This week, the author of an article called “7 Myths about Classroom Management” contacted me and shared it with me. The material in the article reflects many of the philosophies that have worked for me in my large choral music classrooms over the last 25 years, so I wanted to share it here with you with permission from the author.
I hope it helps you!
Educators tend to think about the reactive part of challenging situations when it comes to classroom management – how to respond to inattention or misconduct.
But the truth is that classroom management is mostly about being proactive so that less of those situations arise. According to author Harry Wong, “The number one problem in the classrooms is not discipline; it is lack of authentic learning tasks, procedures and routines.”
Laying a good foundation from the beginning will motivate most students to work up to expectations and reduce the number of confrontations that cannot only disrupt but also completely de-rail good lessons. Unfortunately, there are still many common misconceptions among some educators about classroom management that persist despite 21st century research and reforms.
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