Classroom Management

school and classroom management Researchers have pointed out the importance of assisting students in positive behaviors. In planning classroom management, teachers should consider using an assertive communication style and behavior. In addition, they should always know what they want their students to do and involve them in the respective learning activities, under the general conditions of clearly and explicitly stated school wide and classroom rules. An effective conduct management plan should also refer to teacher control and administration of consequences. The following components of such a plan are focused on in this summary: acknowledging responsible behaviors, correcting irresponsible and inappropriate behavior, ignoring, proximity control, gentle verbal reprimands, delaying, preferential seating, time owed, time-out, notification of parents/guardians, written behavioral contract, setting limits outside the classroom, and reinforcement systems. All of these components are presented so they can be identified in examples of best teaching practices. Covenant management stresses the classroom group as a social system. Covenant management focuses on the classroom group as a social system that has its own features that teachers have to take into account when managing interpersonal relationships in the classroom† (Froyen & Iverson, 1999). Teachers and students’ role and expectations shape the classroom into an environment conducive to learning. In other words, the culture of any given school is unique to that school. However, it is directly influenced by the culture of the larger community whose educational goals are to be met. A strong connection between school and community must be constantly revised and modified according to the requirements of societal dynamism. As schools become very diverse, teachers and students should become aware of how to use diversity to strengthen the classroom social group. Reference Brophy, Jere E. 1983. â€Å"Classroom Organization and Management. † The Elementary School Journal 83 (4):265 – 285. Brophy, Jere E. 1998. Motivating Students to Learn. Boston: McGraw Hill. Brophy, Jere E. , and Evertson, Carolyn M. 1976. Learning from Teaching: A Developmental Perspective. Boston: Allyn and Bacon. Bossert, Steven T. 1979. Tasks and Social Relationships in Classrooms. Cambridge, Eng. : Cambridge University Press. Doyle, Walter. 1986. â€Å"Classroom Organization and Management. † In Handbook of Research on Teaching, 3rd edition, ed. Merlin Wittrock. New York: Macmillan. Doyle, Walter. 1990. â€Å"Classroom Management Techniques. † In Student Discipline Strategies, Ed. Oliver C. Moles. Albany: State University of New York Press. Doyle, Walter, and Carter, Kathy. 1984. â€Å"Academic Tasks in Classrooms. † Curriculum Inquiry 14 (2):129 – 149. Duke, Daniel, ed. 1979. Classroom Management. Yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press. Emmer, Edmund T. ; Evertson, Carolyn M. ; and Anderson, Linda M. 1980. â€Å"Effective Classroom Management at the Beginning of the School Year. † The Elementary School Journal 80 (5):219 – 231. Evertson, Carolyn M. 1985. â€Å"Training Teachers in Classroom Management: An Experiment in Secondary Classrooms. † Journal of Educational Research 79:51 – 58. Evertson, Carolyn M. 1989. â€Å"Improving Elementary Classroom Management: A School-Based Training Program for Beginning the Year. † Journal of Educational Research 83:82 – 90. Classroom Management Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers; indeed experiencing problems in this area 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 â€Å"negative student attitudes and discipline†. Solving Discipline Problems Charles H Wolfgang and Carl D Glickman 1986 (Allyn and Bacon) According to Moskowitz & Hayman (1976), once a teacher loses control of their classroom, it becomes increasingly more difficult for them to regain that control. Moskowitz, G. , & Hayman, J. L. , Jr. (1976). Success strategies of inner-city teachers: A year-long study. Journal of Educational Research, 69, 283-289.Also, research from Berliner (1988) and Brophy & Good (1986) shows that the time that teacher has to take to correct misbehavior caused by poor classroom management skills results in a lower rate of academic engagement in the classroom. Berliner, D. C. (1988). Effective classroom management and instruction: A knowledge base for consultation. In J. L. Graden, J. E. Zins, & M. J. Curtis (Eds. ), Alternative educational delivery systems: Enhancing instructional options for all students (pp. 309-325).Washington, DC: National Association of School Psychologists. Brophy, J. E. , & Good, T. L. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed. ), Handbook of research on teaching (3rd ed. , pp. 328-375). New York: Macmillan. From the student’s perspective, effective classroom management involves clear communication of behavioral and academic expectations as well as a cooperative learning environment. Allen, J. D. (1986). Classroom management: student s' perspectives, goals, and strategies.American Educational Research Journal, 23, 437-459. Classroom management is 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 our expectation becomes a reality. Gootman, Marilyn E. The caring teacher's guide to discipline : helping students learn self-control, responsibility, and respect, K-6. 2008, p. 36 They 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 an environment where students are successful as a result of their own efforts. Pintrich, P. R. , & De Groot E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40. By creating this type of environment, students are much more likely to want to do well. This transforms a classroom into a community of well-behaved and self-directed learners.