Date 18 th October 2016
Topic : Classroom management (Repeated )
one again it was class about classroom management today i discussed with my students all bellow things .
yes this material has been taken from wikipedia......
Classroom management is a term
used by teachers to
describe the process of ensuring that classroomlessons 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.
Brooks reports that effective classroom managers organized their
activities on the first day of school consistent with the emerging needs of the
students. These middle school student needs were the following:
1.
Am I welcome?
2.
What are we going to do today?
3.
Am I in the right room?
4.
Is the teacher interested in me?
5.
What are the rules for this classroom?
6.
What are the goals, instructional methods and assessment systems
for the class?
7.
Is the teacher interested in how I learn best?
8.
What interests does the teacher have that I can relate to?
9.
What are we expected to do for tomorrow?
10.
Will the teacher answer a question I have after class?
In response to these emerging and sequential student needs
effective middle school teachers organize the first day activities in the following
sequence:
1.
Personally greet students
2.
Advance organizer for the session at the bell
3.
Roll and seating
4.
Student information cards
5.
Introduce 5 core rules (entry, listening, raising hands, leaving
other's stuff alone and finally exiting the class)
6.
Describe class goals, instructional methods and grading system
8.
self-disclosure
9.
Preview of next session
10.
Access after class.
Middle school teachers that meet these 10 student needs with
specific activities tend to communicate competence and effectively communicate
behavioral and academic expectations.
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.
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. 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.
Corporal punishment
Until recently, corporal
punishment was widely used as a
means of controlling disruptive behavior but it is now illegal in most schools.
It is still advocated in some contexts by religious leaders such as James Dobson, but
his views "diverge sharply from those recommended by contemporary
mainstream experts" and are not based on empirical testing, but rather are
a reflection of his faith-based beliefs.
According to studies taboo physical punishments like spanking or
procedures used in Asia in the classroom such as standing do not make students
or children more aggressive. Consistency seems to play a greater role on
whether outcomes could be negative
Rote discipline
Also known as "lines," rote discipline is a negative
sanction used for behavior
management. It involves assigning a disorderly student sentences or
the classroom rules to write repeatedly. Among the many types of classroom
management approaches, it is very commonly used.
Preventive techniques
Preventive approaches to classroom management involve creating a
positive classroom community with mutual respect between teacher and student.
Teachers using the preventive approach offer warmth, acceptance, and support
unconditionally – not based on a student’s behavior. Fair rules and
consequences are established and students are given frequent and consistent
feedback regarding their behavior.[10] One way to establish this kind of classroom
environment is through the development and use of a classroom contract. The
contract should be created by both students and the teacher. In the contract,
students and teachers decide and agree on how to treat one another in the
classroom. The group also decides on and agrees to what the group will do
should there be a violation of the contract. Rather than a consequence, the
group should decide on a way to fix the problem through either class
discussion, peer mediation, counseling, or by one on one conversations leading
to a solution to the situation.
Preventive techniques also involve the strategic use of praise
and rewards to inform students about their behavior rather than as a means of
controlling student behavior. In order to use rewards to inform students about
their behavior, teachers must emphasize the value of the behavior that is
rewarded and also explain to students the specific skills they demonstrated to
earn the reward. Teachers should also encourage student collaboration in
selecting rewards and defining appropriate behaviors that will earn rewards.
Good teacher-student relationships
Some characteristics of having good teacher-student
relationships in the classroom involves the appropriate levels of dominance,
cooperation, and awareness of high-needs students. Dominance is defined as the
teacher’s ability to give clear purpose and guidance concerning student
behavior and their academics. By creating and giving clear expectations and
consequences for student behavior, this builds effective relationships. Such
expectations may cover classroom etiquette and behavior, group work, seating arrangements,
the use of equipment and materials, and also classroom disruptions. Assertive
teacher behavior also reassures that thoughts and messages are being passed on
to the student in an effective way. Assertive behavior can be achieved by using
erect posture, appropriate tone of voice depending on the current situation,
and taking care not to ignore inappropriate behavior by taking action.
Culturally responsive classroom management
Culturally responsive classroom management (CRCM) is an approach
to running classrooms with all children [not simply for racial/ethnic minority
children] in a culturally responsive way. More than a set of strategies or
practices, CRCM is a pedagogical approach that guides the management decisions
that teachers make. It is a natural extension of culturally responsive teaching
which uses students' backgrounds, rendering of social experiences, prior
knowledge, and learning styles in daily lessons. Teachers, as culturally
responsive classroom managers, recognize their biases and values and reflect on
how these influence their expectations for behavior and their interactions with
students as well as what learning looks like. There is extensive research on
traditional classroom management and a myriad of resources available on how to
deal with behavior issues. Conversely, there is little research on CRCM,
despite the fact that teachers who lack cultural competence often experience
problems in this area.
The Good Behavior Game
The Good Behavior Game (GBG) is a "classroom-level approach
to behavior management] that was originally used in 1969 by Barrish,
Saunders, and Wolf. The Game entails the class earning access to a reward or
losing a reward, given that all members of the class engage in some type of
behavior (or did not exceed a certain amount of undesired behavior). The GBG
can be used to increase desired behaviors (e.g., question asking) or to
decrease undesired behaviors (e.g., out of seat behavior). The GBG has been
used with preschoolers as well as adolescents, however most applications have
been used with typically developing students (i.e., those without developmental
disabilities). In addition, the Game "is usually popular with and
acceptable to students and teachers."
Positive classrooms
Robert DiGiulio has developed what he calls "positive classrooms". DiGiulio sees
positive classroom management as the result of four factors: how teachers
regard their students (spiritual dimension), how they set up the classroom
environment (physical dimension), how skillfully they teach content
(instructional dimension), and how well they address student behavior
(managerial dimension). In positive classrooms student participation and
collaboration are encouraged in a safe environment that has been created. A
positive classroom environment can be encouraged by being consistent with
expectations, using students' names, providing choices when possible, and having
an overall trust in students.
Assertive discipline
Assertive
discipline is another systematic
approach of classroom management. Lee and Marlene Canter discuss the ideas
behind this approach in several published books.
Discipline without Stress, Punishments or Rewards
Discipline without Stress (or DWS) is a K-12 discipline and
learning approach developed by Marvin Marshall described in his 2001 book, Discipline without Stress, Punishments or
Rewards. The approach is designed to educate young
people about the value of internal motivation. The intention is to prompt and
develop within youth a desire to become responsible and self-disciplined and to
put forth effort to learn. The most significant characteristics of DWS are that
it is totally noncoercive (but not permissive) and takes the opposite approach
to Skinnerian behaviorism that relies on external sources for reinforcement.
In the Handbook of Classroom
Management: Research Practice and Contemporary Issues (2006), Evertson and Weinstein characterize classroom
management as the actions taken to create an environment that supports and
facilitates academic and social–emotional learning. Toward this goal, teachers
must (1) develop caring, supportive relationships with and among students; (2)
organize and implement instruction in ways that optimize students’ access to
learning; (3) use group management methods that encourage students’ engagement
in academic tasks; (4) promote the development of students’ social skills and
self–regulation; and (5) use appropriate interventions to assist students with
behavior problems.
Dr. Tracey Garrett also describes classroom management as a
process consisting of key tasks that teachers must attend to in order to
develop an environment conducive to learning. These tasks include: (1)
organizing the physical environment, (2) establishing rules and routines, (3)
developing caring relationships, (4) implementing engaging instruction and (5)
preventing and responding to discipline problems. Classroom Management Essentials,
created by Dr. Tracey Garrett, is the first classroom management app for the
iPad, iPhone and iPod touch that guides teachers through the tasks involved in
the process of classroom management.
In their introductory text on teaching, Kauchak and Eggen
(2008)Kauchak, D., and Eggen, P. (2008). Introduction to teaching: Becoming a
professional (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. explain
classroom management in terms of time management. The goal of classroom
management, to Kauchak and Eggen, is to not only maintain order but to optimize
student learning. They divide class time into four overlapping categories,
namely allocated time, instructional time, engaged time, and academic learning
time.
Allocated time
Allocated time is the total time allotted for teaching,
learning, and routine classroom procedures like attendance and announcements.
Allocated time is also what appears on a student's schedule, for example
"Introductory Algebra: 9:50-10:30 a.m." or "Fine Arts 1:15-2:00
p.m."
Instructional time
Instructional time is what remains after routine classroom
procedures are completed. That is to say, instructional time is the time
wherein teaching and learning actually takes place. Teachers may spend two or
three minutes taking attendance, for example, before their instruction begins.
The time it takes for the teacher to do routine tasks can severely limit
classroom instruction. Teachers must get a handle on classroom management to be
effective.[19]
Engaged time
Engaged time is also called time on task. During engaged time,
students are participating actively in learning activities—asking and
responding to questions, completing worksheets and exercises, preparing skits
and presentations, etc.
Academic learning time
Academic learning time occurs when students 1) participate
actively and 2) are successful in learning activities. Effective classroom
management maximizes academic learning time.
In an effort to maintain order in the classroom, sometimes
teachers can actually make the problems worse. Therefore, it is important to
consider some of the basic mistakes commonly made when implementing classroom
behavior management strategies. For example, a common mistake made by teachers
is to define the problem behavior by how it looks without considering its
function.
Interventions are more likely to be effective when they are
individualized to address the specific function of the problem behavior. Two
students with similar looking misbehavior may require entirely different
intervention strategies if the behaviors are serving different functions.
Teachers need to understand that they need to be able to change the ways they
do things from year to year, as the children change. Not every approach works
for every child. Teachers need to learn to be flexible. Another common mistake
is for the teacher to become increasingly frustrated and negative when an
approach is not working.
The teacher may raise his or her voice or increase adverse
consequences in an effort to make the approach work. This type of interaction
may impair the teacher-student relationship. Instead of allowing this to
happen, it is often better to simply try a new approach.
Inconsistency in expectations and consequences is an additional
mistake that can lead to dysfunction in the classroom. Teachers must be consistent in their
expectations and consequences to help ensure that students understand that
rules will be enforced. To avoid this, teachers should communicate expectations
to students clearly and be sufficiently committed to the classroom management
procedures to enforce them consistently.
"Ignoring and approving" is an effective classroom
management strategy. This involves ignoring students when they behave
undesirably and approving their behavior when it is desirable. When students
are praised for their good behavior but ignored for their bad behavior, this
may increase the frequency of good behavior and decrease bad behavior. Student
behavior may be maintained by attention; if students have a history of getting
attention after misbehavior, they may continue this behavior as long as it
continues to get attention. If student misbehavior is ignored, but good
behavior results in attention, students may instead behave appropriately to
acquire attention.
