively involved in classroom activities. Group members are caretakers of each other, and each group member is required to contribute towards their group (Eggen, 2008).

Conclusion

Effective classroom management strategies promote appropriate student behavior and improve average classroom performance. Teachers should focus on promoting self-awareness, self-efficacy, and self-management among their students. Teachers should improve the self-esteem of their students by instilling a sense of belonging in them and creating a comfortable classroom environment. Appropriate classroom management strategies that promote positive social interactions, self-motivation and active engagement should be applied by a teacher to improve classroom discipline.

 References

Bear, G.G. (2008). Best practices in classroom discipline. In Thomas, A. & Grimes, J. (Eds.),
Best Practices in School Psychology V (1403-1420). Bethesda, MD: National Association
of School Psychologists

Helman, Daniel (2017). “Constructivist Discipline for a Student-Centered Classroom”.
Academia.edu. Academic Exchange Quarterly

Kauchak, D., and Eggen, P. (2008). Introduction to teaching: Becoming a professional (3rd ed.).
Upper Saddle River, NJ: Pearson Education, Inc

Lee Canter (Feb, 2010). “Assertive discipline; positive behavior management for today’s
classroom, 4th ed”. Reference & Research Book News, Feb. 2010. Academic OneFile

Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2008). Classroom management that works:
Research-based strategies for every teacher. Alexandria, VA: ASCD