As a teacher, I am charged with a core responsibility of ensuring that the learning environment upholds the greatest discipline and supportive learning materials to my students. It is my mandate to ensure that utmost discipline is maintained both within the classroom and in co-curricular activities through interactive sessions with my students. In this regard, each of my students is put to the task to grow in a more knowledgeable and mature way. My principle as a teacher is to be a tunnel through which students can realize their potentiality in all his or her aspects of life.

Whenever I assume to the roles ascribed to me in the classroom, I work tirelessly in promoting the mission and ethical standards of the school and those of the students. I attain this through structured classroom participation, both in students’ life in school and modeling of appropriate behavior conduct. Sustainability of a positive and effective learning environment has been my priority. To live up to the task, I ensure that there is a well prepared timetable that address and accommodate different needs of various students, through their abilities and interests. In a situation that can seem unlikely and unfavorable to my students, I respond by creating academic standards to students’ performance that are both realistic and challenging.

My personal approach to academic performance is also driven by the kind of program of student homework. I develop this kind of program by ensuring that the task given to the student is based on precincts of academic challenges and realities. My work as a classroom teacher will not be complete when works submitted for marking and supervision are not promptly checked. It has always been within teachers’ mandate to ensure proper comprehension and adequate attention to students’ submission, and offer relevant guidelines on how to handle challenging assignments. Since the profession of teaching requires winning of students trust, I have been able to demonstrate my knowledge, competencies and confidence in the area of my subject discipline.

Teachers like me are supposed to demonstrate their commitment to professional development. This would in turn boost morale and positive behavioral standards in academic performance as well as discipline. I achieve this particular area to win the trust of the institution and that of students through developing utmost interest to my work and offering appropriate attendance to my students. Better performance can only be enhanced in class through demonstrated professionalism in a study program. I realize this particular area by ensuring that I am committed to a program of professional study that is conducted through in-service courses, thorough reading, and continuous links with the professional associations that are available for teachers.

As a classroom teacher, I prepare data in relation to students’ performance and give reports of these data to the relevant head of department. To me this is essential to smooth management of learning institution by providing a yardstick to performance, right from the classroom. It should also not be forgotten that students’ care is upon teachers whenever they are in school. Much attention of my work must therefore, focus to the overall wellbeing of my students. This should entail refraining from corporal punishment that may cause severe injuries to students, but instead focus on general standards of healthcare maintenance. With well established discipline policies within learning institution, I find it as my responsibility to ensure that these policies are implemented and given the necessary support as possible.

My profession is an area that requires consultation both with the students and head of departments. This will help build a collaborative rapport with my students and enhance effective understanding of their special needs. It is through the built rapport that I am able to realize each and every student’s weaknesses and challenges they face. I again respond to these challenges by encouraging my students to develop and nurture self esteem in order to realize their hidden potential. In such a situation, I stand up to identify personal issues (social, economic, or political) which may impede this growth and development in my students.

Being harsh posits unrests among students and teachers who engage in attempt to make students life miserable end up with worst encounters. My response to students’ unrests due to mishandling of issues has been to initiate dialogue with the students. Through dialogue, a teacher will be able to establish a possible cause of the violence. Students opinions incorporated in the management will help combat such cases in the future and/or avoid issues that can lead to a repeat of unrests. As a teacher, I am against Dr. Ginnot idea of daily mood to establish academic temperatures for students. I am guided by the principle that human beings do not work in a vacuum, and initiating dialogue to understand their problems goes a long way. Dialogue is best initiated within the learning system by attending the co-curricular activity such as sporting. In such environments, students interact freely with their teachers and hence I will be able to analyze how situations may be from students’ perspective.

Teaching profession can sometimes be described as a noble job, but at times, it is characterized by tales of unexpected events. My response to such events especially in the classroom is a tip to sense of humor, which works to my advantage at dealing with such cases of the unexpected. Teachers who are subject to panic and fear have turned out to be the center of scorn by students. This has however, led to successive cases of intimidation from the students. As a teacher, events such as power failure, either in class or within the entire institution, are some of the things that I anticipate and propel me to have some plans in mind. It takes my personal sense of humor to help contain such uncertainties. Situations may never happen within learning institutions, and if they do happen they should not catch teachers unaware. As a teacher, I should always be prepared to such in-eventualities.

As a teacher, my other area of engagement especially in the classroom activities is time management. I consider this as a crucial part of my survival in the teaching profession. I am always aware of my time in order to accomplish my planned activities. My experience has helped me have good timing for the lessons. It is appropriate for me to exercise good time management skills in order for students to follow suit. Sine there is much to do in order to accomplish the task as a classroom teacher, sometimes I schedule for preps as well as before and after school times. I learn to use my time at school more effectively. This is especially to monitor and check how students handle their homework and give directions where appropriate.

I am charged with the responsibility to manage students in the classroom and outside classroom. I have the general responsibility of controlling students conduct in order to enable them adhere to the established routines by the school’s management. This competency enhances elimination of disciplinary confrontations that may arise from students. The important aspect of my profession and the teaching profession fraternity is to enable a discipline policy which is simple, non-judgmental and more consistent. The worst scenario in the premise of teaching as a  discipline is when a teacher establishes enmity with students, possibly referring to them as ‘animals’ and ‘academic dwarfs’. This is not necessary as a teacher is expected to uphold morality in handling students and students in return should not perceive teachers as their enemy. The excellent root to establish discipline in class is when there is the existence of mutual respect for everyone (teachers as well as students).

My profession also requires a response to establish age level of the students I deal with on a daily basis. This is also tied to characteristics of these different age levels, which are in turn associated with different special needs and difficulties. As experienced teacher I am aware of these situations of my students and therefore, work at best discretion not to harm their special needs and interest. It is therefore, my duty as a teacher to build a positive working relationship to accomplish the objectives of learning institution.

Teachers are not expected to take advantages of different situations faced by students. They are supposed to step up and help them overcome such situations. Some students are victims of family, social and personal problem. This load should not be bagged by teachers when such students turn up for classes. Some teachers are known to engage in frustrating students referring to them with uncertainties of their social background. It is however, my responsibility to handle these students who carry the added weight by giving assistance and sometimes seeking support of staff if available. It sometimes takes my intervention to talk to parents of the affected students in order to establish a possible course to crisis resolution.

In conclusions, classroom management should remain the most central focus of education and/or teaching. Prompt intervention and addressing of issues of classroom management will help curb anticipated frustrations, ineffectiveness and absolute failure. Educational causes should incorporate some classroom management skills in order to accentuate professional teachers from the arguments presented by Dr. Ginnot in his responsibility as a teacher. The overall teacher role in the classroom is to be a mentor to students and not inflicter. Teachers must also be aware that students are humans. Humans are citadels of free will that must not be treated in a mechanistic way.

Order now

Related essays