Chapter 7

As I read this chapter on classroom management, I find it hard to believe where I was as a student teacher to now as an assistant principal 10 years later. I remember dreading going to my student teaching assignment because I had a hard time being the adult in the classroom. As I matured my classroom management philosophy swung to the other side of the pendulum as I became much more strict. Realizing with the help of my supervisor that I wasn't developing positive relationships with my students in the name of keeping order, I finally found a balance between being assertive and compassionate with my students. In retrospect I am fortunate to have gone through that experience as I am a better administrator for it. I can relate to probationary staff on both sides of the discipline coin. When they require guidance in their classrooms I can draw on the valuable experience I have to help them avoid the same mistakes I made.

In this chapter I noted several good ideas to support effective classroom management such as Positive Behavior Supports, peer mediation and precorrection. It is interesting that these concepts came up in my reading at this time. Currently I belong to a group with the RtI Action Network. We meet once a month online in webinar format to discuss what positive behavior supports we are currently trying in our schools. Precorrection is one of the techniques mentioned by a school that has implement PBS recently. I plan on sharing this information with all staff as we move toward the implementation of these proactive practices. Since August I have been holding voluntary staff meetings for anyone interested in helping the school adopt these ideas for the classroom and make them routine, a part of our school culture.

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