CLASSROOM MANAGEMENT

 CLASSROOM MANAGEMENT

Ø  The elements of proper classroom management (organization, coordination, communication, control, and leadership)

Ø  Classroom seating arrangements (factors to consider and kinds of classroom seating arrangements)

 

Introduction

Effective education refers to the extent to which schools are successful in accomplishing their educational objectives. Teachers like you play a key role in shaping effective education. The differences in achievement between learners who spend a year in a class with a highly effective teacher as opposed to a highly ineffective teacher are startling. Consider the following case: a learner attends an average school and has an average teacher for two years. At the end of these two years, the learner’s achievement will rise substantially. If the same learner attends an ineffective school and has an ineffective teacher, the learner’s achievement will have drop significantly after two years. If the learner attends an effective school but has an ineffective teacher, his or her achievement after two years will drop too. An individual teacher can produce powerful gains in learner learning.

Effective teaching and learning cannot take place in poorly managed classrooms. Effective classroom management strategies support and facilitate effective teaching and learning. Effective classroom management is generally based on the principle of establishing a positive classroom environment around effective teacher-learner relationships. Classroom management defined by some as the action’s teachers take to create an environment that supports and facilitates both academic and social-emotional learning. This definition concentrates on the responsibility of the teacher and relates the use of classroom management strategies to multiple learning goals for learners.

Subsequent to this definition, effective classroom management strategies seem to focus on preventive rather than reactive classroom management procedures. An example of a widely used and generally effective preventive strategy among teachers in primary education is that classroom rules are negotiated instead of imposed. Teachers, however, also frequently use reactive strategies such as punishing disruptive learners, whereas it is unclear whether these strategies effectively change learner behaviour. This may be caused by a lack of knowledge about the effectiveness of preventive strategies, or by a lack of belief in their effectiveness.

Teachers do not always believe in the effectiveness of particular strategies despite ample empirical evidence that the strategy has been implemented successfully in many classrooms. One instance is that beginning teachers are generally advised to be as strict as possible in the first week of their internship and then slowly to become less authoritarian, whereas first establishing positive teacher-learner relationships has been proven far more effective in regulating learner behaviour. Completing focused coursework units on classroom management in teacher training programs leads to increased feelings of preparedness, familiarity, and confidence in using effective classroom management strategies among learner teachers.

When teachers feel uncertain about using preventive strategies, for instance, negotiating classroom rules, they often keep using the presumably less effective reactive strategies. Evidently, mastering effective classroom management strategies is a fundamental competence for all teachers. Good teachers need to master a broad range of effective classroom management strategies; thus, we are providing you learner teachers with a large “toolbox” of effective classroom management strategies from which you can pick and apply particular strategies when necessary. The strategies should that must be part of this toolbox in current educational settings is still unclear. The reason for this is that the books that are used in teacher training programs generally refer to studies that were conducted decades ago or used circumstantial evidence rather than empirical evidence.

However, daily practice in education has changed rapidly. It is increasingly being defined by learner-centred approaches to learning as opposed to teacher-centred, with a significant emphasis on learners’ metacognitive skills such as self-regulated learning strategies; and cooperative learning. Furthermore, more and more technology is finding its way into classrooms, for example, the use of interactive whiteboards, tablets, and laptops. These changes presumably have had an enormous impact on the demands placed on teachers’ classroom management skills, such as rules and procedures to facilitate cooperative learning.

 

Definition of Classroom Management

Classroom management refers to the actions teachers take to create a supportive environment for the academic and social-emotional learning of learners. Five categories of actions are described. In order to attain a high quality of classroom management, teachers must:

1. Develop caring, supportive relationships with and among learners
2. Organize and implement instruction in ways that optimize learners’ access to learning
3. Encourage learners’ engagement in academic tasks, which can be done by using group management methods such as by establishing rules and classroom procedures
4. Promote the development of learners’ social skills and self-regulation, making learners responsible for their behaviour.
5. Use appropriate interventions to assist learners with behaviour problems

The last two actions indicate that effective classroom management improves learner behaviour. Hence, classroom management is an ongoing interaction between teachers and their learners.

 

Different Classifications of Effective Classroom Management Strategies

As stated above, classroom management is about creating inviting and appealing environments for learner learning. Classroom management strategies are tools that the teachers can use to help create such an environment, ranging from activities to improve teacher-learner relationships to rules to regulate learner behaviour. Only when the efforts of management fail should teachers have to resort to reactive, controlling strategies. Therefore, it is essential to distinguish between preventive and reactive classroom management strategies. Specifically, there is a difference between strategies used to prevent behaviour problems and strategies used to respond to problem behaviour

For instance, the establishment of rules and procedures and favourable teacher-learner relationships are considered preventive strategies, whereas disciplinary interventions such as giving warnings or punishments are considered reactive strategies. Even though it is generally assumed that preventive strategies are more effective than reactive strategies, reactive strategies are sometimes needed to reduce disruptive or other undesired learner behaviour when preventive strategies do not work. A separate group of effective classroom management strategies are group contingencies, which represent various reinforcement strategies aimed at improving learner behaviour or performance. These include preventive and reactive strategies.

These group contingencies can be classified into three categories; independent, interdependent, and dependent group contingencies.

1. Independent group contingencies refer to reinforcement interventions that apply the same assessment criteria and reinforcements to each child, such as, all children should pass the same sewing test before they get a certificate.
2. Dependent group contingencies, on the other hand, refer to interventions that require a single learner or a few learners to reach a designated criterion in order for the whole group to receive reinforcement, e.g., when a learner attains a 100% score on a test, the teacher will hand out sweets to the entire class.
3. Interdependent group contingencies require the whole learner group to reach a designated criterion in order to receive reinforcement, for instance, group members need to collaborate on a team project, and the entire team receives a grade for their end product.

Returning to the preventive-reactive classification, both preventive strategies and reactive strategies can be applied to the entire classroom population by discussing classroom rules or giving group detention or to individual learners, e.g., by letting an easily distracted learner sit alone during independent seatwork or placing a learner temporarily outside the classroom when showing disruptive behaviour.

 

Importance of Classroom Management

Discipline often comes to mind at the mention of classroom management, but the crucial component of teaching is much more. Classroom management creates a set of expectations used in an organized classroom environment. It includes routines, rules and consequences. Effective classroom management paves the way for the teacher to engage the learners in learning.

Effective Teaching

A disorganized classroom without routines and expectations makes it difficult for the teacher to do her job. Learners do not know what to do, so they might get off task or cause disruptions. When the teacher is continually redirecting learners or handling behaviour problems, she loses crucial teaching time. Classroom management strategies help create an organized classroom environment that’s conducive to teaching. Kids know the expectations in different types of learning situations. For example, kids would know that when working in small groups, they talk in quiet voices and take turns talking. They might each have a specific job within the group.

Efficient Use of Time

Taking time before school starts to create routines and procedures saves you time in the long run. When children know what to do, it becomes a natural part of the routine. After a few weeks, you do not need to tell them what to do. The learners know they get their planners out, write in homework assignments and gather all of their materials at the end of the day, for example. You can get your kids out the door faster at the end of the day. When you train them how to do each part of the school day, you do not spend as much time giving directions.

Consistency

A teacher with strong classroom management skills creates consistency for his learners. The learners know what to expect every day when it comes to routine activities. Your learners may fare better when you are gone if you have set expectations for everyday tasks. They know how the classroom runs, so they are able to help the substitute run the classroom. For example, if the learners know they are supposed to enter the room and start working on a sewing problem on the board, a substitute does not have to spend his time corralling the learners or trying to keep them occupied while everyone arrives. You can also create consistency throughout the school by aligning your management strategies with the school-wide standards. If your school focuses on respect and responsibility, incorporate them into your classroom management techniques. The learners will hear those words throughout the school and know that the expectations are the same anywhere in the building.

Fewer Behaviour Problems                       

The main goal of classroom management is to reduce misbehaviour in the classroom. Effective classroom management gives the learners little time to misbehave. Because the expectations are clearly explained, the learners know what they need to do. Transitions, in particular, are easier to control when a teacher has strong classroom management skills. The expectations for behaviours that are part of a classroom management plan give learners boundaries, as well as consequences.

 

Developing A Classroom Management Plan

A classroom management plan is where clear rules are set, class norms are developed, expectations are stated, and consequences are defined. The classroom management plan does not have to be lengthy, complex, or intricate. A simple set of rules or class norms and consequences hand-written on a piece of flip chart paper is all you need to create your plan. The classroom management plan also referred to as a classroom management agreement is an agreement you create with your learners focusing on providing for their needs in the classroom and a commitment to help learners learn without interference and disturbances.

Once the classroom rules or norms are developed, the agreement is presented to the class and is the document that defines the classroom norms. The agreement should be followed at all times and requires teachers to hold learners and themselves accountable at all times. It is essential for learners to know what is acceptable and unacceptable in the classroom, as well as what the expectations are. By allowing learners input on developing the classroom management plan, they are invested in following the rules, but should they break a rule; they know what the consequences are.

Some crucial points to keep in mind when creating a classroom management plan or classroom management agreement with learners include the following:

1. Involve learners in all aspects of creating the classroom management plan.
2. Create no more than five rules or class norms – Keep things as simple as possible. If you create too many rules, learners will feel overwhelmed by the classroom management plan. Look for rules that cover behaviours that could interfere with the learning and engagement of your learners. Creating a classroom management plan should be a short, rather quick activity meant to set the tone for the rest of your time together. Always affirm rules or classroom norms and be as brief and to the point as possible. Rules that work well in most situations include:

ü  Respect yourself, your classmates, and your teachers.

ü  Raise your hand before speaking or leaving your seat.

ü  Keep your hands, feet, and materials to yourself.

ü  Listen, follow directions, and ask questions when needed.

ü  Be positive.

3. Work with all ahead of time to know what some appropriate consequences might be if a learner breaks a rule. You do not want to create a rule that is not enforceable or does not match your classroom management plan. Learners oftentimes come up with very harsh consequences, so having the conversation with all ahead of time might give you some ideas to suggest to learners if needed. The classroom teacher may have some very valuable insight into what might help keep learners on track or what is currently working well in the classroom.
4. Block off a portion of the flip chart paper so learners can sign on the sheet that includes the rules/classroom norms and consequences. Take the flip chart paper down after every lesson and post it up at the beginning of every lesson and in a brief overview at the beginning of each lesson, review the rules.
5. Remember to include both the class rules or class norms and the consequences. Neither listing the rules alone nor the consequences alone does much to change the classroom environment. Learners need to know what the rules are and be aware of what will happen when a rule is broken. By including the consequences on the flip chart, it allows learners to know what will happen if a rule is broken, and that the consequences are the same for everyone. It makes the rules predictable and your responses predictable, which can help establish trust in the classroom. Learners do not have to wonder what will happen; they know what will happen and that it will be the same for all learners, every day.

 

 

Classroom Management Strategies

As indicated before, proactive classroom management strategies focus on implementing strategies emphasizing how learners should behave in the classroom, the expectations in the classroom, and how to make the classroom as structured and predictable as possible to avoid disruptive behaviours. Class-wide strategies are implemented with all learners within the class and address the needs of most learners in terms of behaviour, while individualized strategies might be needed for a small number of learners who will not respond appropriately to class-wide strategies. As discussed already, a classroom management plan will help establish clear rules, set class norms, and define consequences, while classroom management strategies work to keep the learners engaged, connected, and keep learners on-task as much as possible and therefore less likely to be disruptive or exhibit challenging behaviours during class time. Whether implementing class-wide or individualized classroom management strategies sets the stage by being on-time, prepared, organized, and able to move the lesson along at an appropriate pace.

1. Create a classroom management plan - Although creating a classroom management plan is a short activity, it is crucial in establishing how the classroom with function. As mentioned above, the classroom management plan should be posted during every lesson, reviewed often, and referred to when challenging behaviours arise.
2. Understand the power of day 1 - Day 1 is the first day you are in the classroom with the learners. Day 1 is the most crucial day you will spend with learners because you set the tone for the classroom, and the rules and class norms are established. Work to create a classroom that is warm, inviting, and inclusive. Show enthusiasm for the lessons you are teaching and show learners you are excited about being able to spend time with them. We want learners to leave the classroom after Day 1 and look forward to the next lesson, and the time they will spend in the classroom while you are teaching.
3. Access a seating chart ahead of time - Young people want to be addressed by name. If possible access a seating chart ahead of time so you can make name tents for each learner to grab on their way into class and take to their desks or arrange with the classroom teacher a time before your lesson starts for learners to create their own name tents on a piece of paper. These name tents should be used each time you have class and will not only assist in you learning the learner’s names but will eliminate the need to reference a seating chart and take time and attention away from the learners. The simple act of looking down at a seating chart and searching for a learner’s name is plenty of time for learners to start to disengage.
4. Greet learners as they enter the classroom – Even in the beginning when you are not certain of learner’s names, it is essential for learners to feel a sense of belonging and to know you are excited about being at school and are happy they are a part of the class. Simple phrases like, “I am glad you are here today” or “welcome to class” can help learners feel connected and engaged. Also, to show learners you enjoyed your time with them and look forward to seeing them again, always say goodbye and reference when you will see them again for the next lesson.
5. Create an agenda for each day – Start each lesson on time and quickly review what is listed on the agenda for the lesson. Check off agenda items as they are completed to build on a sense of accomplishment and to help learners know what is coming up next. This helps learners understand there is a routine followed during your class time and predictability of what is coming up next.
6. Be genuine and sincere with praise – While praise is critical and is oftentimes a great prompt to the class acknowledging appropriate behaviour, empty praise or praising for small tasks or less than adequate work can actually cause learners to disengage and lose interest in your feedback. Be thoughtful in what you say to learners and work to find ways to offer genuine praise and feedback. Always try to focus genuine praise on the work and behaviour of a learner and not the learner themselves.
7. Balance teaching and facilitating – While maintaining fidelity to the curriculum, look for ways to balance teaching and facilitating. Teaching is typically the class listening to the information being shared by a teacher or facilitator while facilitating involves sharing knowledge and including the audience in the lesson. Look for opportunities to have learners actively respond and participate. Offer opportunities for learners to read aloud, write on the board/smartboard, answer questions out loud, and assist you during the lesson. Depending on the learner’s learning style, they may learn best when reading, listening, writing information down, or maybe even moving around the classroom a bit. While we cannot accommodate each learner’s learning style each time, we can make an effort to allow learners opportunities to respond actively.
8. Circulate the room – Facilitators should circulate the room as a way to keep learners engaged and attentive. Not only do learners have to pay attention and follow where you are, but it allows you the opportunity to check to make sure learners are on-task.
9. Find a seating arrangement conducive to learning – While during some lesson activities you may have learners working in groups with desks connected, typically when learner’s desks are arranged in rows learners tend to stay on task, focus, listen and complete more work. During activities promoting or encouraging learner engagement, a u-shape or circle might be effective, but overall other arrangements may help with managing disruptive behaviours. Check-in with the classroom teacher ahead of time because the teacher may already have a seating assignment that works and has specific learners in specific seats. As a rule of thumb, it is best to avoid any seating arrangements which cause your back to be to the class or even part of the classroom for any length of time. If there is the need to write materials on the board, it is a good idea to delegate different learners to write on the board for you while you facilitate class instead of turning around and writing on the board.
10. Be effective when giving instructions – It is essential when giving instructions to provide information in a way that is clear and concise. Once we have gained the learner’s attention, it is essential to:

ü  Wait until learners are seated and not moving around the room.

ü  Give one instruction at a time.

ü  Use a clear firm voice and repeat each instruction.

ü  Wait for learner compliance.

ü  Provide an opportunity for learners to acknowledge understanding of the instruction given. This can be by done asking for thumbs up or thumbs down and answering questions or concerns of the learners with their thumbs down.

ü  If a class is struggling with following verbal directions, you might want to write out ahead of time and post directions for an activity. Having a posted copy of the instructions allows learners to refer to this information if they are confused or have questions or concerns.

11. Avoid answering too many questions and stalling the lesson – Always have ways learners can get questions answered, even when there is no time in class. You can provide a “parking lot” flip chart sheet that is posted in a certain location in the classroom during each lesson and post-it sheets with pens near the paper and learners can write questions and post them to the sheet to be answered next class period. Also, a question box can be located in the classroom each class period and have index cards and pens so learners can write and submit questions. Finally, as a way to minimize interruptions and keep learners and lessons on track, you can decrease pause time between learner responses and move on to the next question or task.
12. Handle disagreements with respect – Let learners know throughout your lessons, information may be presented that a learner might disagree with. Create a classroom atmosphere where learners know it is ok to disagree, but disagreements are always to be respectful.
13. Integrate learners’ interests when appropriate – During activities, such as role-plays, try to use language youth can connect with and names they connect with as part of their culture. It is important to remember the goals and messages of the role-play must remain unchanged, and prioritize curriculum fidelity.
14. Be willing to give a little to get a lot – Some days learners enter the classroom, and you can tell the energy level is high, and it is going to be an enormous challenge to keep learners focused and on-task. Whether it is the weather, a school holiday or break is coming up, or a learner has a birthday, offering a small incentive might be just the key to get learners to tune in and be alert. Incentives do not have to cost money but can offer learners an opportunity to interact with each other and relax. You can tell learners if they work hard, stay focused and on-task for the 45-minute lesson they can have the last 2-3 minutes of class to talk to each other, stand up, and use up some of their energy. While we do not want to give up our facilitation time, many times offering an incentive can help your facilitation time go smoothly, and instead of dealing with constant disruptions, you can focus on the lesson and make the most of your time in the classroom.