It Might Seem Like Brain Surgery, But It's Not

It has been over a month since I have been in my placement and the cohort is about a third of the way done with the semester. It is amazing how much growth and learning takes place in such time. The opportunity to have fieldwork and time to reflect on the experiences in the field is a luxury that has been a critical influence in my growth as a prospective teacher. More importantly, it has allowed me to tackle one of my greatest fears of becoming a teacher: classroom management.

I came into the program with great enthusiasm but I was still afraid and worried I might not have the skills to manage a classroom. I was afraid of my classroom becoming the stereotypical image of an urban school where students do what they wish. Yet, with such fear, I knew the only way to learn was to immerse myself and stay confident with my skills.

After several weeks of placement, my fear of classroom management has started to become a lost thought. Many of times, I believe, development is seen as trying to acquire as many ideas and lessons to incorporate in the classroom. It is the idea of having a treasure chest full of lessons plans and activities in order to combat poor classroom management. What I have come to learn is that classroom management starts at a more fundamental approach to teaching. Although, creative lesson plans are great to have, the ability to manage a classroom begins with the genuine motivations of the teacher.

As one teacher told me, kids are good bullshit detectors. In my observations, the teachers that have great classroom management exhibit and demonstrate a genuine concern for their students and put forth effort to their practice. In a sense, they see their students as being their children. Children know when teachers place little value in instruction. Many of us have had worksheet teachers - you know, the teachers that hand out worksheet to be completed without any instruction or purpose. Students without a doubt, especially in your first year, will pose challenges and problems to test a teacher's commitment. As a teacher told me, your first year is similar to pledging.

In my perspective, effective classroom management is the result of extensive and purposeful lesson plans delivered with a genuine concern for students growth. If you are honest with the students' learning, students will respond accordingly and take their learning honestly.