Teacher candidate's openness to real-life classroom situations can help improve teaching style. This practice attempts to reach the candidate in the early stages of their practice and expose them to experiences that go beyond many aspects, styles and approaches to teaching, with the hope that candidates can grow in awareness of their personal preferences while having choices to Do. with respect to their field of study. Duck (2007). As teachers, they have a legal obligation to provide our students with a safe, orderly, and well-disciplined school (Yell & Rozalski, 2008). Yell and Rozalski also speak extensively about the rights we have as teachers regarding ensuring such an environment for our students. “In loco perentis”, a Latin term literally translated “In place of parents”, was introduced into American courts and derives from English Common Law. “Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay According to this principle, parents give school personnel some measure of control over their children when they place them in school" (Yell & Rozalski, 2008). Although this does not mean that schools have absolute authority to do so they want with students without due process, gives the teacher the right to “impose minor forms of classroom discipline, such as admonishing students, requesting special assignments, limiting activities, and denying certain privileges, without being subject to the restrictions of just process" (Yell, Rozalski, 2008) 21 The topic of classroom management involves many issues. However, as teachers, they have the right and duty to create an environment conducive to learning on some methods. By providing what is useful or necessary, our more experienced group will learn best practices. Teachers must maintain a positive behavior towards situations that may not be difficult to achieve. “There is no recipe or panacea that can guarantee success in the classroom” Palumbo & Sanacore (2007). However, through mentorship, early practice, knowledge of both teacher and student rights, and a positive, thoughtful point of view, a novice teacher may be able to eliminate some of the initial hassle and difficulty from the early years. “Classrooms haven't changed much, if at all, in the last hundred years. Students continue to sit at their desks, are expected to listen to their teachers, and at the end of the day go home and do their assigned work.” There are a couple of notable contrasts between a classroom of the 1920s and the classroom of today. This is a serious concern for a substantial portion of current teachers. The Together for Brilliant Education Organization has put forward its proposals on the adjustments needed for our outdated education model to advance with the ultimate goal of creating classrooms by and for students in mind. MDRC, a national research association that focuses on educational and social organization research, has found that one of the most challenging aspects of not meeting expectations in school is that their learning environments need customization and they don't care about prepare students for their future beyond school. (MDRC, 2009) (Alliance for Excellent Education, 2008). Linda Darling Hammond argues that impersonalized classrooms and lack of preparation are exactly why these schools are failing and why we need to create more personalized classrooms with teachers working in tandem with studentsin a supportive educational environment (Alliance for Excellent Education, 2008). If students see the learning environment as a safe place, where they are given personalized attention, as well as encouragement to try harder, students will be more motivated to learn and succeed (Tapola & Niemivirta, 2008). Tapola and Niemivirta support this claim through their research in the field of student motivation in relation to school environments. In their investigation of the objective profiles, inspirations, and inclinations of 6th grade students, they found that student achievement and inspiration depend on classroom conditions. In this way, their exploration demonstrates that our classrooms must appear drastically unique to address each individual student's problems; conceivably pushing a more separate guideline model for a personalized learning condition. Personalized learning does not mean, however, that principles are scrapped. The Alliance, in fact, maintains that the standards of rigor must be maintained. As technology emerges into these rigorous learning environments, more student-centered classrooms indicate a greater ability to meet student needs in a much more diverse way. Technology can help meet students' diverse individual learning needs by providing them with a multitude of methods to demonstrate their learning and understanding. Students no longer have to limit themselves to pen and paper, but can demonstrate their knowledge via PowerPoint, VoiceThread, PhotoStory, etc. Furthermore, through these technological innovations, schools can provide a much more diverse curriculum to their students (Alliance for Excellent Education, 2008). It will no longer matter if a student is physically 23 years old in your class. Students can attend classes wherever they want as long as technology is available via webcams, videos and collaborative learning tools. Students can become members of personalized learning environments in Colorado, Stanford, MIT, etc…, learning topics that are relevant and meaningful to them. Additionally, students in these new technology-enabled classrooms will potentially be able to meet their needs more efficiently and effectively because teachers will have access to current data on how students learn best and will have the tools to meet different needs. of each student. Through the help of teachers and students, these classrooms can transition to a more student-centered learning condition. Likewise, since classrooms have not changed much in the last hundred years, teaching has also not adapted much to the innovative developments of our general public. Although much research has been done in the areas of student learning and effective teaching, teachers have resisted that change due to uncertainty about which changes will be most effective in the future, teacher change, and the importance of technology in this change. Why and what can be done about it? As stated previously, by changing the classroom environment to a more student-centered learning environment, the role of the teacher must also adapt: ​​“Teachers have the greatest impact in school on student achievement…” (Alliance for Excellent Education , 2008). And directly as a result, a change in teacher preparation and evaluation is needed. The Alliance also suggested a shift in the debate from "highly qualified" teachers to "highly effective" teachers, 1991).