“Security comes from a feeling of
being able to deal effectively with anything life may have to offer.” - Rudolf
Dreikurs
The next few consecutive blog posts will further cultivate
my understandings of classroom management by using Sprick’s book, CHAMPS: A
Proactive and Positive Approach to Classroom Management (2009), as a lens
for reflection and practice. Previous posts have concentrated on how an
educator can structure their classroom for success by developing a clear vision
and organizing routines and procedures. This week’s readings provided educators
with tools to develop a systematic classroom management plan and clarified how
the CHAMPS acronym can be used to effectively teach behavioral expectations.
Through teaching these expectations educators must also be sure to connect
student expectations to the bigger picture by inspiring and motivating them to
strive toward the classroom vision and its guidelines for success. Literature strongly
supports the use of explicit, well taught expectations and further associates these
expectations with teacher success and student success. Dreikurs’s quote above
complements this concept by further suggesting that students may be more likely
to feel secure in their school and classroom environment if they are aware of
expectations and able to effectively, independently or with support,
self-regulate as different situations arise.
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