Successful Classroom Management Is a Central Component

Successful classroom management is a central component of a productive educational environment. Without it, otherwise valuable learning activities can be rendered less effective or even fruitless. Teachers are acutely aware of this phenomenon and strive to maintain order in their classrooms. While universal tactics, such as proximity, direct instruction, and the provision of high-interest activities, generally prevent potential disarray, there are moments when personalized techniques more successfully address management issues.

The issue of inattentive students is a troublesome one for many teachers. The reasons for distractibility are numerous. However, by thoroughly investigating why a particular student cannot or will not pay attention in class, teachers can more quickly and accurately respond to this dilemma. There is a subpopulation of gifted and talented students who seem to be perpetually lost during large portions of instructional activities. Oftentimes the underlying cause is due to disorganization, rather than disinterest or boredom. These distracted students do not know where their pencils, paper, notebooks, or texts are; such materials have 'suddenly disappeared'. More often than not, however, the desired objects are embedded in a sea of discombobulated 'stuff'. Needless to say, such students do not maintain their desks, lockers, or book bags in an orderly fashion.

This type of situation requires personalized attention. Sometimes teachers provide periodic housekeeping days where all students can reorganize their personal belongings so they are more readily accessible during instruction. Most of the time, these cleaning sessions help students to remain focused and organized. Should this prove inadequate, the majority of students will reorganize as the need arises or at least when requested by adults. If a student is having difficulty with the task, immediate response through teacher modeling generally clarifies the process for most students. This can typically be accomplished in short, personal contact between teacher and student.

Naturally, this opportunity can potentially serve those perpetually disorganized gifted and talented students. However, teacher intervention better serves such individuals who, quite frankly, do not have the organizational skills to efficiently manage their supplies. During housekeeping sessions these students may feel overwhelmed with a large amount of unorganized materials. As a result, they may not successfully group relevant items; some may even abandon the activity. When this is the case, it is the responsibility of the teacher to intervene, both for the benefit of the students and the sanity and fluidity of future academic endeavors.

One way to effectively attend to these students' needs is to spend adequate time explaining and, more importantly, modeling organizational skills and strategies. This naturally requires an ongoing commitment for both teacher and students. Small group instruction, for those who desperately need it, is an appropriate way to start the process. Teachers also need to spend individual time with students in practicing such newly learned knowledge and skills. In other words, a disorganized student and his instructor must physically experience the process together, with the latter providing positive reinforcement.

For example, during a suitable period, a student and teacher tackle the task of organizing the former's Spanish notebook. The initial step is to gather, from the cumulative pile of materials, all the pieces that pertain to Spanish. Next, the pair may decide to collate the materials based on chronology, subtopics, or any other method that seems prudent. Color-coding the sections provides a visual cue for the student, which naturally aids in the organization process. Gluing, stapling, or otherwise binding the material together prevents future disarray. Next, the student may determine a fixed location to put the notebook so that it is readily available for the next lesson. Obviously, the individual styles and interests must be reflected in the ways the pair decides to accomplish the task.

The aforementioned situation is only an initial one. The key to managing this issue with such students requires continual direct instruction, modeling, and monitoring so that they internalize the desired concepts and consistently exhibit the corresponding behaviors. Providing positive reinforcement is another essential component for success. Enlisting parental support may prove beneficial. Lastly, it is crucial that teachers approach the concern in a humane and sensitive manner. This may require privacy so as to maintain the social standing of the student.