Classroom management is a term used by teachers to describe the encouragement of positive student behavior. The term also implies the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers; indeed experiencing classroom management problems causes some to leave teaching altogether. In 1981 the US National Educational Association reported that 36% of teachers said they would probably not go into teaching if they had to decide again. A major reason was "negative student attitudes and discipline. " From the student's perspective, effective classroom management ideas involve clear communication of behavioral and academic expectations as well as a cooperative learning environment.
Classroom management ideas are usually closely linked to issues of motivation, discipline and respect. Methodologies remain a matter of passionate debate amongst teachers; approaches vary depending on the beliefs a teacher holds regarding educational psychology. A large part of traditional classroom management involves behavior modification, although many teachers see using behavioral approaches alone as overly simplistic. Many teachers establish rules and procedures at the beginning of the school year. According to Gootman (2008), rules give students concrete direction to ensure that expectation becomes a reality.
Teachers also try to be consistent in enforcing these rules and procedures. Many would also argue for positive consequences when rules are followed, and negative consequences when rules are broken. There are newer perspectives on classroom management that attempt to be holistic. One example is affirmation teaching, which attempts to guide students toward success by helping them see how their effort pays off in the classroom. It relies upon creating a classroom environment where students are successful as a result of their own efforts. By creating this type of environment, students are much more likely to want to do well. Ideally, this transforms a classroom into a community of well-behaved and self-directed learners.
What Makes Discipline Difficult
Two of the most important issues are the lack of support from the school administration and parents. Jim Garbarino, a Cornell University Professor and author of Raising Children in a Socially Toxic Environment states that there exists a feeling among educators that "erosion of adult authority" in today's society makes it much more difficult for teachers and other educators to do their jobs. Teachers have to make and establish their own rule of authority because parents and adult figures are not teaching the traditional cultural foundations for the students to build on. When parents depend on the teacher and the administration to handle discipline with no backing from them, the students are more likely to continue bad behavior and challenge the teachers. Though we all know that students should know the basic concepts of respect and self-control, but when it is not taught or modeled in their home environment, then the training of good behavior becomes the teachers' responsibility on top of the teaching process.
A non-supportive school administration will make it very hard to establish a strong and effective classroom management plan. As a teacher, you should make your classroom management plan very clear to your principal and other school officials that would handle discipline issues. Let them know what you expect from your students and help them to understand your technique of running the classroom. Be sure they are willing to support your beliefs and know that they will follow through should they be needed.
What Works
Classroom management is important. If you have your classroom strategies down in writing, are consistent in following them and make sure you always have more planned than not enough, then your students will be less likely to find time to cause disruptions. From the start of the first day of school and for the entire school year, you must take control of your classroom environment. Students, parents, and your administration should know right from the start where you stand on running your classroom.
There are many styles and techniques used in classroom management and each individual teacher must set his or her own procedures, routines, goals and values. Strong techniques that are win-win situations and based on simple principles of organization and cooperative learning include:
Parent Communication
Just as students and administration need to know your classroom management techniques, so do parents. If you want parents to support you and any possible discipline issues that may arise then they need to know what your expectations are. You can do this by:
- Going over and sharing expectations, procedures, routines and style during open house.
- Developing a parent, student, teacher contract that will be given out the first day of school. This contract needs to be signed by all parties.
- Developing a classroom newsletter that keeps parents informed of what is happening.
- Designing a website so parents can contact you.
- Being available to the parents.
Remind, Don't Scold
Redirect, with a reminder to what is at task. This can be done as a whole class or on the individual level.
Example: "Class the bell has rung, you should be in your groups working on your journal entry."
Hand Signals
Make the student aware that you know that a wrong choice is being made through a specific hand gesture .
Classroom Management
Clear processes for the behavior are the hallmark of strong classroom management - when you have something to say, raise your hand.
Example: Mark is sitting sideways in his chair playing with Maria's paper on Maria's desk. You quietly look at him and touch his desk so that he knows you need him back on task.
Don't Threaten or Argue
Be firm on what is expected. Ask them what the right choice is based on the classroom policy.
Praise, Praise, Praise
Make sure that this very important technique is positively incorporated into your classroom.
Praise is every student's ultimate goal — make the teacher happy!
Plan, Plan, Plan
Over planning will keep the students busy.
If you do find yourself in a downtime. Turn it into a quick regrouping game: (this example is assumes that the class knows "Regroup Time" and what the reward is for participating. )
There are so many wonderful techniques that can be used and discussed but the most important question to remember is to ask is, "Do they work for you; is it right for the student; and will it work in the classroom?"