Opening the new teacher candidate to real classroom situations can help improve the teaching style. This practice attempts to reach the candidate early in their practice and expose them to experiences that cut across many aspects, styles and approaches to teaching, in the hope that candidates can become aware of their personal preferences while having choices to make. regarding their direction of study. Duck (2007). As teachers, they have a legal obligation to provide a safe, orderly, and well-disciplined school for our students (Yell & Rozalski, 2008). Yell and Rozalski also speak extensively about the rights we have as teachers when it comes to ensuring such an environment for our students. “In loco perentis”, a Latin term literally translated as “In place of parents” was introduced in American courts and is derived from English Common Law. “Say no to plagiarism. Get a Custom Essay on “Why Violent Video Games Should Not Be Banned”?Get an Original EssayAccording to this principle, parents give school personnel some measure of control over their children when they place them in school” (Yell and Rozalski, 2008). While this does not mean that schools have absolute power to do whatever they want with students without due process, it does give the teacher the right to "impose minor forms of classroom discipline, such as reprimanding students." students, require special tasks, restrict activities, and deny "certain privileges, without being subject to the restrictions of due process" (Yell, Rozalski, 2008). 21 The subject of classroom management raises many questions. However, as teachers, they have the right and duty to create an environment conducive to learning. Teachers need to be prepared for possible future problems ahead and think about some methods. By providing what is useful or necessary, our more experienced group will learn best practices. Teachers must maintain positive behavior in situations that may not be difficult to achieve. “There is no recipe or panacea that guarantees success in the classroom” Palumbo and Sanacore (2007). Nevertheless, through tutoring, early practice, knowledge of teacher rights and student rights, and a positive, thoughtful point of view, a beginning teacher may be able to eliminate some of the boredom and initial difficulties of his early years. “Classrooms haven't changed much, if at all, in the last hundred years. Students sit at their desks, are expected to listen to their teachers, and at the end of the day, go home and complete their assigned work. There are some remarkable contrasts between a classroom in the 1920s and today. This is a major concern for a large number of current teachers. The Together for Brilliant Instruction Organization has put forward its proposals on the adjustments needed to advance our outdated training model, keeping in mind the end goal of creating classrooms by and for students. MDRC, a national research association that focuses on the study of the educational and social system, found that one of the most difficult aspects of failing to meet school expectations is that their learning environment needs personalization and does not care about preparing students for their future beyond school. (MDRC, 2009) (Alliance for Excellent Education, 2008). Linda Darling Hammond says impersonalized classes and lack of preparation are exactly the 22reasons why these schools are failing and why we need to create more personalized classrooms with teachers working in tandem with students in a nurturing and supportive environment (Alliance for Excellent Education, 2008). If students perceive the learning environment as a safe place, where they receive personalized attention and are encouraged to try harder, they will be more motivated to learn and succeed (Tapola &Niemivirta, 2008). Tapola and Niemivirta support this assertion through their research in the area of ​​student motivation in relation to classroom environments. In their investigation into the objective profiles, inspirations and inclinations of 6th grade students, they discovered that students' success and inspiration depend on classroom conditions. In this way, their exploration demonstrates that our classrooms must appear radically unique to address the problems of each student; which could possibly prompt a more separate guideline model for a personalized learning condition. Personalized learning in no way means that the principles are overturned. In fact, the Alliance asserts that standards of rigor must be maintained. With the emergence of technology in these rigorous learning environments, more student-centered classrooms indicate a greater ability to meet student needs in a much more diverse manner. 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 rely on pen and paper, but can demonstrate their knowledge via PowerPoint, VoiceThread, PhotoStory, and more. Additionally, through these technological innovations, schools can offer a much more diverse curriculum to their students (Alliance for Excellent Education, 2008). This will no longer matter if a student is physically 23 in your class. Students can attend classes wherever they want as long as technology is available through webcams, videos, and collaborative learning tools. Students can be members of personalized learning environments at Colorado, Stanford, MIT, and more, and discover topics that are relevant and meaningful to them. Additionally, the needs of students in these new technology classrooms will potentially be met more effectively and efficiently because teachers will have the ability to access current data on how students learn best and will have the tools available to meet the diverse needs of each student. With the help of teachers and students, these classrooms can evolve into more student-centered learning conditions. Just as classrooms have not changed much in the last hundred years, education 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 teaching effectiveness, teachers have resisted this change due to uncertainty about which changes will be most effective at school. the future, the fact that teachers themselves are changing and the importance of technology in this change. Why and what can we do about it? As noted earlier, in transforming the classroom environment into a more student-centered learning environment, the role of the teacher must also adapt: ​​“Teachers have the greatest impact in school on student success…” (Alliance for Education., 1991).