Talk:Foundations and Assessment of Education/Edition 1/Foundations Table of Contents/Chapter 11/Chapter FAQ



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Author Reflection
I believe that classroom management is one of the many important facets of teaching. I believe that obtaining classroom management when teaching is a crucial element because the students need to understand the basic rules and regulations of the classroom, and the teacher needs to be able to handle the class as well. Therefore I believe that in some cases, classroom management can be one of the hardest things to obtain depending on the students and environment. If the students are not receptive to the teacher then it may be very difficult to obtain classroom management. Based on the information presented about classroom management, I believe that there are many factors that come into determining and enforcing classroom management. From personal experience, I remember that the two types of motivation (extrinsic and intrinsic) were used in the classroom often, whether by the teacher or the student themselves. I remember that I have always been intrinsically motivated to do well in school because I like the satisfaction and sense of personal pride in knowing that my hard work and efforts paid off in a good grade. I also remember working to achieve a goal in the classroom due to external motivators or incentives. Some of my teachers in the past would offer rewards such as candy, stickers or others to motivate students to do well on an assignment. I believe that both intrinsic and extrinsic motivation can exist simultaneously for the student, because I know that sometimes I needed the external motivation depending on the assignment, and it made me only push myself further for the next assignment because of the feeling I would get as a result, the internal reward. When I did my observations this summer at the middle school, I realized that often the students would cooperate more with the teacher if they knew that she would give them something in return, or if they would be punished for bad behavior. In both cases, they were being motivated by extrinsic factors which seem to be present a lot more in the classroom. I was still left with a few questions after reading the content, because I was unsure of which methods were the best to use in the classroom for effective classroom management. This was mainly because there were so many arguments for each method, and I would have liked to hear some personal experiences from teachers who had tried each method, and what they felt was the best method for effective classroom management. I did have some deliberations about what to include in the article, mainly because I felt I should include a little something from each section in the content article. Therefore, I tried my best to include something from each section so the readers would be well rounded to an extent in their comprehension of classroom management and its different facets. Sometimes the sources were a little confusing to determine whether they were popular or scholarly, but overall I believe that I ended up with a good variety that showed varying perspectives on classroom management allowing for all sides to be discussed and presented. Rburt005 (talk) 03:32, 17 June 2009 (UTC)