WHAT ARE THE GOALS OF CLASSROOM MANAGEMENT? WHAT DO YOU THINK ARE THE MOST IMPORTANT PRINCIPLES OF CLASSROOM MANAGEMENT?

One of the most difficult but important responsibilities for teachers is to have an appropriate classroom management. In fact, that is something somewhat complicated for teachers, but at the same time is such the key for us to succeed in such wonderful labor.  We teachers must focus on creating a great environment for our students and must focus mostly on creating such conditions in which learning can take place.

Some of the goals of classroom management are:

v       Instead of quiet classroom and boring classes, productive and successful students and classes

Even if we teachers are not able to have so sophisticated devices for teaching as in other countries, we have creativity and several ideas to facilitate our students’ learning. Our attitude, our intentions, and our interest in our students’ learning, are qualities that surely enhance our job 
 as teachers. For instance, we can create different kinds of materials for our lessons, and also we can create a safe, happy, and comfortable place for them as well.

v       To create classroom interaction

we need to show our students that they need each others, and that working in groups can be nicer  to interact with others. We must make every single student get engaged in the class and in that way they can know each others better.

v      Increase students participation and interaction

we need to create an appropriate classroom management since it stimulates and motivates our students’ participation. Also, it helps them interact among each others.

v       To get learners´ attention more easily

when our students notices the teacher has something interesting to show them or to teach them, they are willing to learn, and they pay attention to everything the teacher does in the classroom. They need to feel important for the teacher. The students are always expecting something new from the teacher, and a good class that catches their attention  even though they are tired.

v       To monitor the students

when there is an appropriate classroom management, it is easier for teachers to monitor and measure if the students are learning or not. 

     To create a great rapport with the students

a good classroom management involves the relationship we teachers have with our students. If they feel happy in your class, they will always be interested in coming punctually to classes every single day.

    To create respect among our students and towards us

respect is the most important value we as teachers should put into practice, and we are the ones in charge of being such a role model for them. We must teach them to be respectful among each other. But, we have to be the main example.

Some main principles of classroom management are: 

Ø  Let them maintain dignity: this means that whenever our students present  with any misbehavior, and we are going to punish them, we do not have to do it publically,  since they can feel ashamed because of that. We have to talk  secretly or privately to the student who has behaved in such a way.

 Ø  Be kind to them: even though it is quiet difficult to maintain ourselves so happy all the time due to de stress we face everyday, we teachers need to have a positive attitude towards our students, and also we have to focus on the thought that they have needs different to ours. We have to try to be funny and happy In every class and treat them kindly so that they feel comfortable and happy as well. That does not mean we will be laughing all the time without any respect boundary.

Ø  Be humble and transparent: we teachers have to accept whenever we make mistakes, and try to apologize publically; consequently, the students will appreciate their teachers attitude and will do the same when they make mistakes.

Ø  Establish and teach order in the classroom: show them you are the one who leads the group, but try to create the right climate for them to remind each other when they are out of line.

Ø  Not having too many rules: it is good to set some rules in the classroom, but it is worthless to write too many rules on a chart since the students will not be reading them all the time; however, we may set less rules that include the other rules so they  memorize them and behave well.

WHAT ARE YOUR MOTIVES FOR TEACHING? WHAT REWARDS OR INCENTIVES DO YOU GET FROM TEACHING? HOW MIGHT YOUR MOTIVES INTERFERE WITH YOUR ABILITY TO PUT THE NEEDS OF YOUR STUDENTS AHEAD OF YOUR OWN?

 

My motives for teaching are somewhat based on my experience as a student, and also on my desire of influencing positively society. For instance, I feel greatly happy when I notice my students are learning what is intended because when I was a student in junior high school, I could  realize not all my teachers were interested in my classmates’ and my learning. So, once I told myself that one day I was going to be a teacher and I was going to do my best, and I was going to be a better teacher.  Something that really motivates me is when I see my students are willing to learn and to participate in my classes; when notice they are interested in English I try to make them have their best experience learning such beautiful language. I try to transmit all the knowledge I have acquired until now. I consider a teacher does not have to be selfish nor does he or she have to be arrogant because those qualities do not motive the students’ interest and enthusiasm. Indeed, when a teacher is motivated to teach, the students do feel in such way as well. 

 

Furthermore, another of my motives is to see the progress my students show. I feel really compromised with them when I see they are learning something new and they are internalizing the knowledge; in fact, I feel I have to give more and more in every single class. In addition, I particularly have a motive for teaching since I was studying junior high school. 

I remember I was so anxious for learning English, but there was a teacher who never taught a very nice class. She just used to write some vocabulary on the board and did other things while we were copying the vocabulary in our notebooks. I did dislike the English class because of that since I loved English. I had been expecting something different from her; however, she never did anything amazing in the class. Consequently, since I already wanted to be an English teacher I decided to be the best teacher.

 

On the other hand, the rewards or incentives I get from teaching are inner rewards even though  I am earning money for working as a teacher. I consider self satisfaction is one of the main and best rewards I get from teaching. Whenever I see my students enjoying my class and learning several new things, I feel proud of them and self satisfied. The incentives I get from teaching is to be willing to teach the following day and to feel the necessity of doing nice activities and preparing good information for my students. 

My motives might interfere my ability to put the needs of my students ahead of my own in the way that I might not pay attention to the things they are missing to learn for being trying to achieve my own motives. But I consider that my motives for teaching do not interfere at all my ability to put the students’ needs ahead of my own.

LIST THE THINGS YOU LIKE ABOUT WORKING WITH TEENAGERS. WHY? LIST THE THINGS YOU DON’T LIKE. WHY?

 

Actually, I do not like working with teenagers that much, but there are some things that I find somewhat interesting; for instance,

      Teenagers are more interested in learning since they are a little bit more mature than children.

      Working with teenagers is somewhat easier than working with pupils because you do not have to teach just by using flashcards or pictures; you can use variety of other resources in order to make your classes more interesting.

      Teenagers get involved in the activities more quickly than pupils because they have more developed their understanding, so once they hear instructions they begin to gen involved in the warm up activities or other kind of activities.

      In some instances, teenagers are more responsible than pupils, and can understand easily what the teacher wants them to do in during the class or the activities in the class. They are already beginning to mature, so they behave in a better way than little students.

      When teaching teenagers, we teachers can use variety of games and activities that  motivate students to participate.

In addition, there are some other things I really do not like about teaching with teenagers; for example,

      Sometimes, we think teenagers from seventh year are more interested in learning English, but that is not so true. Some teenagers are very immature, and they do not pay attention in classes because they get distracted easily; also, some of those students tend to fight among each other. Moreover, some other students such as the ones who study ninth grade do not like to pay attention in classes since they feel we as teachers are too young to give orders to them, so they do not want to obey them.

      I especially hate when teenagers are talking or playing and talking a lot in clasess about someone else.

      I do not like that my students are going outside and entering to the classroom once over again.

      Working with teenagers is stressful since sometimes the students do not want to obey the teacher, so it really bothers me.

      I do not like to teach teenagers since I consider I am not that patient teacher to let the students do whatever they want. So, I would prefer to teach younger students, high schoolers, and university students.

      I do not like working with teenagers because several of the students are involved in gangsters, and the teachers run the risk of dying.