Constructivist classroom management strategies for first grade

Classroom Management

My classroom management theory is based on a constructivist approach to learning, which implies that there is a mutual responsibility between the learner and the instructor to move forward with the learning experience. My current position is in the First Grade, which at times can make this somewhat challenging. In many ways, First Grade is a segue into a "real" school atmosphere: longer day, more academics, less play, stricter expectations, social growth, challenging social and academic environment and more. Often, the first few months of First Grade are transitions into expected behaviors and a more regimented school day, so classroom management can be challenging at times. Overall, I have been using placement of students (moving desks, etc.), challenging paced lessons and a reward system for good behavior, excellence in teamwork, assignments, etc. By in large, this has been quite effective for this level of student, most of whom respect adult authority and look to the teacher for leadership and modeling of behaviors.

Classroom Management Theory

Based on research, experience and conversations with colleagues, I believe that the most effective classroom is one in which there are a combination of activities and philosophical models. The classroom should enhance student comfort and trust -- they must feel safe in their environment. There must be color and active visual stimuli, and a sense of continual adventure in learning. Students should be encouraged to think of their classroom as their own community away from home, and be encouraged to participate and actualize their needs appropriately. Certainly, constructivism tells us that each learner is unique, yet there must also be a willingness on both the instructor and learner's sides to be flexible and adapt to changing conditions. There is a great deal of research available that shows how important innovation is in classroom management in the 21st century school environment, as well as classroom management frustrations being at the top of the list of reasons teachers lack job satisfaction in some environments. In fact, the U.S. National Educational Association noted that almost 40% of teachers surveyed said that given the choice, they would probably not go into teaching again because of "negative student attitudes and discipline" and their lack of freedom in managing their class (Schneider, 2003).

Classroom Management Plan for Upcoming Year

Using the above research, I plan to incorporate the following seven play types into my classroom management style, at least one per week to see which tends to work. This should help get students to talk about their feelings, which will improve classroom behavior, reduce fear, and when given permission to play and explore through role-play tends to help with social problems, releases creative energy and improves cognition and behavioral issues. Besides my current program of structure, relevant and active lessons, formative assessments and regular breaks, I will add the following to my toolkit:

1. Attunement, or establishing a connection between the learner and instructor, learners, and the learner and the environment.

2. Body, of a touch based approach to exploring the world, the self, and all the things that have tactile senses that require explanation.

3. Object, using other objects like toys, pots and pans, or anything physical that may make a sound, or have texture or interact with one another.

4. Social, playtime that involves being social with others -- building different connections, rolling around, making faces or sounds, finding out what others do.

5. Imaginative or inventions -- secret games with imaginative friends or creatures, acting out plays or putting the learner in imaginative situations (dragons, knights, cowboys, etc.)

6. Narrative or telling stories, learning to relate stories, listening skills, retelling, playing off stories and imagination to make something new.

7. Transformative (or integrative), taking the current situation and using the imagination to move from one aspect of being to another (The National Institute for Play, 2011; Sutton-Smith, 1997).

Most of this will be accomplished through the dual roles of role playing and quality questioning. By setting clear expectations, combining questioning about the lesson and including play techniques to enhance the lesson materials, I hope that students will remain on-task a bit more, express their issues or concerns about learning, and in general, remain on tasks and appreciate being asked to think more about just facts so there is less time to get off task and misbehave.