Customized Learning Theory Paper
Customized Learning Theory Paper on the Integration of Effective Classroom Management
Completed by: Thomas Walls
EDUC 500
March 5th, 2012
Dr. Sarah Hutter
Customized Learning Theory Paper
Introduction:
In education there are plenty of learning theories and research studies designed to create a
better more effective academic centered classroom. Some have great impact while others are tried
and forgotten as they do not produce desired results. However the tides of education shift, one of
the leading best practices that has stood the test of time and produced effective results throughout
the ages is effective classroom management. As an intentional teacher this examination is critical.
By taking the time to accurately examine and set up good classroom management strategies at the
beginning of the school year will best ensure cooperative learning.
When a class functions as a learning environment all students can perform at their best. In
contrast if this vital concept is ignored the learning environment suffers greatly and both students
and teachers are frustrated. Teachers can easily spend more time dealing with behavioral issues
then teaching concepts. God’s Word is full of details about His perfect order, and His expectations
when it comes to setting up boundaries for a blessed life. As Christian educators we cannot make
light of this expectation, as negative consequences will occur if we ignore to put correct order in
place. In this paper I hope to elaborate on key strategies covered in several articles to incorporate
in any classroom. At the end of the paper I will also incorporate a research strategy that is designed
to test the results.
Customized Learning Theory Paper
Learning Theory and its Importance:
The first question as educators we need to ask ourselves is how do we want our classroom
to operate? I think it goes without saying all would want a controlled productive room where
learning is the focus. This is why establishing a cooperative class from the onset of the school year
is the most practical way to accomplish this goal. With this as the mega theme two questions arise.
How should the physical environment be structured for student success? Next, what are the critical
rules and elements for positive learning outcomes we will need to put in place? The first article
that I examined by Erdogan titled, “A qualitative study on classroom management and classroom
discipline” examines several key areas of concern that created undesirable behavior from the
students. The first concern was the general curriculum of the class, and if the students found the
material to be engaging. As indicated by the teachers in this study that disengaged students can be
a product of the nature of the course (Erdogan, M., 2010). This can easily be addressed by
presenting the curriculum content in various ways that is engaging, and does not lead to stagnation
of the material.
Using various presentation methods such as audio/visual and props to convey ideas leads
to greater student engagement; basically the more interestingly the lesson can be taught the more
positive the participation will be from the students. This statement does not imply that the
students must be constantly entertained, but that an appealing presentation of the materials will
help curtail poor behavioral choices (Erdogan, M., 2010). The next examination the article focused
on is the ratio of physical technology pieces to student in the classroom. Interestingly the amount
of technology present in the room for enrichment had a direct correlation to positive student work
effort. It was observed that if the room was lacking in a proper student ratio to devices the students
would make choices to distract as opposed to share the equipment. I have seen this very thing in
Customized Learning Theory Paper
my room in years past, and it does not suggest that the mere presence of electronic devices will
ensure good behavior and focused work. However sufficient machines will help streamline work
for all students. I will note that sufficient technology is a prayer need in many schools Christian and
public.
Besides the physical variable to classroom management there is the way that the teacher
implements correction when undesired behavior presents itself. This can lead to success or failure.
Despite the best planning and strategies to make sure behaviors are in check for maximized
learning, we live in a fallen world that is prone to sinful actions. As Christians we are not surprised
by this as God’s Word elaborates this in multiple instances throughout the Bible. The next article
that I use addresses how to implement positive correction. A research study conducted in
Australian schools found that the nature behind the delivery of correction made a big difference to
how the correction was received. If students who were struggling with making poor choices are
corrected in a more forceful manner, the negative behaviors increased making these students more
aggressive (Roache, J. 2011). However if the teacher used a combination of positive reinforcement
mixed with rewards then punishment, if still necessary, tended to have a far better success rate in
changing poor behavior choices (Roache, J. 2011). This is a tested twist on the old expression that a
spoon full of sugar will make bad tasting medicine easier to consume.
I do feel there needs to be a good balance to loving firmness and rewards. This balance
needs to be considered when deciding on how to administer correction. What kind of “manager”
you are as a teacher needs to be examined and answered. As we looked at learning styles,
classroom managing styles are crucial, and this will lead us into the next part of the paper; effective
teaching and the learning environment.
Customized Learning Theory Paper
Description of an Effective Teacher and the Learning Environment:
What enables an effective teacher to be a master classroom manager and accomplish their
tasks successfully? God gives both gifting, and the knowledge to learn and grow personally and
professionally for His glory in all things. How He molds an educator is seen in various ways. Slavin
from page three of our text identifies several general attributes that are holistically what makes a
good effective teacher (Slavin, R. pg. 3. 2009). There is not just one skill set that makes a teacher
exceptional, and actively incorporating four components drill down the chemistry to a good teacher
these are as follows; decision making, self-knowledge and self-regulation, application of educational
research, and reflection (Slavin, R. pg. 5. 2009). To become a purposeful and effective classroom
manager teachers need to combine these traits with multiple learning styles present in the same
classroom to create an atmosphere that fosters interest in learning and academic exploration. With
this in mind the effective teacher will design their classroom to meet the goal of cooperative
learning and maximize time on task.
Let’s examine two specific components where the effective teacher will focus attention. The
first component is how to motivate the students. Effective teachers use several learning modalities
to reach a wide variety of learners in their classroom, and keep student attention focused. For
example I try to use audio/visual as well as tactile/kinesthetic together to create the best
understanding of advanced concepts such as chemistry experiments. The intentional teacher is
engaging and holds the audiences’ attention while presenting material. Great classroom managers
also use effective feedback when assessing student work to create that positive atmosphere.
According to Maureen Conroy this feedback on assessments needs to be prompt, direct, specific,
and positive (Conroy, M., 2009). Technology integration is another critical needs area when
examining how to construct a positive learning
Customized Learning Theory Paper
environment. The use of technology can significantly enhance learning and student engagement of
lessons. Students who are allowed ample opportunities to use technology in the classroom are
more likely to connect with the learning.
The second component to effective teaching is the physical learning environment. How the
teacher has set up the room will enable them to be efficient, effective, and productive. Classroom
management is very much set and reinforced by the appearance of the room, a messy room
indicates lack of control and rules. While a well-organized room suggests professionalism,
efficiency and that the teacher takes their role seriously. Though straight desks in well-defined
rows do not make for solid classroom management or an effective teacher alone, they do help set
the stage.
Learning Characteristics:
In the paragraph above I touched on effective classroom managers using multiple
modalities to create a focused, efficient learning environment. This takes into account crafting
lessons that hit on several learning styles at one time. By hitting on the major learning styles
students become much more engaged in the lessons. Thus stemming off poor behavioral choices
that are indicative of bored, or frustrated students who cannot understand the goals of the learning.
When a majority of the students are focused and engaged in learning the temptation to behave
poorly is eliminated. Even if a child or two decides to act inappropriately their effect on the room is
very limited, and in most cases the room will monitor itself. Regardless of a student’s personal
learning style a classroom that is well-maintained and controlled effectively by the teacher is one
Customized Learning Theory Paper
that all students can learn in. A well-managed room will help all students learn to their maximum
potential. In our current educational climate of accountability it is very important for educators to
set the learning stage properly. An effectively managed classroom is a firm foundation for that
stage.
How does effective classroom management take into account for ability grouping? By
setting up a structured learning environment where all students regardless of ability level, can
learn efficiently will hopefully minimize the need to track students later on in their educational
careers. This is due to the fact that all students are engaged in learning and the chance to incur
learning gaps is minimized. This is not to suggest that all educational woes will be cured by a wellstructured class, but again if you cut down significantly on the learning interruptions you will
increase your total time on task.
Personal Reflection:
As I examined my own personal assessment through the Parker’s Learning Styles Profile,
Parker’s Study Skills Inventory, and the Parker’s Methodology of Learning Profile I gleaned valuable
insight into my own thought process, what I value as a person and educator, and the style of
learning and teaching that is my God-gifted strength. I learned that I tend to favor technology and a
hands-on style of instruction. This I feel is very fitting as The Lord has called me to teach high
school science and computer applications in a Christian school. I truly feel that my career is in
accord with His will for my life. He has however used this developmental and reflective tool to
expose areas where improvements can be made in my personal and professional life. By being
made aware of what they are and how to address them will help strengthen my overall philosophy.
Customized Learning Theory Paper
As I examine my personal results in each of the content areas of the Parker’s SSI reflections I
get a good sense of growth in all categories. In five of the sixteen categories I improved by a doubledigit point margin. The double-digit point growth areas for me were note-taking, reading, stress,
memory, and decision making. I feel growth in these categories will help me better implement
consistent class management, and more focused lessons better engaging my students, which both
are major facets to effective classroom management. The second category of personal growth was
areas where my personal numeric values showed between five to nine points gained from initial to
final assessments, five areas out of the total sixteen fell into this range. These areas included;
written communication, career oriented, learning behavior, critical thinking, and research. This
tells me that I show consistency in these areas, but growth is still accomplished. The final category
of the personal assessment was categories that I improved from one to five points in. These areas
included the following six categories; time management, listening, test taking, life skills, technology,
and health. I view these not as my weakest areas, but areas where I am very consistent in practice
and display a good understanding of how I currently implement them into my teaching. I did see
minor improvement in these last six categories which does show me that the Lord is still growing
me in these principles, and as instructors we should always strive to be life-long learners.
I also saw areas that the Lord exposed to me through these assessment tools that I need to
examine more for improvement. Areas where I needed to improve included note taking and
reading in general. As an educator we should be constantly examining our skill set to perform at
our best for God’s glory. As His Word states In Colossians 3:23, “Whatever you do, work at it with
all your heart, as working for the Lord, and not for men”. I pray that I continue to grow and develop
as a teacher. Also that God will allow me the vision to address the areas that need correction so that
I can be an effective classroom manager and productive instructor. As I contemplate on my
Customized Learning Theory Paper
instruction style and learning style I will examine the concepts revealed in the Parker’s assessments
to fine tune instruction and classroom management efficiency. I will use the areas of strength
revealed by the Parker’s SSI to build more effective lessons and re-evaluate weaker areas to see if
they are hindering my classroom management goals.
Conclusion:
As the author states and I feel is a fitting conclusion, “research and common sense will help
mold an effective teacher” (Slavin, R. pg. 12. 2009). I like this combination that the author of our
textbook put together, and as I examine this I feel that common sense can be termed more
accurately as wisdom. Wisdom is a commonly used term in the Bible to refer to God’s sovereign
truth. As Christians we need to be fully relying on God at all points in time and certainly when we
are designing our lessons and the room that we will deliver these lessons in. When we seek God’s
Wisdom and guidance He will help us construct a classroom and management style that fully
honors Him and displays His glory. As the effective teacher seeks God, grows and develops in their
relationship with Him their classroom management style develops positively. I feel this statement
is accurate when you hold it under the lens of Biblical truth gleaned in several Proverbs passages
where we are told about the blessings of those who apply God’s truth, and Word in their lives.
Instruction, wisdom, blessings, and knowledge all increase when we focus on God. With this
Biblical truth as the foundation a teachers’ ability to set up and maintain a well-structured class that
is centered on cooperative learning is very possible. Classroom management is an essential
building block in establishing and maintaining effective learning. Attention to this detail and
successful implementation of classroom structure from the beginning of the school year will best
prepare the students within the environment for academic success.
Customized Learning Theory Paper
Resources:
Erdogan, M. (2010). A Qualitative Study on Classroom Management and Classroom Discipline Problems,
Reasons, and Solutions. Educational Science: Theory and Practice.
Roache, J. and Lewis, R. (2011). Teacher’s views on the impacts of classroom management on student
Responsibility. Australian Journal of Education.
Bucalos, A. and Lingo, A. (2005). What kind of “Managers” Do Adolescents Really Need? Bellarmine
University, Louisville Kentucky.
Borgia, L. and Anderson, C. (2011). Terrific Teaching Tips. Illinois Reading Council Journal.
Conroy, M. (2009). Creating a Positive Classroom Atmosphere: Teacher’s Use of Effective Praise and
Feedback. Beyond Behaviors Journal, Virginia Commonwealth University.
Sayeski, K. and Brown, M. (2011). Developing a Classroom Management Plan Using a Tired Approach.
Teaching Exceptional Children Vol. 44.
Customized Learning Theory Paper
Diana, Thomas J. Jr. 2011. Kappa Delta Pi Record; Summer2011, Vol. 47 Issue 4, p170-173.
Slavin, Robert 2009. Educational Psychology Theory and Practice 9th Edition. Pearson Publishing
Van Brummelen, H. (2009). Walking with god in the classroom: Christian approaches to teaching and
learning. (3 ed.). Colorado Springs, CO: Purposeful Design Publications