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There Are Three Fundamental Elements as The Most Crucial of Classroom Management For a New Teacher Effectiveness

Based on research, reading, and experience. An analogy of classroom management is more like a game of chess. At the same time, we have to manage our time frame during the game, so we will not lose our game because of the time. We also had to design each position of our chess token so we would not lose our game because our king always had a space. Lastly, the communication between those tokens builds a connection on protecting each other until the opponent king cannot move anymore. Therefore, those are becoming the three areas most important for maintaining classroom management because these three areas, in no particular order, are most likely the fundamental tools of classroom management. The other tools derive from this fundamental tool under their development name.

Firstly, transparent and clear scheduling represented a time frame for each Educator to organize a plan efficiently. Having a clear time frame for our teaching period enables us to prepare and plan. A proper and organized lesson plan can help most of us, new teachers and experienced teachers, on what we should share effectively and efficiently during our short time in class teaching. The preparation material can help us deliver our teaching to help our learners visualize the content we discussed. Even the Professor has to make and organize teaching notes before delivering the teaching content to their learners in the University. Also, scheduling will help new teachers with organizing assignments and homework. To better knowledge and understanding of our learners through the content we shared during our short period in class. Therefore, proper homework enables learners to review with a better understanding to not only pass their exam but to face any assignment that learners will face in their learning progress.

Furthermore, once a new teacher has a clear schedule, they can organize the assigned task. For a learner to get the actual intuition on their learning progress, then the process of passing an exam is not enough, but doing an actual practical experiment can be helpful. Also, the task needs to be given after the appropriate content got accomplished or by organizing some event related to what they learn. So, there are things in life that cannot get repeated; therefore, it would be better to have a clean and clear schedule for new teachers in their preparation.

Another reason for effectively helping the new teacher is the classroom design, which represents a space during teaching and learning progress. For one thing, every space always gives us different vibes unto their ideas. Online learning will only give them a similar space because they do not have to leave a building if they have an internet connection during their study. Unlike online learning, the space we can have will also bring us into a different view. Even a short walk from a classroom to a bathroom will help students to take fresh air instead of staying a whole hour in front of the computer. Arrangement of the classroom could also lead to a better focus for new teachers and learners. The learner will understand the topic easily since their point of view is clear-this also helps the learner easily accept the knowledge behind the lesson due to the support from their environment. The comfortable space will also give us more relaxation in accepting new things and neither doing online nor onsite. The classroom arrangement system is only for developing new teachers to share ideas through their environment and the students receiving them. In addition, the use of space can effectively build a connection between a new teacher and a learner. With the more open area then, they can see their teacher easily. Also, it is convenient for their teacher to identify each learner. Here also helps the new teacher apply teaching strategies like visualization methods for the onsite and technology development for the online platform. Therefore, the classroom design, as representing space, will help our new teachers deliver the content properly to help their students progress.

The other important component is communication as one tool for each living thing to help each other with a better understanding and knowledge. Each Educator has a way of sharing a piece of information. Physics learner will better understand their way of learning through the guidance of their teacher through practical learning. In the meantime, mathematics learners will better understand how each equation gets from through enough evidence introduced to them during the lesson than just the plug-and-play method. On the other hand, fundamental teaching is not only about passing the exam grade. Once their level reaches the level of not just knowing about the topic but also understanding, they will know the better way of reading to sharing the information surrounding them with people or research journals. For example, at MIT, the Educator and the learners often discuss an idea nearly beyond the textbook to develop what they have known to clearance of their understanding by giving them a result for their original research projects. That will also help new teachers and learners build and maintain healthy connections. The proverb in education ever existed by someone, “once you are being a teacher, then your duty not only to guide the learner in the classroom but what is beyond it”. In terms of our duty as new teachers to share practical and efficient knowledge from the perspective of us letting them adjust their learning due to ours genuinely of our specialist subject. Because there are different communication methods, a new teacher should be confident in their specialist to become an effective verbal, written, or visual communicator.

 

Reference:

01. Harris, Alma. “Effective Classroom Management and Effective Classroom Time.” Teaching and Learning in the Effective School, 2019, pp. 53–63., doi:10.4324/9780429398117-6.

02. Scott, Terrance M. “Effective Teachers Provide Effective Instruction Teachers Use Effective Practices.” Teaching Behavior: Managing Classrooms Through Effective Instruction, pp. 9–22., doi:10.4135/9781506337883.n2.

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