TOPIC 1 INTRODUCTION TO CLASSROOM MANAGEMENT

TOPIC 1INTRODUCTION TO CLASSROOM MANAGEMENT

IntroductionTopic 1 focuses on the concept of Classroom Management and the role of teachers and pupils in effective classroom management. These include:

brief description of classroom managementthe function and nature of classrooms the role of instruction as a central classroom activity classroom instructions and management practices. It also looks at teacher and pupil:responsibilityaccountabilityexpectationconsistency and objectivity in effective classroom management

The Concept of Classroom ManagementThe following are research findings on classroom management and instruction:

poor classroom management skills and disruptive pupils were major reasons for teachers to perform badly.

a safe and orderly classroom is essential for academic success.

classroom management is the most important variable for pupil achievement.

planning instructional strategies to facilitate learning and using classroom management techniques effectively is vital for effective instruction. (Marzano and Marzano, 2003)

In their definition of classroom management Manning & Bucher (2013) included strategies to provide physical and psychological safety in the classroom;

techniques for changing pupil misbehaviours and instruction self-discipline;

methods of assuring an orderly progression of events during the school day; and

instructional techniques that contribute to pupils positive behaviours.

The Function and Nature of Classrooms

According to Steele (cited in Ellen, 2002), to be an ideal place for maximizing instruction and learning, the classroom has to provide: security and shelter opportunities for social contactsymbolic identificationtask instrumentality pleasure

The Role of Instruction as a Central Classroom Activity

The fundamental purpose of classrooms is to provide an environment for the process of instruction and learning. Instruction is the academic process of carrying out activities that induce learning among pupils. Effective instruction activities can motivate pupils to learn in ways that make a sustained, substantial, and positive influence on how they think, act, and feel.

Classroom Instruction and Management Practices

Instruction and classroom management are not two separate entities (Manning & Bucher, 2013). A classroom that is well managed can act as a suitable setting for effective instruction and a well planned lesson which engages pupils in purposeful and meaningful tasks will support good behaviours in the classroom. Conversely, poor classroom management will not be supportive toward instruction even though a wide range of effective instruction strategies are used. Similarly, instruction with weak strategies may not work as expected even if the classroom is effectively managed.

Effective Classroom Instructions

The primary role of teachers is to plan and deliver instructions effectively and efficiently. To be able to do so teachers need to make wise choices about the most effective instruction strategies to employ, which are: selecting appropriate teaching materials and devise suitable activities to facilitate pupil learning; and

making effective use of classroom management techniques to ensure a conducive environment for learning with minimal disruptive behaviours.

(Marzano, Pickering, & Pollock, 2001)

Thus effective classroom instructions thus constitute having:

a wide array of instructional strategies at your disposal;

being skillful at identifying and articulating the proper sequence and pacing of your content; and

being highly skilled in classroom management techniques.

Instructional Strategies

considering pupils attention span when planning instructional activities;

alternating teacher-centered activities such as presentation and teacher modeling, and pupil-centered activities like practice sheets and independent reading; and

familiarising pupils with transition times and procedures between activities like from small group activities to whole group instruction.

Effective Classroom Management Practices

According to Brophy, (1983 in Regina & Daniel 2007) a good classroom manager adheres to three principles:

be willing to accept responsibility for classroom control;

advocate to long-term, solution-oriented approaches to problems and abstain from short-term, control responses; and

endeavour to discover underlying personal problems (impulsivity, lack of awareness, home problems, etc.)

Brophy also cited the following theoretical teacher orientations:

the self-concept/personal adjustment orientated teacher encourages discouraged pupils, builds self-esteem by arranging for and calling attention to success and improving peer relationships; the insight (cognitive) orientated teacher spends time with problem pupils individually, getting to know them personally, attempting to instruct and inform them; and

the behaviouristic teacher offers incentives, negotiates contracts, calls attention to and reinforces desirable behaviour.

Teachers and Pupil Roles in Effective Classroom Management

Teachers and pupils have specific roles in effective classroom management. This topic will discuss the roles of teachers and pupils in terms of: responsibilityaccountabilityexpectations

consistency

objectivity

Responsibility

It is the teachers responsibility to:formulate a classroom management plan to facilitate the development of an effective learning environment. Teachers need to provide quality instruction which is an engaging and interactive learning experience for pupils; organise classroom activities to meet pupils need for survival, belonging, power, fun and freedom. This can be done by involving pupils in class matters like:

deciding classroom rules and procedures;

taking charge of classroom duties and responsibilities;

making responsible choices regarding the lesson content; and

demonstrating their accomplishments. It is also the teachers responsibility to

manage and control pupil behaviours;

develop positive relationships with pupils; and

conduct activities that foster friendship and cooperation among pupils

(Glasser & Dotson, 1989 in Charles, 2002).

Another vital duty is to communicate with parents and administrators of ongoing problems within the classroom before a situation gets out of control. This builds an atmosphere of trust and respect that motivates all parties to work together for the benefit of the pupils.Pupils too have an obligation in the development of a quality learning environment. A quality educational environment will exist only if all pupils:

obey disciplinary guidelines,

be fully engaged in classroom activities; and

meet all behavioural and academic expectations.

Accountability

Accountability is a crucial element for the effectiveness of classroom management. To maintain a positive environment in the classroom at all times, teachers and pupils have to be accountable for every action or behaviour that does not contribute to that environment

Teachers are accountable if teachers hold pupils responsible for their work. If teachers give pupils work and do not check their work it demonstrates a lack of accountability. Checking pupils progress and providing pupils with timely feedback is the key to teacher accountability. Frequent feedback encourages pupils to persevere, whereas absence of feedback causes pupils to surmise that their work is not valued (Henley, 2006).

Pupils are accountable for:

communicating appropriately with peers and teachers, be it verbal or non-verbal

paying attention in class and on task preparing materials they would need for classroom participation asking permission and procedures for various activities, including leaving the room when necessary

behaving appropriately toward teacher requests and directions

keeping the classroom clean and orderly

being respectful at all times, and not being tardy

(Seganti, 2008 in Charles et al, 2011)

Expectation

Research shows that teacher expectancies on pupils behaviour and academic performance can strongly affect the academic achievement of the pupils. Teachers can form inaccurate expectations of their pupils and behave differently to various pupils. This may lead to them behaving just as the teachers have expected. In other words, pupils tend to conform to teacher erroneous expectations of their behaviour and academic performance. (Tsiplakides & Keramida, 2010).

Some factors and sources that affect the formation of teachers expectations:

Teachers beliefs about pupils ability and intelligence based on their performance Pupils socioeconomic background, gender, ethnicity and social class

Pupils conduct in the school and classroom conduct

Pupils test scores, and/or previous academic achievement

An older sibling's performance on a younger sibling's performance

(Carolyn and Weinstein, 2006)

ConsistencyOne of the most important traits that teachers need to have to be effective is consistency. Teachers have to make the policy and then be consistent about applying it throughout the entire duration of the semester or year. Pupils will perform at their best if the rules, procedures and routines are kept consistent as they will become familiar to them. Lack of consistency on the teachers part will promote a sense of uncertainty among pupils and this often leads to a higher incidence of disruptive behaviour.

Objectivity

Teachers have the professional responsibility to practice effective classroom management and instruction which includes:

managing pupil behaviour; establishing safe classrooms; and providing learning experiences for a diverse pupil population in an orderly and pupil-friendly manner.

In doing all these teachers need to have specific goals so that teachers do not falter or change policy as situation gets difficult for them to control or make decisions. It is vital that in implementing the policy there should be

neutrality, fairness at all times, and no prejudice whatsoever.

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