MAT Classroom Management Strategies Assignment PDF

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Discussion paper on Classroom management Strategies, and Learning Strategies and techniques to provide a consistent classroom experience as an educator...

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DISCUSSION QUESTION PROMPT: Here is the MAT Classroom Management Strategies Workbook:

http://kapextmediassl-a.akamaihd.net/gradEd/MAT_Handbooks/ MAT_Classroom_Management_Workbook.pdf Download and use the MAT Classroom Management Strategies WorkbookHto complete the following: !. After you read the MAT Classroom Management Strategies Workbook define classroom management. #. Identify and explain one culturally responsive classroom management strategy. Now, take what you have learned through the Readings, and read the case study of Warren Bensonʼs classroom from Chapter 12 in your textbook and respond to the following questions: !. What evidence of possible cultural conflict do you find in this classroom? #. How do you think these students experienced cultural conflict in their previous schooling? $. What advice would you give to Mr. Benson to help improve the behavior of his students?

MY ANSWER TO DISCUSSION QUESTION: When an educational professional engages in classroom management, they are implementing learning strategies and techniques to provide a consistent classroom experience that establishes and reinforces the classroom expectations for the students. Through establishing learning and classroom conduct expectations, teachers are better equipped to transition between lessons and retain students’ focus and attention. While some classroom management skills involve implementing consequences for not following classroom guidelines and expectations, ultimately, classroom management sets out to create a positive learning environment that builds a student’s selfefficacy in their abilities to learn (Bennett 2019). Classroom management skills can vary between classrooms, as some strategies will be more effective for one body of students as

opposed to another group who may not have received the same level of classroom management in a previous class. From a culturally responsive classroom management strategy, recognizing and addressing potential personal biases and cultural lenses within oneself helps to add perspective when creating and enforcing classroom management (Culturally Responsive Classroom Management Strategies 2008). As a white male, when crafting classroom management strategies for a class, particularly a diverse student body, I need to recognize that I have held a certain amount of privilege in life that is not awarded to all people; thereby my schooling experience may dramatically differ from the students I teach. After reading the MAT Classroom Management Workbook, I would define classroom management as a set of procedures in place to ensure the smooth and effective running in the classroom. A culturally responsive classroom management strategy would include lesson plans and communication types that would meet the needs of a diverse classroom. It could include altering lesson plan deliverance so that it would be easy for different children to navigate. Also, it may include altering the speed of deliverance in a classroom for those children who are just learning the English language. Classroom management encompasses discipline, teaching style, relationship with students, and classroom environment. Classroom management is highly holistic. It’s multifactorial but all factors communicate certain values and either supports or distracts from the education occurring. Classroom management must accommodate various learning needs. Teachers need to diversify their instruction in accordance to their students’ unique learning needs. Teachers may default to teaching in accordance to how they best learn, not how their

students best learn. (Bennett, 2019, p. 350). Student needs are influenced by both individual and cultural differences. Relationships with peers, the instructor and reaction to the curriculum all impact learning outcomes and can be affected by culture. (Bennett, p. 352). Views on school and interpersonal dynamics can have a significant impact on student engagement with their studies (Bennett, p. 358). In devising classroom management strategies, it is important to choose material and learning activities that defer to cultural and individual differences making differences into learning assets (MAT Classroom Management Strategies Workbook, p. 13). As students may vary in how they relate to their peers, learning activities should vary also so as to benefit both students with predilections towards individual and group work. Furthermore, the teacher should fashion their instructional support in a way that builds student confidence in multiple modes of expression and modes of knowledge demonstration. In order to create a support system for multicultural education within school communities, teachers must address the challenges that diverse student populaces present – one of which is classroom management. Classroom management is a process of dealing with or having a system of command [control] within a classroom setting. A few hallmarks of overseeing a well-managed classroom includes, but is not limited to: having a classroom that is organized and predictable; one that maximizes instructional time and utilizes classroom management best practices in procedures, parental communication and involvement, and discipline management (“MAT Classroom”, n.d., p. 3). For example, one culturally responsive classroom management strategy use of learning activities such as The Good Student Game (Babyak et. al., 2000). The Good Student Game is a classroom management technique that is administered through

game format to help students abide by and enforce appropriate classroom behavior such as raising a hand when wishing to respond to or having a question. Students can represent several cultures, races, socioeconomic levels, religions, etc. in any given classroom. Every student that enters a classroom, does so with a broad spectrum of abilities. One of the most difficult challenges that presents itself in diverse classrooms is this very fact. The case of Warren Benson presents a great example of cultural conflict and opportunities for behavioral improvement. It appears that Mr. Benson comes from a cultural dissimilar to his students, of which were Native American. Mr. Benson also appears to be well-traveled or to have at least gained exposure to people from other parts of the world through his time in the Navy and, possibly, college. What can also be inferred about Warren is that he teaches history, a very sensitive subject that can be volatile among people with differing perspectives. Many low-income urban schools stress teachers to come down hard on students due to the presumption of them [students] being passive listeners and observers and; thus, are discouraged to think critically (Bennett, 2019, p. 416). Based on the students reactions and how they communicated with Mr. Benson, we can infer that their previous schooling made them [students] feel doubt about their ability to academically succeed. Bennett (2019) conceives that poorly prepared students, high absenteeism, and unruly classes are, indeed, issues faced by teachers in most highpoverty schools across the nation. However unruly the classroom, there are techniques that exist to help prevent low academic success rates and restore confidence in students.

Bennett, C. (2019). Comprehensive Multicultural Education: Theory and Practice. New York, NY: Pearson Education. Culturally Responsive Classroom Management Strategies. (2008, October). Retrieved January 18, 2021, from https:// research.steinhardt.nyu.edu/scmsAdmin/uploads/005/121/ Culturally%20Responsive%20Classroom%20Mgmt%20Strat2.pdf...