Goal 6.

Create and maintain a learning environment in which all students are actively

engaged and contributing members.

The children in the American education system are as diverse as the nation itself. They all

have different life experiences, varied socio economic backgrounds, are raised with varying

standards and values, and more, (Perrone, 1991). It is also well documented that students’ brain

development varies among children depending on a variety of factors such as nature, nurture, and

environment (Fields, M. V., Meritt, P. A., & Fields, D. M., 2014). Knowing that the students

who walk through the door will have different needs and will respond differently to varying

levels of guidance and instruction is important for successful classroom management. The ​case

study​ submitted with this essay shows how I took into consideration the individual needs of the

student who was struggling in class, built a trusting relationship with her, helped her to find goals

that ultimately lead to her own success, and provided the support needed for her to achieve those

goals.

Charles (2011) once stated the following:

Virtually all conscious behavior, proper or improper, has a motive behind it. Some of

those motives are genetically determined and reside within us, some occur and change as

part of the maturation process, some are learned, some are triggered by environmental

and social situations, some are set off by emotion, and many occur because we become

able to make better choices as we develop intellectually (p.3).

In the case study presented with this paper, it was important for me to identify the environmental

and nurturing factors that shaped the student I worked with in order to provide the support she

needed to make the transition from her homeschool environment to the public school setting. Her

insecurity in larger social settings, mixed with her poor educational background was the

motivation behind her actions. The support and guidance I provided helped her to make the

transition.

Building a trusting, positive, encouraging relationship with students is essential for them

to feel confident in following the teacher and doing as they say. MacKenzie & Stazione (2010)

states,​ ​“How can we inspire students to want to cooperate and follow our rules? By being

positive and encouraging. Building positive relationships with students is the cheapest form of

classroom management” (p.28). The interaction I had with the student in this case study was

positive and encouraging throughout the intervention, and was evidenced by the progress in the

student’s behavior in class. When students know you care and trust you, they will be much more

inclined to follow where you lead.

When considering student behavior and classroom management, the value of student

choice cannot be ignored. In order to become morally autonomous, students must be given

opportunities daily to make the right choice (Fields, 2014). When they fail to do so, we must use

that as an opportunity to teach them how to make the right choices. Coupled with that, it is

important that teachers make their expectations clear from the beginning, so that the students

know exactly what is expected of them. In the case study, the student was given very clear

expectations about she needed to do and how to do it, along with given daily opportunities to
make the right choice. When she failed to do so, she was given cues to help her get back on

track.

I also believe that you have to provide support for the student when they are learning

something new, and gradually lessen your support as they get better and better at what they are

learning, (​Pearson & Gallagher, 1983)​. That is exactly what I did for Breah. I provided support

for her at the beginning of each new goal that was set for her. I was there to encourage and prod

her along until she gained the confidence she needed to do it on her own, at which point my

support was no longer needed.

 References

Fields, M. V., Meritt, P. A., & Fields, D. M. (2014). ​Constructive guidance and discipline: Birth

to age eight (​ 6th ed.). NY, NY: Pearson.

MacKenzie, R. J., & Stanzione, L. E. (2010). ​Setting limits in the classroom: A complete guide to

effective classroom management with a school-wide discipline plan(​ 3rd ed.). New York:

Three Rivers Press.

Charles, C. M., & Senter, G. W. (2011). ​Building classroom discipline.​ Boston: Pearson.

Perrone, V. (1991). ​A letter to teachers: Reflections on schooling and the art of teaching.​ San

Francisco, CA: Jossey-Bass.

Pearson, P. D., & Gallagher, M. C. (1983). ​The instruction of reading comprehension​.

Champaign, IL: University of Illinois at Urbana-Champaign.