It is a process which is aimed at ensuring that classroom programs run smoothly despite the disruptive habits of students (Yisrael, 2012). The term in another sense is used to mean the preventive measures which can be employed to manage student’s disruptive behaviors and tendencies. Classroom management is closely linked to respect, motivation and discipline which are all vital issues of effective learning.
Benefits of Classroom Management.
ABSTRACT.
The classroom is an entity which both the teacher and the student use to get through to the next phase of life, be it the next class, educational level or career. One of the determining factors for the achievement of positive continuity is classroom management. Many people, at the mention of classroom management, what comes to the mind are the discipline, but there is more to that, it involves classroom organization, behavioral expectations, and other factors. Classroom management is imperative to teachers and learners alike because of its importance in effective teaching and learning. Therefore, this paper will look into the positive side of classroom management, its benefits and how it can be achieved.
Classroom management is the way in which schools and teachers make and maintain positive behavior of students in a classroom environment. It is a process which is aimed at ensuring that classroom programs run smoothly despite the disruptive habits of students (Yisrael, 2012). The term in another sense is used to mean the preventive measures which can be employed to manage student’s disruptive behaviors and tendencies. Classroom management is closely linked to respect, motivation and discipline which are all vital issues of effective learning. Classroom management strategies are implemented in class so that students and teachers alike can achieve optimum purposes in class and the school in general (Yisrael, 2012). Therefore, this paper will look into the benefits of classroom management and the strategies which can be employed by the school and the teachers to have an effective class management routine and rules.
Classroom management is important in the following ways, and one of them is effective teaching. This is primarily because a disorganized class and erratic student behavior make It hard for teachers to do their work effectively. Students who do not know what they are supposed to do, they are bound to engage in off-task behaviors and cause unnecessary disruptions in class (Yisrael, 2012). This culminates to the teacher being constantly engaged in directing and redirecting students or solving problems which arise from disruptive actions in class. Therefore, strategies for classroom management help to create a classroom environment which is organized and conducive to learning. For example, in group discussions, students can be made aware that they have to speak in small tones and take turns in talking.
The other benefit of classroom management is the ability to use time more efficiently and appropriately. Taking time before school starts or the class begins helps in creating routines and plans which the students will follow during learning time (Yisrael, 2012). This makes the students have the knowledge of what to do, what precedes the other, in case the classroom management’s strategies are employed in a regular and continuous manner. Students will, therefore, develop a routine of what they have to do, why and at what time. Yisrael (2012) argues that this defiantly saves that teacher from the agony of having to give directions every day for every class which leaves the students disorganized and with poor time management. For example, students can be made aware of the times of the class which they have to take their planners out, and do their homework or engage in any other activity which demands their attention at different times in different places.
A teacher with good class management strategies usually enjoys the benefits of consistency in his or her students. According to Yisrael (2012), students are aware of what they expect every day and what they have to do to at what time. Students know how the classroom runs which makes it easy to engage other pedagogical methods such as peer teaching in class. For example, if a teacher develops a routine where the students are to solve math problems on the board, the class representative will not have hard times to coarse students to do the work, as they will do it voluntarily.
The paramount goal of classroom management is to reduce the frequency of the occurrence of misbehavior in the classroom. There is usually little time for students to misbehave if the classroom management strategies are effective. Therefore, because the expectations of the class are well defined and implemented, the students usually know what they need to do. Transitions from one form of instruction to another are usually easier when the teacher has effective and strong class management skills (Davis, Miller, & Summers, 2012).
To achieve effective management in class, there are several techniques and strategies which can be employed by the teacher and the school In general. According to Funk, & Axelrod (2013), one of the techniques, is to instill and intrinsic motivation to the students, in that the teacher can inculcate a positive action program. This is an endeavor which the teacher can make the student to develop positive thoughts whenever negative ones occur. Students can then develop a habit of changing negative thoughts to positive ones leading to positive actions, and therefore using their internal motivation to be encouraged to continue to behave positively.
The other strategy teachers can employ is the use of token economy. This is where the teacher can award students good behavior with things like coins, points in a card, stickers, check marks, all of which can be redeemed at a later period of time. Group token economy can still be applicable, in that the teacher they can develop good social skills, useful teaching rules, and have positive classroom expectations(Funk, & Axelrod, 2013). Teachers are required to employ preventive techniques in the classroom to create a positive classroom ambiance. According to Davis, Miller, & summers, (2012), Teacher who use this technique usually employ approaches such unconditional as acceptance, warmth, and support to all students without consideration of students behavior. Students are exposed to fair rules and told the consequences of good or bad behaviors coupled with consistent and frequent feedbacks concerning the behavior. Some of the teachers who employ this technique usually use behavior contract.
The other technique which can be used is the use of good student- teacher relationship. Teachers can inculcate some characteristics of teacher-student relationships which include the appropriate levels of awareness, dominance, and cooperation (Belvel, 2010). Some of the expectations in which with the teacher can inculcate proper classroom behavior and etiquette, sitting arrangement and group work. A teacher can use assertive behavior which includes the use of appropriate tones depending on the situations or the use of erect postures and taking action on any behavior as it occurs.
For effective classroom management, it is intertwined with proper classroom organization. How the classroom environment is organized is a huge determinant of how the behavior will be influenced. There are several physical elements in a classroom are some of the basic issues of classroom origination which the teacher can use to control class behaviors. Simple actions such as color coding folders, maintain folders for students and establishing fixed places for classroom equipment and teaching aids (Davis, Miller, & summers, 2012). Effective classroom organization should be evident even when the classroom is empty. The arrangement of furniture, displays, and location of materials are the essential elements of classroom organization. Some of the students usually redecorate their class with the work of student work, arrange furniture for optimum interactions of students in class, and create comfortable areas of learning.
Proper classroom organization according to Queen, & Algozzine, (2010), would then cater the needs of all students which include the disabled, having walkways which are elaborate for students to access of teaching materials, aids, and visuals. The arrangement should be done in a manner in which movements in class would cause minimal disturbances to the other students, and also allow proper movement of teachers to supervise students. Teachers are guardians of student’s behavior, and therefore they should understand the rhythm of student’s behavior. Effective teachers should employ strategies which use little details to enhance the optimum use of the available space and materials.
An issue of classroom organization and management provides the basic foundations for having better expectations on the behavior of the students. Teachers who are effective in classroom management usually have high expectations of how students should conduct themselves in the classroom as compared with the less effective teachers (Belvel, 2010). They then establish expected behaviors where they give the students a sense of guidance and purpose, in a balanced and effective manner. Teachers can manage expected behaviors by reinforcing the behaviors with non-verbal and verbal cues. This is when the teacher holds the students accountable for their own individual behaviors. Through consistent and fair discipline, reinforcement of behaviors by teachers creates a classroom which is concentrated on instruction (Belvel, 2010).
In conclusion, classroom management is paramount for effective curriculum implementation and instruction. Therefore, when the strategies of classroom management are effectively enforced, the benefits manifest themselves. Classroom management strategies are therefore essential making teaching and learning easy, functional and effective. It is, therefore, an aspect of teachers should use for creating a conducive and learning environment.
References.
Bear, G.G. (2008). Best practices in classroom discipline. In Thomas, A. & Grimes, J. (Eds.), Best Practices in School Psychology V (1403-1420). Bethesda, MD: National Association of School Psychologists.
Belvel, P. S. (2010). Rethinking Classroom Management: Strategies for Prevention, Intervention, and Problem Solving. Thousand Oaks, Calif: Corwin.
Davis, H. A., Miller, L. M., & Summers, J. J. (2012). An Interpersonal Approach to Classroom Management: Strategies for Improving Student Engagement. Thousand Oaks, Calif: Corwin.
Funk, K., & Axelrod, S. (2013). Preventing Challenging Behavior in Your Classroom: Positive Behavior Support and Effective Classroom Management,by M. Tincani. Child & Family Behavior Therapy, 35(1), 89-94. http://dx.doi.org/10.1080/07317107.2013.761047
Queen, J. A., & Algozzine, R. (2010). Responsible Classroom Management, Grades K–5: A Schoolwide Plan. Thousand Oaks, Calif: Corwin.
Yisrael, S. B. (2012). Classroom Management: A Guide for Urban School Teachers. Lanham, Md: R&L Education.
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