Maintaining a classroom environment that is conducive for learning is one of the most difficult tasks many teachers face in today’s classrooms. Teachers have entered a new age of classroom management (Hardin, 2008). Students of today are not the same as students ten or twenty years ago; students of the past came to school prepared to learn and parents ensured their child’s preparedness. However, families of today have complexed schedules, many children are being raised by grandparents, single parents, and other family members. Parents are not as involved in their child’s school community because of work schedules and life experiences, which means that parental support may be minimal and students’ behavior may go uncorrected by the parent or guardian. Classroom management is not synonymous with discipline and requires the teacher to possess skills that will move a group of students toward achievement without losing learning momentum. Teachers should have in place a classroom management plan that will counteract students’ disruptive behaviors in order to move students toward student achievement. Classroom management as a system combines instruction and management; the main focus of a classroom management plan that is systematic is the building of learning communities.
Student behavior should not be the main focus of classroom teachers; in fact, the main focus of teachers should be student achievement and how to obtain it within their classrooms. Students usually display behavior issues when the work is too challenging or not challenging enough. Teachers must really develop a rapport with students so that they can identify underlying factors of such behaviors. For example, if a student is not very good at reading, he or she may begin acting out during reading time in order to avoid reading. In today’s diverse classrooms, meeting individual needs is more critical than wasting time on minor student infractions (Hardin, 2008). If students are engaged in learning there will be no time for major behavioral disruptions. Classroom management plans benefit the entire classroom environment, students and teachers, because everyone is aware of the expectations set in place for the classroom. Teachers enforce the expectations of the classroom and eventually students will soon enforce the expectations of the classroom with each other, which is the ultimate goal of every classroom management plan.
Have a Vision and Plan for Your Classroom
Students really do want to learn when they come to school, which means teachers and parents need to work together to ensure that learning takes place in the classroom and reinforced at home, when possible. It is vitally important that teachers are prepared when entering the classroom and have a plan or a vision for their classroom. For example, teachers should know how they want their students to turn in homework, or how and when students will be excused to use the restroom. Teachers should communicate with the home environment weekly to ensure that parents or guardians are aware of the classroom expectations. When setting up the classroom environment at the beginning of the school year, teachers should envision in their minds how they want their classroom environment to run. Teachers who plan ahead are usually less likely to experience serious problems with student behavior because by having a plan they are anticipating student behavior that could be disruptive. For example, my first period class is my most difficult group of students. I know that on any given day there could be at least four students who may or may not display disruptive behaviors, so I plan for those disruptions by having a back-up plan. My back up plan entails me focusing on the positive behaviors other students are exhibiting, such as sitting down in their seat, or writing their name and date on their paper. I will say, “I like how Sam is sitting quietly waiting for directions.” When I begin complimenting students who are on task, the students struggling to get on task immediately begin to see what is expected of them and will usually redirect their behaviors. When positive reinforcement does not work I have to resort to consequences which may include moving a student to the reflection area of the classroom, and have them reflect on their behavior by completing a reflection sheet; after class I discuss with the student their reflection and their behavior; I also maintain communication with the parents. Never forget about contacting the students’ parents during difficult times in the classroom; you may have to call in moment the disruptive behaviors are being exhibited. However, combining management and instruction is a perfect way to make students aware of classroom expectations and teaching them new concepts; eventually students will develop habits that reflect the expectations of the classroom.
Teach with Urgency
Education is in a state of urgency because the students we serve are in a dire state, especially students living in poverty. The most important aspects in education are the students. If teachers are not able to manage a classroom effectively then there will be no learning occurring in poorly managed classrooms. It is imperative that teachers be trained in how to effectively manage a classroom to ensure that students are learning in all classrooms. Teachers have to develop a sense of urgency as they plan for instruction and interactions with their students. For example, get to know your students’ likes and dislikes; their learning styles; and their family dynamics. The more you know about your students, the more engaged in learning you can make them. People have become less personable and more self-centered; however, teachers have to be personable and possess a giving heart to get through to their sometimes-difficult students. The field of education is service oriented profession, meaning teachers provide a service to their students and families. Teachers must put their students first and begin developing strategies and techniques that will enable their students to be successful academically, socially, and emotionally. Teachers need to ask themselves, “Am I the solution to the problem or the cause of the problem?” Once teachers begin trying to be the solution to their students’ problems the sooner their classroom can focus on learning and not behavior.
Conclusion
In conclusion, teachers have the control over how students leave their classrooms by creating effective classroom management plans; they can leave our classrooms confident and goal-oriented or frustrated and unfulfilled. Educators have the control to bring about a positive change in our scholars, and I want to leave a positive impact on my students so they can leave a positive impact on the world. Educators have to be able to diagnose the needs of their students and deliver support (Searle, 2013).

References
Hardin, C. (2008). Effective classroom management: Models and strategies for today’s classrooms (2nd ed.). Upper Saddle River, NJ : Pearson
Searle, M. (2013). Causes and Cures in the Classroom. Alexandria, VA: ASCD