As an education student at Pennsylvania State University I have been a recipient of a wide realm of information concerning classroom management. In addition I have had the opportunity to reflect on my own experience as a student and as a pre-teacher to determine where my philosophy lies. The learning environment paper is the result of this new knowledge and reflection.

I believe the most important aspects of classroom management are very simple and for this reason often overlooked. A vital part of classroom management is establishing the rules from the beginning so that the atmosphere of the classroom is clear. In relation to the rules, it is important that the children have a say (not total say) because they will more likely respect rules with which they helped create. Rules also must be consistent throughout the year and have appropriate corresponding consequences.

I have found that in my CI495B experience which has placed me fully in the role of teacher that I do not need to use as many behavioral corrections as I thought would be necessary. This is the case because the children know that when I do take action it is serious. Using reinforcement too frequently takes away from the effect and so the children respond less and less frequently.

Another aspect of classroom management that is important is the set-up of the classroom and the proximity of the teacher. When talking and group work is being promoted desks and centers should be formed. However, when individual work is the focus, chairs should be separated. This paired with close teacher proximity will help to prevent some of the talking that occurs and increase time on task.

In my current experience I have found the setup used by my mentor teacher to be very effective. The students are placed in groups and face each other at the various cluster of students. The thing that makes this arrangement somewhat unique is the fact that no student has his or her back to the board. This is important because it enables all of the students to participate more easily.

Another critical concept in classroom management that appears to be common sense is to keep the students interested in what they are learning. I hope that my students are so concentrated on their quest for knowledge that misbehaving is the last thing on their mind.

When thinking about my expectations for students' behavior, I like to think of three "R's". The first "R" is to follow all the rules that were set forth by the students and I at the beginning of the year. This simple expectation clearly lies out what I expect from the children so that there is no question on what their behavior should entail. The second "R" is to take responsibility for your own actions. This means that if a student does break the rules he or she should be honest about it, accept the consequences, and learn a lesson from the experience. The final "R" is to have respect for peers and for me the teacher. This "R" will be the most important because if it is observed then no other expectation will be needed. Respect for peers will eliminate talking during class, name calling, etc. and make the classroom a safe learning environment for children to take chances. Feeling comfortable in their surroundings will enable the children to volunteer more frequently and become more involved in class activities. Respect for the teacher provides that the children make an effort to learn and do what is asked of them. Respectful children are important, but I too must demonstrate respect by acknowledging their ability to explore and the possibility that they could know more then me on a given topic. The expectations are broad as directed in Levin's Principles of Classroom Management so that they cover a wide variety of situations.

Student engagement in learning activities is vital from a classroom management perspective and also from a comprehension perspective. In order to get children actively involved a safe environment must be provided. This is where the "R" respect plays its part. Another idea that I took from Levin is to put the children's name on the board when they do something well. This will encourage children to participate because they like to see their accomplishments acknowledged. Acknowledgement will also occur by placing their work on bulletin boards inside and outside of the classroom. Doing this shows the children that I am proud of their work and that they should be too. If the children develop a sense of pride in their work it will be more fulfilling and likely that the students will strive to participate and improve their work. I also believe that the question should be asked prior to asking for volunteers so that every one is on task and they also get a chance to think about the question. If the student is chosen first the other students may not even pay attention to the material because they will know that they are not being selected. These are just a few of the ideas I would like to put into practice in my classroom.

This semester I have used various techniques and have incorporated advice from my mentor teacher to refine those techniques. In doing so I have become more effective in engaging the students and maintaining order.

When a student is not meeting my expectations there is a variety of actions with which I will handle the situation. My response to the violation will depend on factors such as severity and frequency. If the violation is rather mild and only the first occurrence I will ignore the action and continue with the classroom activities. If the problem persists or is more severe I will make my awareness apparent by nodding my head or just looking at the student. It is important to take as little action as necessary because the student may only be trying to get attention. Other actions that would also be considered minor would be to move closer to the student, enforcement of another student's behavior, or calling on the student. If actions such as these did not work then direct instruction or a meeting afterwards may be in order.

Techniques and management skills vary widely between the three teachers I have observed and worked with this year. In one class the desks are not shaped in groups but are instead arranged in a horseshoe shape one large and one smaller inside. This is not as conducive to group work and it does not seem to cut down on any behavioral problems. In the other class the desks are in lines but placed next to each other facing the middle of the room. This again does not allow for the most effective group work but it enables the teacher to easily see the class.

The management techniques for dealing with disturbances also differ and only one of the teachers truly has control of her class. That is not to say that the other two teachers do not but they allow for different kinds of behavior and deal with them differently. One teacher tends to remark on every little event while the other teacher usually lets things slide too long. The effect is that behavior is less stable and can change quickly. I have tried to adopt the successful aspects from all of these teachers in order to be more efficient.