Classroom management comes down to creating an environment of trust and understanding. What ever I can do in that moment to make a student or the class feel understood, has been effective. However, this mindset has to be accompanied by routine, and clear and direct expectations. This has been my developing philosophy through my PSI experience.
Below are some examples of TA and UC feedback that supports my use of of various KSA's in classroom management.
In a verbal conversation my UC, referenced this quote from the PSI handbook when describing the work that I have been completing in Tilley school:
"In a professional teacher education program the key focus is developing competencies through reflective practices. In this regard, it is the Student Teacher's responsibility to prepare for and lead the learning activities of groups or entire classes under the supervision of the Teacher Associate(s). It is in these early stages of their growth that Student Teachers should be provided opportunities to design and facilitate learning. The Student Teacher must be relatively free in this setting to perform as a teacher and must be assisted in every possible way to see and understand the responses which reflect educational objectives. In this dynamic environment, the Student Teacher must demonstrate professional growth and autonomy in reflecting on the level of competency outlined in the Teaching Quality Standard."
I believe this comment represents the work that I have been doing to work within KSA # 2 "The structure of the Alberta education system."