Classroom Management

Running head: CLASSROOM MANAGEMENT
CLASSROOM MANAGEMENT
Name of Student
Name of University
Author note

1CLASSROOM MANAGEMENT
Response to Question 1:
a).
“Speak to the situation, not the person’ is a crucial guideline to be comprehended and
applied by every teaching professional while managing a classroom. A teacher commenting
on his student’s characteristics rather than addressing the ‘disruptive classroom situation’ is
highly unacceptable from someone who has been given the responsibility of guiding every
student’s life in the classroom. Commenting on a student’s behavior is a form of ‘personal
attack’ which is a logical fallacy. Overall, it hinders the learning process of the class for the
attention of other students is drawn towards the reprimanded student.
b).
Parents send their loving children to a school with the aim of getting their children
guided by “More Knowledgeable Others” like ‘good’ teachers. Remarking on personal
characteristics of a student in front of others in the classroom imparts a negative impact on
the student’s self-esteem and reinforces him in a negative way. Given that the child is in his
developmental cognitive stage where his senses and personality is not yet weathered by
maturity or life’s experiences – he is supposed to feel sad and depressed after such a strong
criticism from his teacher. This might reflect in his studies and his behavioral interactions
with his parents as well. They might be angry or feel let down by the teacher who has
critiqued their son harshly and stop sending their son to the same school.
c).
Personal traits are very integral and innate to a person’s character while a behavior is
more influenced by a person’s surrounding. Embarking on the nature – nurture controversy,
personal characteristics are a summation of natural habits, likes, dislikes, inclinations and
repulsions, emotions, intelligence and motives which is embedded in a child’s nature which

2CLASSROOM MANAGEMENT
gives formulates to specific behavior or other under a certain circumstance. These behavior is
just a synthetized ‘fragment’ of the massive pool of psychological characteristics that remains
hidden inside a student’s personality. Hence, a typical exhibition of an annoying behavior
cannot decipher the entire set of traits that exists covertly inside and the teacher’s negative
verbal expression towards the student is completely unjustified.
d).
Yes, the teacher’s labeling of a student would create a parallel process which is called
as the self-fulfilling prophesy. A self-fulfilling prophesy allows a negative belief or false
belief held strongly in form of a ‘delusion’ to come true which in fact, has nothing to do with
actual truth. It often comes as a protective mechanism to one’s self esteem and a teacher must
not ever use such a negative prophesy to disdainfully chide any of his student, no matter how
disruptive or annoying their behaviors are. This sort of criticism kills the self -confidence of a
young student from which he or she can never recover from.
Response to Question 2:
a).
Setting limits on behaviors and not on feelings is a key discipline management skill of
a professional teacher. Feelings are triggered by physiological and psychological outflow of
emotions and can be positive as well as negative. Overt behavior on the other hand - are the
observable set of responses seen in an organism in response to the ever changing stimuli in
the surrounding. A stimulus of greater intensity can produce a prominent behavior in an
organism but this must not be confused with inner feelings. A student in this instance, might
feel excited while answering an question and getting negatively reinforced by his teacher
would give him feelings of oppression, insecurity and low – confidence. Occluding free flow
of feelings in the students might result in anxiety, chaos and outburst on peers which can lead