671: Classroom Management

For Classroom Management, I am sharing a piece that I worked on with my colleagues, Linda Gudiel and Antoinette Frazier. Since the program and field is built on acronyms, I created our own  during our group meeting. A safe classroom climate can be condensed into the idea of Safety, Affirmation, Fairness, and Empathy (SAFE). Our particularly reading was focused on Fergus (2016), and the driving concept (and inspiration for SAFE) was “the degree to which boys in these single-sex schools felt that the educators who supported them influenced how intellectually interested they were in school. This in turn is also related to feels of safety, fairness, and belonging that they perceived in school” (Fergus, 186). My learning process for this subject was a bit different— I was a a difficult student to manage during primary and secondary school, so I feel like when we talk about this subject, I have a bit more empathy for so-called "trouble-makers" who actually have more to bring to the table, but are not given enough affirmation.

While our discussion focused on Fergus, we felt that this topic had to involve Jones (2013) and the discussion of Bill. This is an exceptional example of classroom management, because this case involved a very adept instructor, and a student who had difficulty focusing. I had a relatively different perspective on the overall punishment, but I felt like the method of dealing with this is correct. It had all elements of SAFE. First, the teacher was concerned with the overall safety of the classroom. She had given Bill a fair chance and showed empathy. Additionally, affirmation was brought in this case for Bill, because an outsider was brought in to diffuse the situation. None of these tactics worked on Bill, and ultimately, he was suspended. 

I think that applying these four steps (SAFE) should always be in the disciplinary process. When viewing The Class, I felt Francois Marin gave Souleymane all elements of SAFE, but unfortunately his colleagues were missing the most important point, which was empathy, and this ultimately led to his expulsion. I also believe he was not given enough affirmation. It is important for teachers to always give the students that believe they are not capable more affirmation. To implement this culture, it has to extend beyond just my particular classroom. I will always use this acronym when dealing with classroom management. I think above all; classroom management should put most of the emphasis on safety. From there, a teacher affirms the students that it will be a fair, empathetic environment. Evidence can be found here.

                                              

                                                 References

Fergus, Edward, et al. (2014) Schooling for Resilience: Improving the Life Trajectory of Black and       Latino Boys. 186. Harvard Education Press, an Imprint of the Harvard Education                         Publishing Group.

Benjo, C. (Producer), Scotta, C. (Producer), & Cantet, L. (Director). (2008). The Class. [Motion picture]. Paris, France: Haut et Court.