"I would caution student teachers to always be flexible with kids, but not to leave them with no structure, because many times we are the only structure these kids have."
-Kouzes and Postner
When dealing with classroom management it is imperative to reflect on the level and type of education being taught. Elementary school students behave in a different way than high school students, and gifted students differently than excellent students. For many teachers, misbehavior is the most difficult problem to deal with. It disrupts their lesson plans along with other students' learning. In Synergetic Discipline, C. M. Charles explains some reasons why students misbehave in the classroom. Some students like to see how far they can push and what they can get away with. Others like to mimic each other, especially when it involves disapproved behavior. Most students crave attention and if necessary, they will misbehave to get it.
Few students are egocentric and believe anything they do is all right, including retaliation when they don't get their way. All these behaviors can be eliminated, modified, or avoided in the classroom using Metalitronics.
For this essay I will focus on my system classroom management in secondary classrooms. First, I will explain what Metalitronics (my personal system) entails; second, I will back up my claims with theories and theorists; and third, I will show how my system will be implemented into classroom situations.
What is Metalitronics?
Metalitronics is my personal system for classroom management, which is a conglomeration of several theories, but is most rooted in the theory of preventive management. I strive for my management system to be as inconspicuous as possible toward creating a safe, appealing and challenging space for students, while also being as flexible as possible. My own teaching style tends to be more laidback,