BLOG SIX

 "Post a reflection to your blog based on your practice as it relates to what you learn from the article. How effectively is your well classroom management system working at this point in the year?  What are your struggles?  What are your successes?"

I read the article "Classroom Management: Ten Teacher-Tested Tips" by Gary Hopkins.  The article gave several ideas for effective classroom management from teachers who have had success with managing their classrooms.  I notice that many of the tips given in the article are things that I have tried or do now, but I do not do them consistently or with the necessary precision.  For example, as the article mentions I do a countdown in my class to get my students' attention. Sometimes I will count the amount of time after the countdown that students are still talking and will make the class stay after for that amount of time.  The article suggests a similar idea, but emphasizes the importance of being consistent. I am certainly not consistent with this practice and know it is something I need to work on.

In general my classroom management is probably the aspect of teaching that I struggle the most with.  My biggest struggle is remaining consistent.  Some days I will consistently give out consequences, and other days I will be a bit lax.  I struggle a lot with getting students to be quiet and listen while I am instructing.  I tend to yell over my students a lot and seem to constantly be trying to get their attention.  I have not yet found an effective way to do this.  However, I have had some successes with classroom management as well.  Most of the successes have been with individual students.  There are certain students who were really difficult at the beginning of the semester, and I find now that I do not have to redirect them as often and they call out and misbehave less.  I think this has happened because I have created better relationships with these students.  There are still some students who cause me issues, but I definitely see an improvement with some.