SPD 614: Classroom Management and Self-Assessment Reflection Paper

This paper is a reflection on classroom management practices, based on a self-assessment survey. It explores three key areas: active supervision, the physical layout of the classroom, and the establishment of behavioral expectations. The author discusses the importance of active supervision by teachers and monitors to maintain student behavior, addressing challenges like conflicts and arguments among students and the need for improved strategies and resources. The paper also examines the impact of the classroom's physical layout on student learning and crowding, emphasizing the need for functional arrangements and traffic patterns to foster cooperation and involvement. Furthermore, the paper delves into the significance of defining, teaching, and maintaining classroom behavioral expectations, including school-wide rules and routines, and the role of teachers in recognizing, encouraging, reinforcing, and acknowledging positive behaviors to create a conducive learning environment. The author reflects on the challenges and successful implementation strategies within each area, drawing on research and personal views to support the analysis.

Classroom management and self-
assessment reflection
Student Name:
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Abstract
Effective classroom management practices play a significant role not only for the teachers but
also for the students. It helps teachers to make students concentrate on their work, and it also
helps students to achieve success by following the rules and regulations of the school. Teachers
maintain effective classroom management strategies to make students learn about positive
behaviour and enhance their learning skills. Teachers also make use of effective behaviour
management strategies that help in managing and organising learning environment. Hence, the
paper discusses three sections based on practices for effective classroom management that helps
in creating a well-managed classroom. Each section also discusses the challenges faced by the
teacher to maintain a disciplined classroom. Also, it provides with the successful implementation
of the practices for effective classroom management.

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Table of Contents
Introduction.................................................................................................................................................3
Section A.....................................................................................................................................................3
Section B.....................................................................................................................................................4
Section C.....................................................................................................................................................5
Conclusion...................................................................................................................................................6
References...................................................................................................................................................7

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Introduction
The paper will demonstrate effective classroom management practices and behaviours that are to
be followed by the teachers and students. It will focus on three sections, and each section will
discuss the factors essential for effective classroom management practices. Section A will
discuss active supervision of the classroom that is significant for a teacher to make the students
focus upon their work and maintain discipline. While Section B will focus towards physical
layout which is considered to be functional and minimised crowding. Whereas, Section C will
discuss expected classroom behaviour that is taught by the teacher to the students.
Section A
Active supervision of the classroom
According to my view, this active supervision in classroom procedures refers to the classroom
strategies used by the teachers or monitors to maintain the student’s behavior in the respective
class. Active supervision refers to the process of intentional observation and focused attention of
children at all times in the class (BAI, TIAN, NIU & FENG, 2015). Both the teachers and the
students play a vital role in the active supervision aspect and thereby both people efforts will
bring the class discipline. The major challenge of this practice is that the teachers, as well as the
class monitors, failed to maintained active supervision in the classroom, and thereby various
conflict and argument arise between the students (ZHU, HE & REN, 2015). These conflicts and
arguments not only affect the students learning activity but also it affects the teachers to
deliberate their thoughts over the students easily.
In order to address this challenge in the classroom, I have to think critically on various aspect
about the supervision aspects so that I can take the required steps for reducing this challenge.
Children or students learn best when they feel safe in well-supervised environments. Therefore to
address the challenge, the teachers have to develop proper strategies by which they easily
improve their active supervision procedures (ZHU, HE & REN, 2015). In addition, the resources
and staff should be improved so that the students feel safe and the teachers or monitor should
easily supervise them by enhancing their learning attitude. To know about the challenge I have to
participate in student supervision activity so that I can make effective strategies to reduce the
challenge.

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As per my view, the classroom management practice that I have discussed earlier would be
successful if both the teachers and students use this method strategically in the classroom. After
proper researching, it is analyzed that students possess the primary responsibility to supervise
their behaviors in the classroom (Alshehri, 2017). After that, it is the teacher's responsibility or
duty to moving through classroom, scanning and interacting with students to make them feel
comfortable and help them to act appropriately. Hence by following this process, I can say that
these practices will improve student achievement.
Section B
The physical layout is functional and minimized crowding
The practice is referred to the process by which the teachers should arrange some physical
programs for the students, and thereby it helped them to easily control their students in the
classroom (Alshehri, 2017). In addition, the teacher should develop effective learning approaches
that help them to control the students present in the classroom. The main challenge that generates
due to this practice is not well maintained is that the students are crowding activities increases
and that unable to learn properly in the classroom (Llewellyn, Boon & Lewthwaite, 2018).
Hence I can say that learning, as well as teaching activities both, are affected by this respective
challenge.
In order to address this challenge, the teacher has to identify the reason behind the students
misbehave attitude and thereby build effective strategies that help them to deal with the student
misbehavior aspect (Lu, 2018). Besides this, the challenge affected both teachers and students in
the classroom so proper techniques for managing and organizing aspects should be made by the
class teachers. In addition, to know about the challenge, it is necessary to understand the
student's perspectives and views respectively. Therefore, this helps me to make effective lessons
planning strategies that generate only positive attitude among the students present in the
classroom.
The effective classroom management technique foster student cooperation and involvement in
classroom activities and thereby it is necessary to establish a productive working environment
(Lu, 2018). In addition, by this technique, the teacher monitors the class and develop a traffic

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pattern that enables the student to be more disciplined. Hence, it is quite evident that this
technique will be successful to improve student achievement.
Section C
Classroom behavioural expectations and taught
School-wide expectations for classroom behaviour comprise of various factors such as be-there-
be-ready, follow directions, be respectful, be a friend, be safe, be responsible, respect self and
others and do your best (Simonsen et al., 2014). It is significant for a student to follow the rules
and regulations of the school to maintain positive behaviour within the classroom. I
acknowledged that behavioural and expectations skills are identified and taught in a natural
context. I understood the fact that effective classroom-wide and school-wide behaviour support
is linked to enhancing academic involvement. Thus, it has been observed that the systems
required for the implementation of effective behaviour and academic supports are similar to each
other (Oliver, Wehby & Nelson, 2015). I gathered information for effective classroom behaviour
for which it is important to identify the problem behaviour.
Identification of the problem behaviour is considered to be a challenge which needs to be
addressed by the teacher. Behavioural rehearsals are being conducted within the classroom that
facilitates strong support for expected behaviours. Maintaining positive classroom behaviour is a
challenge which requires to monitor the plan to have a systematic modification of the context
(Gage, Scott, Hirn & MacSuga-Gage, 2018). I come to know that while entering into the
classroom after recess teachers expect that the students must be quiet, report to their desks, begin
with their activity and keep hands to self without pushing, laughing or shouting. While
conducting behavioural rehearsal teacher teaches the students regarding expected behaviour that
is to be followed by the students within the classroom (Cooper et al., 2018).
To expect positive behaviour within the class, it is significant for the teacher to acknowledge it,
encourage it, reinforce it and maintain it by giving them proper knowledge. It has been noticed
that the effective implementation of RTI will help in recognising and reducing behavioural and
learning problems (Elias & Schwab, 2014). Therefore, I understood the fact that the teacher
teaches students to have self-control, cooperating, problem-solving, helping, sharing and make
relevant decisions to maintain positive behaviour.

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Conclusion
The paper concluded by discussing the factors that are essential for maintaining effective
classroom management practices. It is observed that to maintain effective classroom
management teachers face various problems and challenges that have been discussed in the
paper. It has been understood that effective classroom management plays a significant role in the
successful implementation of practices. It is helpful for students to improve their behaviour
within the classroom and achieve success. It has been found that all the areas are challenging in
their particular aspects for systematic classroom management. Therefore, the paper provided
with an analysis of effective classroom management that is a crucial factor for teachers.

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References
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Their Teacher, and Parents in Saudi Arabia. Journal of Education and Practice, 8(13),
85-100.
BAI, L., TIAN, X. Z., NIU, B. T., & FENG, H. Y. (2015). Research on Cultivating Innovative
Talents through Innovation Experiment of College Students. Research and Exploration
in Laboratory, 4, 044.
Cooper, J. T., Gage, N. A., Alter, P. J., LaPolla, S., MacSuga-Gage, A. S., & Scott, T. M. (2018).
Educators' self-reported training, use, and perceived effectiveness of evidence-based
classroom management practices. Preventing School Failure: Alternative Education for
Children and Youth, 62(1), 13-24.
Elias, M. J., & Schwab, Y. (2014). From Compliance to Responsibility: Social-Emotional
Learning and Classroom Management. In Handbook of classroom management (pp. 104-
125). Routledge.
Gage, N. A., Scott, T., Hirn, R., & MacSuga-Gage, A. S. (2018). The relationship between
teachers’ implementation of classroom management practices and student behavior in
elementary school. Behavioral disorders, 43(2), 302-315.
Llewellyn, L. L., Boon, H. J., & Lewthwaite, B. E. (2018). Effective Behaviour Management
Strategies for Australian Aboriginal and Torres Strait Islander Students: A Literature
Review. Australian Journal of Teacher Education, 43(1), 1-27.
Lu, L. L. (2018). Analysis of the present situation and strategy of the informatization
construction of college student archives in China. International Journal For Research In
Educational Studies (ISSN: 2208-2115), 4(3), 11-15.
Oliver, R. M., Wehby, J. H., & Nelson, J. R. (2015). Helping teachers maintain classroom
management practices using a self-monitoring checklist. Teaching and Teacher
Education, 51, 113-120.

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Simonsen, B., MacSuga-Gage, A. S., Briere III, D. E., Freeman, J., Myers, D., Scott, T. M., &
Sugai, G. (2014). Multitiered support framework for teachers’ classroom-management
practices: Overview and case study of building the triangle for teachers. Journal of
Positive Behavior Interventions, 16(3), 179-190.
ZHU, H. M., HE, C. Y., & REN, H. (2015). Study and Practice on Land Resources Managment
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008).