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Sunday, January 16, 2022

Classroom management: A major component in public education

CMbBy Ardain Isma

CSMS Magazine

Searching for academic excellence!

I’m very pleased with the sudden interest in our education articles. The latest one about inner-city schools dilemma has triggered a lot of positive reactions. I always have said that education is an integral part of social justice. Failure to properly educate our youngsters could provide unwanted results. Our children represent the future of our society, and our inner-city kids constitute an integral part of the bright future.

One other issue deemed strategically important to tackle in public education is classroom management. In other words, CM and instructional delivery are two components that are intertwined and indivisibly linked.  Teachers can’t teach unless they have absolute control of their classes. “Absolute” here doesn’t mean the teacher needs to rule his class with an iron fist. He faces resistance if he/she does. What it means is the ability to establish a cordial atmosphere—through solid rituals and routines—conducive to learning.  

So over the next few days, I will share with you, humble reader, some of the scenarios that I created in order to deal with what seems to be the ever ending problem of classroom management. I would like for everyone to participate in providing the solutions. At the end of each scenario, I will intervene to share with you what the experts are saying with regard to this specific scenario. Today, I begin with scenario number one:

Undermining the teacher’s authority

Mr. Sanchez, a Spanish teacher at a high school in Chicago, is teaching his level 2 class about a variety of dishes a visitor could enjoy while visiting the Central American nation of Nicaragua. Eric Diaz, a student whose parents are from the region, is rejecting pretty much everything Mr. Sanchez is saying about the different dishes in Nicaragua. He argues with a passive and belittling attitude, suggesting he knows more than Mr. Sanchez. The teacher warns him repeatedly about his negative attitude. But Diaz continues, nonchalantly.

How do we help Mr. Sanchez solve this problem?

Note: Dr. Ardain Isma teaches Cross-Cultural Studies and Education at University of North Florida (UNF). He is a veteran educator and World Language Specialist for the Duval County Public Schools. He is the Chief Editor for CSMS Magazine. He may be reached at: publisher@csmsmagazine.org  

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