Classroom Management Help
What are the factors that help the teachers (Female and Male) on classroom management successfully?
For a person stepping into the prestigious profession of teaching, there is no aspect of it more daunting than classroom management for the sheer challenge it poses. The first thing that comes to mind when one hears of class management is disciplining students so as to achieve a quiet class that accepts teachers view without much questioning. However the focus has shifted recently towards developing a creative learning environment that itself encourages productive student behavior. Class management is now meant to restructure the relationship between the teachers and students such that their academic needs are met, overall personalities are imbued and they learn more then what is written in the text books (MacBeath, 2012). The inability to create discipline, reach each and every one of the students or counsel them on their personal problems can all lead to a class management failure, the impact of which is equally great both on the teacher and students. For the teacher, it can become a constant source of unhappiness and stress preventing them from carrying out effectively their otherwise enjoyable activity of teaching. Result: young individuals well-equipped for the job opt out of teaching or lose their jobs. For the students, classrooms cease to be grounds for learning, grooming and progress; becoming a stress that must be put up with in face of parental pressure. Classroom mismanagement triggers a cycle: teacher’s lax resulting in student non-cooperation leading to humiliation by teachers causing further rebellion and so forth, taking its toll on all parties involved. And the damage doesn’t end here. It goes beyond the confines of the classroom. Children’s futures and career opportunities are negatively affected and even if they secure good degrees and land with respectable jobs, the chain-effect on their personalities and hence the society is irreparable.
For a better understanding of Class Management, let us look at a few definitions:
‘Classroom management is defined as an organization and how a teacher controls the students’ behavior so that the teaching and learning process can happen effectively. (Kenneth D. Moore, 2012)’
‘Classroom management is a skill which requires the teacher to manage the time, space, resources and students’ behavior in preparing a conducive learning environment. (Paul A. Alberto, 1986)’
Although there is no fixed definition of classroom management but perhaps Evertson and Weinstein put it best as they include in their definition the positive effects of such an environment on the students that make class management so important. They say:
“It not only seeks to establish and sustain an orderly environment so students can engage in meaningful academic learning, it also aims to enhance student social and moral growth. (Evertson & Weinstein, 2006)”
Classroom management is undoubtedly a multi-faceted activity and these definitions above concisely highlight the many areas that must be focused on in order to achieve a well-managed class. These factors include: lesson planning, effective time and space management, students’ supervision and control and teacher and student relationship. Let us look at these aspects in greater detail for better understanding of the argument.
For the indispensable role they play in molding students, teachers must possess qualities that enable them to manage the class in ways that extend beyond the more conventional methods. If you ever happen to come across a disruptive, disturbed, uninterested student who happens to show drastic changes in attitude and behavior and grades ultimately, it’s unlikely that the change would be due to a book, chapter or course they studied. But you would surely find such a child exclaim, ‘It was all Mrs. Smith. She never lost faith in me’ (Kauchak & Eggen, 2011). Matilda by Roald Dahl is a great example of how one teacher’s goodwill and effort can change a child’s life, transforming it forever. Teachers don’t go as far as Miss Honey accommodating troubled students in their cottages but their little care and nurturing can surely act like fairy dust in a child’s life. And yes, not every child is Matilda either, possessing telekinetic powers, but they are special nonetheless. The story beautifully depicts all the points that we are trying to make in our essay; every child possesses greatness and needs someone to believe in them, every teacher can make a difference and every larger-than-life Miss Trunchball can ruin a child’s personality in the name of discipline. A successful teacher knows that schooldays are a combination of good, productive, tedious and mundane. Their sense of purpose enables them to rise above the boring days to achieve their goals. This brings us to the next quality that a teacher must possess i.e. patience. They have to live without instant feedback as learning and education are a time-consuming endeavor, the results of which are usually seen over months and years. While some educators may get disillusioned at the lack of feedback, others may fail as a result of listening to the students too much or too less. A good teacher must know when to entertain students’ queries and when to exercise their teacher-controls (DeFrates-Densch, 2008). Moreover, leaving their problems and moods outside the classroom is an art that every teacher must excel. Vitality and an upbeat mood breed productivity in the students while any negative energy that radiates from a teacher will immediately zap creativity, putting students in fear of scolding and rejection. To maintain such a mood in the class, a teacher must exercise some humor. ‘A person without a sense of humor is like a wagon without springs. It’s jolted by every pebble on the road.’ So humor is the anecdote to avoid being jolted at the slightest disturbance. It would not only reduce stress but de-sensationalize the most serious situation enabling people to take a fresher perspective. When you bring fun into the classroom and students see your humanness, trust and respect is built and children begin to look up to you for solutions to their problems. There will be days in your teaching careers when children would need your support more than any information. Hence, establishing an emotional link with the students is very important. Not only would they take your advice seriously and benefit from it, they would study harder to make you happy (Mottee, n.d.). This may be easier said than done. Teachers are always pressed for time, having to meet curriculum requirements. This would require a major shift in their teaching goals. Changing plans to accommodate students would be an insult if they have to accommodate the needs of their students as per the requirement of the time. Therefore, reaching the students and connecting with them should be their aim. Students need someone to take stock in their abilities and teachers can be the ones to provide encouragement and praise. Lack of acknowledgement may stifle their interest while praise judiciously given may push them to be better. When disturbances do arise, proper action must be taken. The empty-threat syndrome is a topper on the list of class management failures. Therefore, a teacher must be consistent and carry out their rules, without letting their moods affect their decisions (Kenneth D. Moore, n.d.). While consistency is needed, a teacher must also avoid being stuck in his ways by regularly reflecting on their methods and techniques and welcoming change. Reflection can help strengthen weaknesses with a little resolve and understanding. Another very important aspect is the coordination between teachers and parents. While there are some parents more interested in proving teachers wrong, you will find most of them only concerned about their child’s progress. It’s important for a teacher to establish a united front along with the parents instead of feeling threatened by their over-involvement, to help the children reach their potential. Lastly, a teacher who masters his subject and is passionate about his work would inspire students with his contagious zeal and energy. It’s very important for a teacher to keep learning, adopting new teaching methods and strategies. If ever, you find yourself stuck, it’s best to seek out a mentor to pull you out of the rut.
For a class to be well-managed and remain undisturbed throughout the time duration such that maximum productivity is achieved, it is very crucial that a lesson is well-planned. Effective teachers plan every minute of their time carefully, keeping a pace suitable to all students. There are many things that must be kept in mind when planning a lesson. First and foremost, the school calendar must be referred to while planning to avoid planning lessons on days of holidays, etc. Moreover, some days need special attention and preparation. Before Christmas or New Year perhaps, or the day of a special event, such as the Annual Sports Day; lessons should be planned to relate to the upcoming event and students should be engaged in interesting and high-paced activities that educate them while allowing for fun as the usual routine is side-stepped (W. Cmielewski, 2011). It is from such situations that students learn most as what they read and write about can be observed in their surroundings and participated in. There are multiple ways to plan a lesson. In fact, it is using a blend of ways that can help a teacher save her class from falling prey to boredom and monotony. Lesson plans give learning a structure. Studies suggest that students appreciate a well-structured lesson and a resulting confident teacher, as it avoids confusion from seeping through. All lesson plans are curriculum-based and follow a four-step process. The first step requires the teacher to determine what the students will learn from the curriculum i.e. the things that they may be able to do once the lesson and its exercises are complete. Secondly, the teacher must have a clear idea of the students’ previous educational base to avoid repeating lessons students have already done in detail in previous grades (Krathwohl, 2002). On the other hand, the teacher must also make an allowance to recapitulate past concepts to allow for a smooth transition into the new curriculum. The next step is to think of activities and exercises that assist students’ learning process such as a reading assignment, group activity, etc. Lastly, the teacher must plan of ways to evaluate students learning outcomes. This would enable the teacher to pinpoint areas that need further explanation or practice or a change in teaching strategy. Lesson planning outlines what resources are used, what methodology is employed and what assessments are needed to ensure maximum learning outcomes. A good lesson plan must be made keeping in view student ability. No teacher ever had a class of students where everyone is equally able. Hence this requires extra awareness of her students on the part of the teacher, allowing ample time for less capable students whereas planning extra activities for the above average students to prevent both from losing interest and remain involved, curbing disruptive behavior. Monitoring progress during the lesson may facilitate this endeavor, giving a clearer view of the strengths and weaknesses of each child. It would also allow for instant and spontaneous changes in the procedure to suit the needs of students as according to student feedback. To sum up, the idea behind lesson planning is to not only to make 100% use of the resources available while extracting maximum benefit but also grab students attention and hold it throughout the duration of the class such that their curriculum and personal development needs are fulfilled with the least amount of behavioral disturbances.
Talking is the number one problem in classrooms and affects both the giving and retaining of instruction which is why maintaining students’ focus is so challenging whether you are new in the field or had been teaching for years (Dunbar, 2004). A quiet and attentive class may sound perfect and ideal but with this ideal, it is needless to say, there would not be much learning outcomes. Children need to talk to share ideas to understand what they are learning. But they need to be trained when to talk and when to listen. Talking during instruction time can pose a problem, whereas if students are talking at a tone just above the whisper (which they should be instructed to use during class) during work time, even if it’s not related to the task at hand, It’s acceptable as long as it is not for too long and doesn’t disturb another student. A number of tools can be used to get students attentions. The one that sounds most interesting is to divide the class time as ‘My Time’ and ‘Your Time’; instructing the students to pay attention while it’s the teacher’s time to give instructions, explain projects, etc. The students should be clearly told as to what is permissible during their time such as sharpening pencils, doing class work, discussing assignments, etc. Any talking during the teacher’s time must be followed up with a swift and consistent penalty. Walking through the class and monitoring students’ progress while they work on their assignments is another very effective way of regulating student behavior. Not only does it help to monitor what the children are talking about but also make the children submissive and more alert (Kenneth D. Moore, n.d.). As the teacher walks the class, she must take a moment to stop at each desk, acknowledging the student’s work, pointing out mistakes and dropping a little encouragement. There is nothing more than encouraging feedback that makes a child strive harder. Children love to work in groups but in doing so, they often get carried away and the noise levels get too loud for productive learning outcomes. In times like these, a teacher can use signals to grab students’ attention. These may include clapping three times, using a whistle or a bell. It will get the job done with added humor. Lastly, students tend to become unfocused and restless by the end of the class. Giving them a little writing task to reflect on the days learning can effectively keep students settled and productive, allowing them to recall the day’s lesson and express their opinion on it (Smith, et al., 2005).
Studies show that that the classroom layout can have a deep impact on the behavioral activities of both teachers and student. You may take the example of a very busy display or a boutique. Can you relate to the tiredness, lack of clarity and confusion that you face after a trip to that store or shop? This is due to the overstimulation that our society now places a lot of value in. Same is the case with children. In an attempt to make the environment stimulating, we might be careful not to go overboard with materials and displays as they can have a negative impact on children (Ormrod, 2010). The displays should be attractive but less for the children to benefit from clarity and learn better without overwhelming their senses. Moreover, it is essential that children get enough space to allow for easy and flexible movement. A congested classroom where the activities of one might overlap another’s, children might feel uncomfortable and squashed. We ourselves as adults get irritated when others perhaps on a bus or an aero plane sit too close so if children get unhappy and disturbed on the encroachment of their private place, it is natural. There should therefore be enough space for the children to move around swiftly without banging into one other, as they move about their tasks. During story time, children should be made to sit in a circle with 2-3 inches in between for the environment to be comfortable and remain undisturbed. Just like every adult, a child must have a space to call his own. A desk, cupboard or drawer should be provided where he can keep his belongings in his own personal way. This would allow the students to feel greater sense of identity and also avoid conflict if the children were to share. While sharing is a must-have trait that must be inculcated in students from a very young age, a degree of autonomy and personal freedom is integral for everyone, young or adult.
Hence proven, that classroom management plays a critical role in creating an environment fit for learning. It is a powerful front whether it is detecting abusive homes, preventing aggressive school and society environment or informing our students of world problems and hence must be used wisely (Cowley, 2009). Good and effective classroom management is not merely about establishing control and quiet in the class but meeting the needs of one and all while still providing education. Effective class management is a reflection of the teacher’s ability to plan and handle various classroom situations without which, a teacher is bound to fail in her goals. The abilities and skills of a good teacher and the planning required, correcting irresponsible and inappropriate behavior, acknowledging responsible behaviors, ignoring, gentle verbal reprimands, proximity control, preferential seating, notification of parents/guardians, setting limits outside the classroom, teacher/students relationship, etc. as discussed earlier are keys to ensure a managed class and a productive environment (Mendler, 2009). As trust is established between the teacher and students, the latter are freed from teacher supervision as they become more responsible. This is how both “educators and students become co-participants in the teaching-learning process, striving to make the most of themselves and their collective experience (Froyen & Iverson, 1998)”. The fruit of an effectively managed class are reaped in the form of responsible adults and members of society. There is a strong connection between the classroom and the society we live in and the teaching and curriculum requirements must be revised and modified accordingly taking the diversity of human nature into account to tackle behavioral issues in the best manner possible. While introducing procedures in class teachers are in effect introducing procedures to achieve a happy and successful life.
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