Theclassroom setting necessitates for students to adhere to theappropriate behavior established by teachers and the school. For theacademic engagement and prosocial behavior among students to beimproved, classroom management has to be purposefully implemented(Dreikurs, Grunwald, and Pepper, 2013). The primary objective of thispaper is to outline the most valuable elements of classroommanagement, in addition to the inclusion of cultural diversity andthe resulting opportunities.
Oneof the valuable points regards the impact that classroom managementhas on student achievement. First, there should be a contract betweenthe teachers, students and their parents when the school calendarcommences. It will allow the inclusion of these stakeholders into theoverall expectations and responsibilities of the school. Suchcontracts may always be reviewed during the next meetings (Starr,2017).It allows teachers to maintain consistency by being concerned aboutthe learning and well-being of their students. It elevates theexpectations of the teachers regarding their students. This can onlybe achieved through communicating their expectations to the students.Secondly, the other important point is discipline. Most teachers rushto punish their students once they have committed a prohibited act.This creates an unconducive environment for learning as the learnerswill always be tensed. Such occurrences arise due to the failure ofthe teachers to effectively manage their classes to avert cases ofindiscipline (Cangelosi, 2013).
Studentscome from different cultural backgrounds. As a teacher, it is vitalto take this into consideration while designing a management plan.The identification of task orientation is essential for learners.Once I have identified students’ orientation, I usually structuretasks that will take them into account. For instance, some studentsoften need more time to prepare before starting to work on the giventask. As such, I often give them time for their preparations, issueout advance organizers, and notify them the time allocated forpreparation and when the task will begin (Bull, Feldman, and Solity,2013). In doing so, I will be honoring their prerequisite forpreparation, rituals, or customs. I also ensure appreciation andaccommodation of all cultures represented by students in theclassroom. As a teacher, it is important to positively identify withthese different cultural differences as it will create the origin ofeffective instructional strategies and proper communication (Powelland Powell, 2015). I am also able to reinforce the cross-culturalunderstandings and social skills among the students. Culturaldiversity offers numerous opportunities, for instance, students willbe able to learn from each other’s cultural experience, thusfacilitating a climate of tolerance whose primary virtue is equityand justice.
Inconclusion, it is important to note that successful learning can onlytake in a safe and pleasant learning environment which can only becreated by teachers. This will have a significant impact on thestudent achievement.
Bull,S., Feldman, P., & Solity, J. (2013). Classroommanagement: Principles to practice.Routledge.
Cangelosi,J. S. (2013). Classroommanagement strategies: Gaining and maintaining students` cooperation.John Wiley & Sons.
Dreikurs,R., Grunwald, B. B., & Pepper, F. C. (2013). Maintainingsanity in the classroom: Classroom management techniques.Taylor & Francis.
Powell,R. G., & Powell, D. (2015). Classroomcommunication and diversity: Enhancing instructional practice.Routledge.
Starr,L. (2017, January 11). HarryK. Wong and the Real Meaning of Classroom Management. Educationworld.Retrieved fromhttp://www.educationworld.com/a_issues/chat/chat008.shtml