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Running Head: Classroom Management
Classroom Management
Jessica Carter
Georgia Southern University
Dr. Landers
SPED 3231
10/15/18
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Running Head: Classroom Management
Classroom Management
Classroom management is a very important part of maintaining a healthy, positive, and
supportive classroom. It is important for teachers to follow the Teacher Keys Effectiveness
System. This system helps to provide a positive learning environment through the use of five
categories. It includes caring, fairness/respect, interactions with students, classroom
management, and discipline of students. The purpose of this paper is to discuss ways in which I
will use these categories in my classroom. I will do this by explaining each of the five categories
and ways in which I will implement each one in my classroom.
Caring
Caring is the first category in TKES. As teachers, we are with our students a lot of time
during the week. Research says, “Some experts suggest that a relationship with at least one
caring adult, not necessarily a parent, is perhaps the single most important element in protecting
young people who have multiple risks in their lives,” (Sabola & Piantab, 2011) I want to create a
classroom environment that will let students know I care, while maintaining a professional role.
This means I will maintain boundaries and make sure the students respect and understand my
role in the classroom. Students can go through a lot such as behavior issues and extenuating
circumstances at home, so I want to be that adult role model to them and help them feel cared
for. Since students spend more time with teachers during the week than any other adult, we are a
big influence on their academics, social, and emotional well-being. It is our job to help students
succeed academically. Research says, “For example, research conducted by Furrer and Skinner
(2003) with mid- to upper-elementary students found that academic engagement mediated the
link between students’ sense of belonging and their academic performance. Thus, positive
teacher–student relationships appear to impact learning outcomes through greater academic
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Running Head: Classroom Management
engagement.” (Furrer and Skinner in Cook, 2018) In my future classroom, I want to show
students I care about them by creating and having them participate in engaging/interactive
lessons that reach students interests and needs. I want to do this because I do care about each
individual students needs, so it is important to have students feel like they belong in the
classroom, but also have their academic performances supported. I believe it is important for
teachers to know what students view as a caring relationship with their teachers. “Students
identified several characteristics of care, which I was able to categorize into the following four
themes: (a) being a warm demander, (b) showing understanding to students’ lived experiences,
(c) teacher-as parent, and (d) honest and clear communication.” (Masko, 2018) I will create a
warm and supportive classroom by implementing all four of those characteristics into it. I will
greet my students at the door at the beginning of each morning, be a role model, teach to their
interests, and always be honest and communicate with them each day. Words and moments
matter in a classroom, so communication should be positive. It is important to think about how
you say something and what you say to a student. Tone of voice does matter! (Kim & Schallert,
2011) I will build them up, instead of tearing them down. So many times, we see or hear teachers
tearing students down, especially when misbehaving occurs. When misbehaving occurs, I want
to let students know how much I care about them and work with them on the issue at hand.
Tearing students down, getting an attitude with them, and talking bad about them or their issue is
not going to make the situation better. I will take students aside and talk one-on-one with them
and do anything I can to fix the issue. It all goes back to letting students feel cared for. Class
meetings are ways to get students to be a community of learners and avoid misbehaviors. This
develops an environment where students want to learn and are engaged in the content. Kohn says
that misbehavior won’t occur in a classroom like this, because the content is engaging, and
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Running Head: Classroom Management
learning takes place through discovery and class meetings/discussions. (Kohn, 2004 in Houff,
2013) I will use class meetings to prevent any misbehaviors and use it as a way to meet with the
whole class daily. We can discuss content, as well as their everyday lives to show I care about
them personally too. Caring is such an important part of being a great teacher, and I will do
everything I can to create a warm, welcoming, and supportive classroom environment for all of
my future students.
Caring Works Cited
Cook, C. R. 1. crcookumn. ed., Coco, S., Yanchen Zhang1, Fiat, A. E.., Duong, M. T.., Renshaw,
T. L.., … Frank, S. (2018). Cultivating Positive Teacher-Student Relationships:
Preliminary Evaluation of the Establish-Maintain-Restore (EMR) Method. School
Psychology Review, 47(3), 226–243. https://doi-
org.libez.lib.georgiasouthern.edu/10.17105/SPR-2017-0025.V47-3
Houff, S. G. (2013). Managing the Classroom Environment: Meeting the Needs of the Student
(Vol. Second edition). Lanham: R&L Education. Retrieved from
https://libez.lib.georgiasouthern.edu/login?url=https://search-ebscohost-
com.libez.lib.georgiasouthern.edu/login.aspx?direct=true&db=e700xna&AN=653052
Kim, M., & Schallert, D. L. (2011). Building caring relationships between a teacher and
students in a teacher preparation program word-by-word, moment-by-moment. Teaching
and Teacher Education, 27, 1059–1067. https://doi-
org.libez.lib.georgiasouthern.edu/10.1016/j.tate.2011.05.002
Masko, A. L. (2018). Chapter 3: “Keep It Real & Love ‘Em Up.” Curriculum & Teaching
Dialogue, 20(1/2/2018), (Sp)35. Retrieved from
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Running Head: Classroom Management
https://libez.lib.georgiasouthern.edu/login?url=https://search-ebscohost-
com.libez.lib.georgiasouthern.edu/login.aspx?direct=true&db=edb&AN=131343480
Piantab, Robert. C. Sabola, Terri. J. Recent trends in Research on teacher-child relationships.
(Vol. 14, No. 3). Institute for Policy Research. Northwestern University. Retrieved from
https://eds-a-ebscohost-com.libez.lib.georgiasouthern.edu/eds/results?vid=2&sid=5731ac95–
dd7c-4a21-b526- 3d
Fairness and Respect
Fairness and respect are a huge part of having a successful classroom and is the second
category in TKES. As a teacher, being fair and creating a class of students who are respectful to
