In any place where people interact, there has to be a way of doing things. The processes and rate of doing them, answering to people, and the language form a culture. In a school setting, a school culture guides the students, teachers, and non-teaching staff. At the same time, each class has a “sub-culture” whereby there are things that they do differently but are gotten from the mother culture of the school. In the corporate world, the design of the office and the material used also form the organization’s culture. This is to say that even the arrangement of the students in classes forms culture. The observation shows a relationship between classroom culture and effective classroom behavior management. We will concentrate on the classroom structure, instruction management, behavior management, and classroom climate.
Classroom Structure
When discussing a classroom’s structure, we refer to its physical layout, how its contents are organized, and the degree to which its norms and procedures are spelled out and taught to students. Well-structured classrooms are comfortable for both students and teachers. Such a classroom frees up more time for teachers to focus on fostering students’ academic and social development (Assess classroom, n.d.). These include a better focus in class, better student relationships, and less hostility and disruptive conduct. A classroom structure comprises four things: physical layout, classroom rules, classroom routines, and smooth transition.
In the observation, each location of the classroom is easily reached by the instructor. There were not any pupils who had obvious physical impairments. There needed to be a designated space for supplies. There are no written or spoken rules set for the classroom. None of the students are aware of the regulations or what is expected of them in terms of conduct. Distracted students acted as though the consequences did not matter. The transition between class activities took time, and only a few students did as expected.
The teacher should be an authority in the class if anything is to move forward. The students seem not to take him seriously because, during the observation, he finds it difficult to shift from one activity to another. In essence, the teacher should explain why things are the way they are. The students will understand why things are working the way they are and eventually will buy into the teacher’s idea.
Instruction Management
When discussing how to ensure academic education is rigorous, relevant, and provided at speed suited to the material, the phrase “instructional management” is often employed. Students who are actively engaged in their learning have lower rates of disruptive or off-task behaviors, and vice versa, thanks to well-executed classroom management strategies (Assess classroom, n.d.). How lessons are presented in class directly impacts how pupils act while learning. Students’ academic effectiveness may be improved by mastery experiences provided by developmentally appropriate academic opportunities (i.e., those that are neither too easy nor too tough). Additionally, pupils succeed more when actively involved in the learning process.
In the class under observation, the teacher, Mr. Phelps, has a hard time directing his class. It takes much effort only to get four of his students to work as instructed. One task takes more than double the time that was scheduled because of non-compliance. This means that the class is ineffective and that the students need to be educated to the expected standards.
Behavior Management
The phrase “behavior management” often highlights the need for regular classroom practices to address student behavior. Gaining students’ acquiescence is not the goal of effective behavior management. Instead, good classroom management emphasizes the reinforcement of desirable behaviors, the prevention of disruptive ones, and the application of consistent, even-keeled responses to disruptions (Assess classroom, n.d.). Mr. Phelps is seen to use no praise at all, but he employs reprimand and opportunity to reply. The usage of such should make some behavior improvement, but it does not work in this case. This could be because these students need to learn what they are expected to do, and the rules need to be exposed.
Improvements in students’ social conduct and academic performance are connected to the use of effective behavior control strategies. Interfering with academic education, increasing student risk for emotional and behavior issues, and leading to high teacher stress levels are consequences of ineffective classroom behavior control.
Classroom Climate
The phrase “classroom climate” is used to draw attention to an array of elements, such as teacher-student interactions, teacher tone, student-student interactions, the general level of respect among students, and classroom orderliness (Assess classroom, n.d.). Mr. Phelps is observed to be soft in his instruction delivery. He is softly asking his students to remain quiet, but none of them listens to him. His instructions hit the rocks since only a few of his students responded even after he told them. The level of respect is wanting and should be cultivated more for the teacher by the students.
When children are made to feel like they matter, they experience a positive classroom atmosphere. Student motivation and school satisfaction rise in classrooms where teachers and students can work together productively. When pupils do not feel like they matter at school, they stop caring and start acting out.
Conclusion
Building rapport with students is the first step to efficiently administering a classroom. Students are more likely to be interested in their studies and to behave well when they feel a part of the school community.
References
Assess Classroom. (n.d.). Classroom Check-Up. https://www.classroomcheckup.org/coaching-process/assess-classroom/
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