Classroom Management, Assessments, and Personal Development Report

This report delves into the critical relationship between classroom management, reflective practice, and professional development. It begins with an abstract that outlines the importance of self-evaluation for identifying strengths and weaknesses, aligning teaching standards with student needs, and fostering professional growth. The introduction highlights the symbiotic nature of professional development and reflection, emphasizing the role of critical reflection in improving performance and guiding planning, implementation, and evaluation. The paper then explores the understanding of reflection, drawing on literature to emphasize its significance in decision-making, self-evaluation, and professional growth. The report identifies three key areas for improvement: classroom management, assessment strategies, and personal and social development, and provides a detailed action plan for each area. The plan includes specific strategies, sources of information, and timelines for implementation, focusing on creating a conducive classroom environment, improving questioning techniques, guiding student behavior, and enhancing communication with families. Finally, the report addresses the importance of personal and social development, including adapting to the learning environment, developing a strong cultural identity, and enhancing personality through enrolling in a personality development course.

Running head: CLASSROOM MANAGEMENT
Classroom management and discipline
Name of the student:
Name of the university:
Author note:

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Abstract
Reflective practice refers to the process of self-evaluation and self-observation that helps in identifying own strengths and weaknesses
so that changes can be brought about for professional development. By collection of valuable information on the classroom
environment and alignment of own education delivery standard with the needs of the learners, one can successfully highlight flaws
and developmental need. It acts as a means of professional development to a great extent. Reflection might be a response to any
challenge encountered while in a classroom setting. It is advisable that one creates an action plan based on reflection so that outcomes
can be achieved better. The present paper reflects on the interconnection between reflective practice and professional development.
The three key areas that are the focus of the paper are classroom management, assessments and personal and social development. The
paper highlights own understanding of critical reflection. A detailed action plan is then outlined that would address the three areas of
development.

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Introduction
Professional development and reflection go hand-in-hand, as pointed out by educators from different domains. Critical reflection has
been thought to have the quality of teaching an individual what needs to be done for better performance in coming time. Planning,
implementation and evaluation of professional actions are guided by reflective practice, helping the individual to achieve the set goals
and objectives. A wide host of advantages of reflective practice have emerged time and again in literature. It aids the educator to be
more steward, who understands the standards of professional conduct outlined in different rule books and abide by them (Oversby et
al., 2013). The present paper considers a discussion of the implications for development of professional practice in the context of
present professional standards and current views of professionalism. Relevant literature forms the basis of this paper that leads to a
programme of professional development that is presented in the form of an action plan. The three development needs identified are
classroom management, assessments and personal and social development. The paper is divided into two sections- understanding of
reflection and the action plan based on the previous formative assessment.
Understanding of reflection
A rich pool of literature indicates the prime importance of reflection in ongoing education and professional development in almost all
domains, including management studies. The prominent role of reflection has been recognised by distinct scholars who state that
undertaking refection of own practice plays an important role in classroom decision making. Reflection is the system of decision
making that entails changes in practice. It adds to the individual’s knowledge body for application in case of future decisions.

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Reflection involves a dominant phase of self-evaluation through critical analysis of decisions and their outcomes. Determining how
effectively they have contributed towards achievement of learning outcomes is noteworthy (Nicholls, 2014). Reflection can be
perceived in multiple ways. One concept is that reflection is the process of undertaking an assessment of behaviour, situation,
effectiveness, practices and accomplishments of the individual. It is a form of self-evaluation that involving persistent, active and
careful contemplation and inspection of the person’s beliefs, values and knowledge. The ultimate outcome is professional growth,
development and increased understanding of the respective profession. Reflection always needs to be, deliberate, constructive and it is
imperative that it is done regularly. The perception of reflective practice was introduced by Donald Schon in the year 1987 who
thought of it as the refinement of an individual’s talent in a particular discipline. He recommended refection to be away for educators
to recognize consonance present between successful practitioners and themselves (Dixon et al., 2014).
Reflection is the cycle of giving deliberate attention to own actions for the purpose of an expansion of opinions about own practice.
Decisions made in the future on the basis of this are significantly better. The three stages can be distinctly differentiated from each
other. The first stage involves the analysis of the impacts of the strategies implemented. The second stage involves the assumptions
that underpin the practice and the related consequences. The third stage involves questioning and examining the ethical and moral
dimensions related to decision making in a classroom situation. Educational, technical and principled decisions are adjudged in this
process (Trorey, 2017).

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The basic elements of reflection are practical experience, meaningful knowledge and collaboration with peers. Practical experience is
considered to be the basis for speedy learning. However, it is not possible to learn from the experiences if reflection is not there.
Meaningful knowledge of theories of learning is crucial for meaningful and productive reflection. Collaboration with peers is
important if the person aim to foster professional growth. The collaborative model augments personal reflections and gives significant
suggestions to students from peers. Reflecting on the aspects that went wrong in the classroom setting must have a good outcome as
the findings are to be used in future. Celebrating the areas of success and working on the areas of failure is essential. Reflection can
readily become the key to reach teaching heights in a matter of no time (Edwards et al., 2013).
Experiences in the professional field would guide future practices when combined with reflection. For making experiences the
strengths of practice, this is important. The vision of knowledge base is to be increased with philosophical awareness. Mistakes can be
eliminated while reflecting if philosophical views are there. Educational research and instructional resources are the other two aspects
linked with reflection. It is to be mentioned in here that reflective practice can be clearly defined on the basis of the concept of action
research. This is defined to be the comprehensive curriculum development tool that imbibes continuous feedback targeting particular
problems of students in a certain setting (Beauchamp, 2015). Action plans is the development portfolio that encourages the
professionals to have a clear outlook about the goals and objectives that are to be achieved within a certain time frame. The learners
can be encouraged to gather pieces of information related to each other on their professional learning. For achieving the goal, activities

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are to be outlined in conjunct with each other and realistic steps are to be made ready for the same. With a robust action plan it is
likely that the individual would achieve the goals.
Areas identified for improvement
Areas for Improvement Plan of action
Sources of
Information/Evidence
Timeframe Outcomes
Room management -
The first and foremost thing
for classroom management
is to maintain the classroom
environment.
I think that the classroom set
up creates a big effect on
learning of the student and
hope that the classroom will
be a great environment for the
students that will help the
students to engage in
classroom discussions, critical
thinking and reflection.
Having the desks of a
classroom in a circle will
Evidence from classroom 1 week for a
classroom
I believe that the circular
form of tables will
encourage the discussion
and by this method the
students will learn from
each other.

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create a good environment.
Providing sufficient
supplement materials for
students.
I will provide bookshelves in
the corner where the students
can study and research
supplemental to the course
books. There will be a couple
of PCs for doing the projects
and reports additionally
utilization of uses to display
reports to the class (i.e.
PowerPoint). The students
will likewise approach the
computer lab in the school
where they will be able to
learn social examinations and
Notes from classroom
observation.
1-3 weeks This will help to educate
the students by
encouraging a
comprehensive process of
learning which I will
endeavour.

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additionally innovation by
incorporating the lessons. I
would be a better person who
would be able to remain calm
and composed in tense
situations. Findings
resolutions to issues would
not be a problem anymore as I
would be able to handle
matters more tactfully.
1. Questioning strategies and
differentiation during the
instruction
∗ To maintain the
strategies which are
used are not effectively
∗ I have to implement the
strategies to obtain the
Notes from classroom
observations conducted;
Results of Student Growth
Objective and post-
assessments reviewed by
Four – 8 weeks Instruction in the subject
Components: Using
Assessment in Instruction

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eliciting the proof of the
understanding of the
student in learning the
subjects.
∗ Student learning is not
depended on the data or
evidence which cannot
be used as for
differentiating
instruction.
understanding level of the
student.
∗ I have to provide the
instruction the students
must be analyzed.
the teacher
2. Guidance provided to the
students in the classroom on
the standards of behavior.
● When interacting with
peers, students are not
guided to focus on the
● Guidelines for the students
so that they can focus on the
studies.
Notes from classroom
observations conducted by
teacher.
Components of
classroom : To create an
environment that consist
of respect and this will
help in managing the
behavior of the student.

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learning objective
● Standards of conduct are
not clearly
communicated to
students
● The standards of the
behavior are to be
mentioned clearly.
3. Communication with
families
● The teacher did not use
to communicate with the
parents about the
instructional program
provided to the student.
● There is no way of dual-
way communication with
No documentation of
communications that staff
are required
Notes from conferences
with the teacher was
conducted
Domain 4: Professional
Responsibilities
Components:
Communicating with
Families

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the parents of the
students those who need
extra support.
Personal and social
development is the centre of
focus in the third stage.
Education and culture cannot
be distinct from each other,
and for enabling a suitable
culture for education, it is
crucial that the social and
cultural level of the educator
is also enhanced. The social
and cultural patterns of the
individual would aid in
better education impartment.
Adaptation to the natural
environment would be the
first and the most vital step
for achievement of the set
goal. Differences in natural
environment might be evident
between distinct settings and
thus it is important that I
strive to adapt to my natural
environment. The first
initiative would be to
communicate with my peers
to understand the key
Four- six weeks The main goal of personal
and social development
would be the development
of a strong identity that
would be grounded on
culture and family values.
Having confidence in
abilities is prime for an
educator and social and
cultural development
would aid in this.
Interactions with learners
would be facilitated

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The educational patterns
need to be based on how the
educator considers the
importance of integrating
own social beliefs in
education.
environmental aspects of the
educational setting. In this
manner I would be able to
become well-versed with the
environmental factors making
an impact on education.
through this form of
development. As a result,
communication would be
stronger and more
effective.
Adaptation to the personal
social environment would be
the next strategy to be
applied. Customs, traditions
and beliefs and values are to
be developed and changed as
per the need of the setting.
Gradual changes would be
considered for understanding
the flaws in own
Four- six weeks