Bronfenbrenners quote underscores the critical role teachers play in affecting thef
uture of our nation. It is the teachers responsibility to provide the instructionalprog
ram and classroom environment that allow each child to develop his or hercapaciti
es to the fullest. Yet, in todays classrooms, teachers are frustrated that thestrategies
that may have worked for them in the past are not working now.Statements like the
se seem to echo throughout the teaching profession:
If only I had more time!
I cant fit another table, desk, or chair in this classroom!
Teach? Youve got to be kidding! I spend all my time trying to control the kids!
My students just didnt get what I taught yesterday. What am I going to do today
?
If you have made these statements once or twice, know that you are not alone! Too
many times classroom management issues overwhelm both new and experienced te
achers. Yet, a well-organized and efficiently managed classroom is the essential fo
undation upon which to build a solid instructional program and a climate of mutual
respect and caring between students and teachers. In fact, an analysis of research d
one over the last 50 years clearly shows that the teachers classroom management a
bilities have more of an effect on student learning than any other category analyzed
(Wang, Haertel, & Walberg, 19931994).
The basic role of the teacher is to be the instructional leader. In order to fulfill that
role, the teacher must deal with the social, intellectual, and physical structure of the
classroom. Classroom life involves planning the curriculum; organizing routine pro
cedures; gathering resources; arranging the environment to maximize efficiency, m
onitoring student progress; and anticipating, preventing, and solvingproblems.Perh
aps it is time to take a fresh look at classroom management. In analyzing the work
of the teacher, these three key elements stand out as critical components of a well-
managed classroom:
Efficient use of time and classroom space
Implementation of strategies that influence students to make good choices, rather t
han ones that attempt to control student behavior
Wise choice and effective implementation of instructional strategies
In discussing the books organization and content, the authors became convincedth
at a book organized around these three key elements allows us to share strategiesan
d pose solutions to some of the most perplexing classroom management problems.
For example, student misbehavior may, in many instances, result from the lack of s
pace in which to work rather than from a deeply rooted behavior problem. So by fo
cusing on setting up the classroom to anticipate students space needs, problem beh
aviors may be prevented.
The present emphasis on standards and high-stakes assessment also affects howtim
e is allocated in the school day. Most standards-based curricula are rigorouscourses
of study that, in most instances, specify achievement of many more objectives than
can be taught to an appropriate depth. This results in teachers spending their days r
eviewing material that students have not yet fully mastered while simultaneously b
eing pressured to move on to other objectives. Many students are not even ready fo
r the mandated grade-level curriculum when they enter the classroom, so instructio
nal time has to be stretched like a rubber band to teach all students so that they can
be successful on the high-stakes test. Other variables that affect your use of time in
clude noninstructional routine procedures, transitions between activities or classes,
and schoolwide interruptions. But time is not the only issue; classroom space affect
s your instructional program directly as well. Teachers try to make every inch of cl
assroom space count in order to have a rich and inviting classroom environment be
cause they know that the richness of students experiences are enhanced or diminis
hed by their surroundings. The organization of space also affects the way students
behave and move around theclassroom, as well as how much attention they pay to i
nstruction.
Joyce McLeod
This is a new year and a new beginning. Whether you are returning to a school inw
hich you are a veteran teacher, beginning your career as a new teacher, or a veteran
teacher teaching in a new building, setting up your classroom space is thefirst assig
nment of a new school year. The way you set up your classroom largelydetermines
the experiences you and your students share.
Deciding what type of seating arrangement you want depends upon the type offurni
ture you have, the space in your classroom, and your style of teaching. Otherimport
ant decisions include determining the types of spaces you need for groupand ongoi
ng activities, individual workspaces, and permanent storage of materialsand record
s. Your classrooms visual appearance depends on what you do with bulletin boards
, chalkboards, other wall spaces, and even the door to your classroom. Visitors for
m their first impressions of you and your classroom climate by observing the displa
ys and the classroom arrangement.
Another major consideration in arranging student seating is the area of each studen
ts personal space. The dimensions of the room, the number of students, andthe nec
essary work and storage areas determine this.
Consider the time students spend sitting in their assigned seats versus the time they
spend in various other areas of the classroom to determine whether you should scal
e back the space for some special areas to provide each student more personal spac
e.
Even more important than the placement of your desk is how your desk looksnot
just on that first day of school but every single day. A neatly arranged deskwith int
eresting objects, such as a plant, a pencil holder, or a family picture, sendsa clear m
essage to students that you value neatness and order and that you arewilling to shar
e some personal aspects of your life. A disorderly desk piled highwith books, paper
s, and other stuff sends a clear message that you are not wellorganized and may n
ot hold students accountable for neatness in their work.
Now lets turn our attention to arranging other key areas in your classroom.
Instructional Areas
Special areas make your classroom interesting and communicate your instructional
goals to students, administrators, and visitors. In most elementary schools and inso
me middle and high schools, the following areas may be a part of the classroom:lea
rning centers and interest centers, small-group meeting areas, individual workspace
s, computer stations, materials storage, and records storage.
In this era of high-stakes testing, learning centers are valuable tools to review,reinf
orce, and provide ongoing practice on critical standards. Interest centers allowstude
nts free choice and motivate students to pursue personal interests. For example, an
interest center focused on encouraging students to read for pleasure and for inform
ation of personal interest might contain trade books chosen by the students. The stu
dent choosing the book puts a bookmark in it explaining why she chose it, and subs
equent readers add bookmarks describing their reactions to the book. The table in F
igure 1.5 defines the steps for setting up and maintaining a learning center.
Most elementary classrooms have interest centers, such as a reading corner, agame
area, or a science center. Middle and high school classrooms might set upsuch cent
ers for current events or reading materials related to the subject area.Interest center
s enrich the classroom curriculum. As shown in Figure 1.6, settingup an interest ce
nter requires different decision-making steps than those used to set up a learning ce
nter.
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