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I need help creating a thesis and an outline on The Role of Mental Set in Classroom Management. Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is required. Mental set

Mental set refers the classroom management factors that are not addressed in classroom programs. Mental set is important for an effective classroom management. This is because most times they are overlooked. Most time when trying to solve a problem we tend to depend on the past solution. The mind has difficulties when trying to come up with new solutions. Often, mental set leads to rigid thinking that makes it difficult to come up with new solutions. For example, in the past a vacuum cleaner has been breaking down due to a broken belt. The owner of the vacuum cleaner will be changing the belt every time when it stops working even if the problem is not the belt. Mental set helps teachers to cultivate stance in relation to the classroom. Teachers can come up with solutions quickly in a classroom situation. For example, when children disrupt the classroom the teacher acts fast because he or she has experienced similar problem and had a solution to it. This helps to minimize class disruptions because the students know the teacher is in control (Marzano, R. J., Marzano, J. S., & Pickering, 2003).

Every human being has their strong and weak points. It is important for teachers to evaluate themselves in order to know their strengths and weaknesses. It helps a lot in maintaining an effective classroom management. As a teacher, my main strength is my ability to maintain a good relationship with the students. Having taught for some years, I have learned the importance of maintaining a good relationship with the students. This helps in improving the students’ performance and also helps in cooperating with them. My ability to accommodate students from different cultural backgrounds is another area I do well. Having taught student from the different culture, I have come to learn the importance of understanding the students (Montgomery, 2001).

Different cultures have different practices that if not understood can be misinterpreted. For example, Mexicans expect their children to be obedient, quiet and seek approval before acting. This can be interpreted as been overly dependent on the teacher. As a teacher, I tend to act swiftly in class this is an area I can do better. A case of a situation in class, I tend to act quickly without consulting what had caused the particular incident. Due to the fact, I have encountered similar situations in a classroom. This is an area I can work on in order to be a better classroom manager (Weinstein, Curran, & Tomlinson-Clarke, 2003).

For every teacher, every day is a growing day. Therefore, it is important for teachers to have action plans that will help in their growth in their weak areas (West, Leon-Guerrero, & Stevens, 2007). Action plans help teachers to be more aware of the actions of their students in the class. My first action plan is to be reframing that is looking for reasons why students behave in a particular manner. Instead of reacting immediately I should be looking for reasons why the particular situation has happened. For example, if a student is continuously misbehaving in class I should not be quick to punish them rather try to find out what cause this. My second action plan is to watch a master teacher. Watching a teacher who has taught for some time give you pointers on how manage your classroom. The master teachers have a vast experience in effective classroom management.

In conclusion, mental set is vital for all teachers because it helps them to deal with students. It makes the teachers aware of the situations in their classrooms. Mental set helps teachers to be in control of their classrooms. It also helps them to be better classroom managers.

References

Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works:

Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development.

Montgomery, W. (2001). Creating culturally responsive, inclusive classrooms. Teaching

Exceptional Children, 33(4), 4-9.

Weinstein, C., Curran, M., & Tomlinson-Clarke, S. (2003). Culturally responsive classroom

management: Awareness into action. Theory into Practice, 42(4), 269-276.

West, E., Leon-Guerrero, R. M., & Stevens, D. (2007). Establishing Codes of Acceptable

Schoolwide Behavior in a Multicultural Society. Beyond Behavior, 16(2), 32-38.