Education the Key Elements of Classroom Management

¶ … Classroom Management

Class room management holds extreme importance in the process of teaching. It is mandatory for a teacher to manage her class effectively in order to achieve her predetermined instructional goals. 'Successful classroom management involves much more than rules and discipline. Indeed research into classroom management demonstrates that effective teachers are proactive about student behavior, and they involve students in the process of establishing and maintaining rules and routines'. (Strong, 2007)

An effective instructional is dependent on various factors, and a properly managed classroom is definitely one of those factors. There is no way that a teacher can achieve her desire objective, if the process of teaching is taking place in a poorly managed classroom. A properly managed classroom along with attractive materials can definitely attract the attention of students and involve them in the process of learning. Management of classroom is also important to avoid any unnecessary wastage of time, distraction and disturbance, and a teacher can focus only on instruction. In addition to it, a proper management of instruction time, a managed classroom and knowledge of behavioral l problems and the ways that these behaviors can be controlled can also help a teacher proactively avoid and minimize behavioral problems and make a pleasant learning environment.

Keys to managing instructional time

Management of instructional time is a challenge for teacher. It is a step-by-step process. According to the author, the key to managing instructional time starts from the time a teacher begins to plan for the curriculum for the upcoming year. The allocation of time is also dependent on the duration of the instruction time i.e. block, the age of the students and the subject being taught.

During planning for the lessons, a teacher can take reference from past experience in order to allot the correct amount of time for instructions. In case of new instructions, or something that has never been taught before, a teacher should grant some additional time in order to ensure the completion of the instruction without any shortage of time. A teacher should also reserve certain amount of time for discussions and brain storming that occurs during a new lesson.

A teacher can utilize the instructional time effectively during class by taking small steps. For example, prior to starting an activity, a teacher can arrange containers where the materials for the activity can be located. A teacher can assign responsible students with duties to distribute and recover materials used in the activity. Proving a list of the group member in an activity to the students is a great way to save time and avoid confusion whenever an activity takes place in a classroom.

In order to start a new lesson, a teacher can give homework to student to do a little research on a topics that students have a little idea what the lesson is about. This methodology certainly saves time. While planning for instructional time, always pilot test the instructional strategy that is being used. If an existing instructional strategy is consuming more time, if is always wise to have an alternative strategy to manage time more effectively.

Administrative tasks, transitions, and interruptions

I teach first grade. Establishing routines and procedures is extremely important to help children this age feel secure and successful. I spend much of the first few weeks teaching these things and more importantly, modeling them. I always greet every child at the door on their way in every morning, giving them a smile, hug, or a high five to start the day. My students quickly know how to enter the classroom, unpack and put their things away in the designated places (for example, important notes in the red basket, snacks in their desks, coats in their bins). They also know that it is their responsibility to flip their attendance card and check in for lunch if needed. I have an activity or "wake up" work on their desk or the board for when they are done. This allows me time to report attendance, look at correspondence from home, etc.

We have classroom jobs that are rotated on a weekly basis. My "messenger" will help deliver any papers to the office or lunch room. Each child has two "freebie" trips to the bathroom. They each have two magnetic passes with their names on one of our cabinets. As long as the bathroom pass (one for boys, one for girls) is there, they may quietly get up and go as needed. Anything above and beyond their two passes, they need to ask permission. Other than a messenger, I usually assign a Row in charge duty to any one of the selected student in a group. The row in charge is responsible for gathering all the work from the group member. In this way, rather than all the students haphazardly moving here and there, they remain on their seats while their work is recovered from the in charge. As this duty is very exciting to the students, I tend to shift this duty around students so that everyone has an equal chance of being a leader.

Children of this age love to chat and tell you everything about their lives. One area I need to improve on is limiting the amount of "sharing" time. By the time twenty children tell you one story each, much important time has slipped away! I also need to work on my transition times. They tend to get noisy and a little chaotic. This is often when behavior issues occur. I will try to implement the suggestions on page 39 in the future.

Organization of time

I go in to school about an hour early each day and stay for about an hour after school each day. I use this time to make sure that I have all materials needed for each day laid out and within arm's reach. First graders are not very independent for long so there isn't much time during the day to get extras done. Also, the longer they need to wait for you to get organized, the more likely behavior problems erupt. I have ten literacy centers each week so I usually stay longer on Fridays or go in over the weekend to make sure my centers and plans are ready to go each Monday.

The basic aim of staying a little more and coming before the predefined time is what actually helps me in the longer run. By the time the students reach the classroom, everything is organized and on its place. This helps in saving a lot of time, and I am more focused on students, rather than looking for the stuff.

One more strategy that I adopt in order to mange time more effectively is that whenever I ask the students to take out the books or copies for the class, I usually take rounds throughout the class. This helps me in speeding up the process, and makes the students more focused on what they are actually supposed to do, rather than wasting time roaming in class or talking to each other. One other method of managing time is that I maintain a daily lesson plan diary for myself.

The reason for that diary is that I can keep track of the activities that were left due to shortage of time, and whenever I am free from a particular lesson earlier than the estimated time, I make use of that time by compensating the previous left out activities or lesson.

Climate of classroom

I work very hard at establishing a positive climate in my classroom. In our district, first grade is the child's first experience at being away from home for a full day. I think it's extremely important that they feel loved and secure. I try to make a personal connection with each of them on some level. I live in the area and have children in the district so many of the children know or see me outside of school. I think it helps that they know something about me as a person and my outside life. As mentioned, I start each day with a personal greeting and try to end each day the same way. During the day, I spend much time modeling correct behavior and teaching how to problem solve. My class spends a lot of time getting to know each other to establish a sense of community. We do getting to know you activities and often work in pairs and groups that are changed often. I think that I could improve on sharing control. I tend to expect the children to follow my rules which can lead to power struggles with some children. I need to learn that giving certain children choices doesn't necessarily mean they are in control. I need to practice structured choices that they discussed in the book.

One of the most important things that I have learned for chapter # 5 is that not responding to the negative behaviors by the student all the time. After the explanation given by the author to justify his argument, I realized that it is actually very helpful in maintain a positive relationship between a student and the teacher. Two other very important points that I realized while reading this chapter where that highlighting your student strengths and communicating your believe I them. The other important thing that I learned was giving alternative or choices to your students. By giving choices, I am sure that I will be able to guide my students more effectively.

Differences and important characteristics of standards, rules and procedures

Standards, rules and procedures are the terms that are used interchangeably. However, these terms are quite distinct in nature. In teaching, these three terms hold extreme importance.

Standards are a benchmark that a teacher sets for her student to achieve. Rules are mandatory. They are the code of conduct which the students have to abide. Procedures are a method through which certain tasks are performed in class. One very important characteristic of rules is that rules are not negotiable; standards are contingent on circumstances while procedures are different for different situation.

Procedures are a method of doing a certain task .Procedures is a map through which task care performed. For example a procedure can be that a student must take an identity card before he or she enters or leave the class, and upon returning, keep the card back to its place. Rules are that a student must take the permission for a teacher before he or she leaves a class. Standards are the expectation of a teacher about how a student has to behave and obey the norms of the class. Politeness, sharing, and respecting each other are all standards that are set by the teacher for students.

While setting standards, rules and procedures, one must keep into consideration some of the very important factors. The rules, standards and procedures must be within the student capacity to achieve. They should not impossible to abide. Other than, they should not consume much of the resources that a student can't afford to abide. In addition to it, the rules, standards and procedures must be simple enough to be implemented. These are some of the considerations that must be kept in mind while framing them. While framing rules, standards and procedures for a class, a teacher must keep the students and their capacity in mind.

Usage of positive reinforcement, negative reinforcement and extinction

As I teach primary class, positive reinforcement is something that comes handy to me. There are kids that are quite hyperactive, and positive reinforcement is something that can help me prevent behavioral issues in class. There are some hyperactive kids in my class who disturb the class often. With the help f positive reinforcement I can avoid behavioral problems. For example, I can use praise students as soon as they do something positively. By announcing in class, the good they have done in class, they will feel more obliged to do more good, and maintain good behavior. With adopting privilege reinforce technique, I can grant the earning student with a "Good Student" award, or let him or her spend time with their best pal.

Sometime students are reluctant and do not notice positive reinforcement for long time. At that moment I can use negative reinforcement. The technique of just stop giving instruction is an excellent technique to get students back on track. The method of staring at the student who is involved in negative behavior or standing next to him or her is a technique that can be very useful.

Extinction technique is desirable when it comes to small children but it has some drawbacks that must be kept into consideration. As Evertson, C.M. (2006) quoted "While extinction provide teachers with a simple and effective management tool, some obvious caveats must be taken into account. For example, it is generally untenable to ignore behaviors that are potentially dangerous to a child or others'. Keeping the above quote in mind, I can use the method of extinction, but the possible drawbacks or risks involved with it should be taken into account. Extinction can be tactfully used if a child has a history of being well mannered, and does something objectionable once in a blue moon. However, in case of repetition, negative reinforcement is a much suitable choice.

Key components of effective consequences

I use a behavior clip chart in my classroom. It is a long chart with seven colors, green being in the middle. Each child has a clothespin with their name on it attached to the sides of the chart (boys' names on one side, girls on the other). Every child starts the day on green or "I am ready to learn." Throughout the day, children can move up or down based on their choices and behavior. They can only clip up or down one color at a time and can turn things around and clip back up after clipping down. After green, they can clip up to blue, then purple, and then pink. They can also clip down to yellow - "I am slowing down," orange - "teacher choice" (I will choose a consequence), and then red - "parent phone call." At the end of the day, anyone who is on green or above gets a punch on their behavior punch card. After earning ten punches, the child can earn a reward from our class book. These are things like sitting by a buddy at lunch (even from another class), show and share day, wear a hat to school, etc. After the children go home, I move everyone's clip back to green for the next day! I like this method because it allows the children to move back up after making a poor choice.

In my opinion, this behavior clip chart is a good method of infusing a sense of accountability and realization in students. The reward given after a student receives 10 punches in his or her card acts as a catalyst that promotes good behavior among children. However, the element of consequence is still missing. I need to work on a method that would infuse accountability as well as a realization of a consequence concerned with behaviors among my students.

Considerations when using whole class strategies for instruction

Although whole class strategies are quite easy and consume less amount of time as compared to other teaching methods, but they require a lot of considerations during the planning phase. As this type of instruction is based on teaching the whole class at the same time, it requires a lot of details. Every student in the class possesses different capabilities. Some are very good listeners while others are very good writers. For some, interactivities prove to be more effective method of teaching, while for some, reading is best option. While making plans for whole class strategies, a teacher should consider the physical and mental capabilities of all his or her students. There should be sufficient time during teaching that should be allotted for interactivities in order to retain the interest level of the students, and to let them involve in the lesson. Similarly, there should be some extra time for the discussions or interruptions that might occur during teaching. Visual aids are very important during teaching, so during the planning phase, a teacher should have all the necessary material required to conduct the class.

A teacher should also have a proper assessment plan, in order to evaluate the level of understanding that the students have developed during the study. It is very important for the teacher to plan topics according to the existing knowledge of the students. The method of transiting from known to unknown should be kept in mind, whenever a new lesson topic is being planned. The activities should be interesting and according to the age group of the pupils, and should be interesting for all the class. One thing during the planning of activities is that the activities be designed according to the IQ level of the students of the whole class, and not limited to a certain group of children.

Considerations when using small group instruction strategies

Small group instruction involves a group of student working collaboratively to achieve a target defined by the teacher. Small group strategy is a time consuming process, and requires teacher to plan in such a way that the required target is achieved successfully within a given time frame.

While planning for small group strategies, a teacher must plan the group members prior to making them. This helps a teacher select group member according to the level of skills required and helps to eliminate conflicts. Similarly, a teacher should also pick the group member keeping their relation with each other. A group which consists of students not getting along with each other will only have conflict as an outcome. In addition to it, the ethnicity of the students should also be kept in consideration while making plans for assembling group members.

Before small group instruction takes place, a teacher must teach the students with the skills of cooperation and coordination, in order to make their group activity more effective.

The material require to carry on with the small group instruction should be arranged priority in order to avoid confusion during the session.