Type: Management
Pages: 4 | Words: 1020
Reading Time: 5 Minutes

Maintaining order in a classroom usually presents numerous challenges to the educators. Every classroom in a school normally has different students. The challenge to the teacher is usually to establish a balance between personal classroom management style in accordance to students’ diverse needs and a classroom that works efficiently and effectively. There are numerous classroom management strategies that are available for an educator to adopt. These strategies encourage critical thinking among students. Although there are numerous approaches for the educator to adopt, educators need to narrow down classroom management strategies on the basis of values of education and align them with the student’s needs.

Lee Canter Behavioral Management Strategy

For instance, a classroom management strategy that is common in early elementary and preschool settings includes Lee Canter Behavioral Management Cycle. This management strategy works well within early childhood and elementary schools. The collective offering of unambiguous verbal instructions and explicit set of expectations together with expressed praises normally challenges a student to put up with the established rules in a classroom. In an instance where students have sensory processing disorders, it is normally essential to remind them of the progress within the class repetitively. In addition, this strategy evokes a sense of critical thinking from the students. Canters model is critical since it addresses students having difficulties with overstimulation and regular guidance needs. The model provides directions for the educator to follow. According to this model, the educator needs to follow a strategic plan of action. These include praising students that behave well and reminding students that are not following on the progress. According to this classroom management strategy, an educator needs to execute discipline as a consequence for students that continue to apply poor judgment. This plays a critical role in evoking critical thinking from students. When using this strategy in classroom management, students get many opportunities to make good and informed choices. In addition, the strategy will enable students to reflect critically on choices they need to modify to align them with classroom expectations.

Win-Win Discipline Strategy

Win-Win discipline is another model that is essential in classroom management. It focuses on three pillars that include learned responsibility, same side and collaborative solutions. This strategy ensures that a student is comfortable with the classroom environment. It also ensures that any situation that addresses discipline in the classroom ends with a Win-Win scenario for all parties involved (Blendinger, 2005). Win-Win strategy ensures that fairness is established in the course of classroom management. This strategy enhances flexibility; hence it can be applied to any age group. However, the strategy would work much better with middle to high school students. The strategy equips students with practical life skills that enable them to negotiate well. For instance, when a high school student is repetitively sharing undesirable observations in an open lecture, the educator can address this student with class expectations along with an action plan that will ensure win-win scenario for each party. This will essentially provide the student with experience required to change his/her behavior through reflective and creative thinking.

Wong’s Pragmatic Classroom Management Strategy

Wong’s strategy of classroom management may seem a rigid strategy in managing classroom. However, this is a powerful strategy for managing classroom, especially the classroom with students who like testing boundaries or those that require clear directions. This strategy can be used to promote critical thinking in all developmental stages. This is a management strategy that is grounded on the belief that students’ attainments are affected by the classroom procedures used. It is a strategy that promotes critical thinking among students in all development stages in that the students are aware of the procedures. This strategy suggests and specifies what actions the students need to undertake (Wong, 2001). It also promotes critical thinking in that having well-laid procedures becomes integrated even in the mind of the students. Early Childhood Education students, Elementary Education students and Secondary Education students have not yet learnt the concept of time.

This strategy provides an outline of what a student should do. It helps students stay on task, complete assignments and follow all directions given. For example, a student may be distracted in the course of the day, but he/she will have to follow the procedures laid down. As a result of the strategies put forward by this classroom management strategy, students are directed to get ready with their belongings as they leave the classroom. Although students are careless and clumsy, they know exactly what is required by the procedure. Therefore, effective and systematic application of this strategy can help students remain focused. This will prepare them psychologically for the other developmental levels and later in their profession. This strategy aids students to think systematically. Finally, this strategy promotes critical thinking in students in that it promotes mind orderliness, regularity and predictability.

William Glasser’s Discipline Management Strategy

This classroom management focuses on meeting the basic needs of students. This strategy involves having a comprehensive curriculum, quality teaching and helping students solve problems, for example, problems connected with behavior. This strategy can help students in Early Childhood Education in that these students are young and have several problems that can prevent critical thinking. Students in this developmental stage may carry problems from home that will prevent them from thinking critically while in the classroom. Elementary Education and Secondary Education students are in a developmental stage of developing self-esteem (Bucher, 2007). This strategy enables the teacher to focus on daily problems encountered by the students. It helps students develop self-esteem and make them comfortable in the classroom. Consequently, a student will feel at ease while in the classroom and thus be in a position to think critically without distraction.

Ronald Morrish Discipline Management Strategy

This is a classroom management strategy that does not demand proper behavior from students. However, this strategy demands that the students bear the consequences of their behavior. Mostly, a wrong or deviant behavior will be followed by punishment. Children in early childhood are mischievous when in the classroom. When students learn that destructive behavior is followed by punishment, such students will think critically. In general, students are given a ground to think critically of what is good and what is sinful.

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