Edt5390

Classroom Management

Edt5390 General Teaching Methodology

Edt5390 The Importance of Effective Classroom Management

The ability of teachers to organize classrooms and manage the behavior of their students is critical to achieving positive educational outcomes. Although sound behavior management does not guarantee effective instruction, it establishes the environmental context that makes good instruction possible. Reciprocally, highly effective instruction reduces, but does not eliminate, classroom behavior problems (Eimner & Stough. 2001).

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Teachers who have problems with behavior management and classroom discipline are frequently ineffective in the classroom, and they often report high levels of stress and symptoms of burnout (Berliner. 1986: Browers & Tomic. 2000; Espin & Yell. 1994). Disruptive classroom behavior is a significant reason why teachers leave the profession (Ingersoll & Smith. 2003). Disruptive behavior is a particular problem in classrooms of economically disadvantaged students (Kellam. Ling. Merisca. Brown. & Ialongo. 1998).

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The inability of teachers to effectively manage classroom behavior often contributes to the low achievement of at-risk students and to their excessive referrals for special education (Donovan & Cross. 2002: Harrell. Leavell. Van Tassel. & McKee. 2004). These effects are exacerbated by the current pattern of teacher distribution, which reveals a disproportionate assignment of less qualified and less experienced teachers to classrooms with economically disadvantaged children (Clotfelter, Ladd. & Vigdor. 2005: Clotfelter. Ladd. Vigdor. & Wheeler. 2007: Peske & Haycock. 2006). Many of the least capable teachers begin their careers teaching the most challenging studentswith the predictable result beina low student achievement.

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In addition to inappropriate assignment, inadequate preparation and inadequate professional development are other major contributing factors to the classroom management problems faced by new teachers. Although the importance of effective classroom organization and behavior management is widely acknowledged by educators, many new teachers report inadequate training and little assistance from colleagues and supervisors in establishing positive and productive classroom environments (Baker. 2005: Siebert. 2005).

Edt5390 General Teaching Methodology

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Two dominant roles played by a teacher in a classroom Concerns with the content of education or subject matter to be learned Concerns with the process of instruction, or how children learn, their attitudes towards learning, the resources and technology needed to support such learning and the context in which it occurs.

Edt5390 General Teaching Methodology

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Two dominant roles played by a teacher in a classroom Concerns with the content of education or subject matter to be learned Concerns with the process of instruction, or how children learn, their attitudes towards learning, the resources and technology needed to support such learning and the context in which it occurs.

Edt5390 General Teaching Methodology

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Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies the prevention of disruptive behavior. Classroom management is the term we will use to highlight all of those positive behaviors and decisions teachers make to facilitate the learning process of their students. It refers to all those activities necessary to create and maintain an orderly learning environment such as planning and preparation of materials, organization, decoration of the classroom and certainly the establishment and enforcement of routines and rules (Tan, Parsons, Hinson, & Sardo-Brown, 2003).

Edt5390 General Teaching Methodology

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Classroom management can be defined as: Classroom management is teachers strategies that create and maintain an orderly learning environment and discipline means teachers responses to students misbehavior. Classroom management is closely linked to issues of motivation, discipline and respect. Classroom management is certainly concerned with behavior, but it can also be defined more broadly as involving the planning, organization and control of learners, the learning process and the classroom environment to create and maintain an effective learning experience. (Krause, Bouchner & Duchesne, 2003)

Edt5390 General Teaching Methodology

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The classroom environment not only provides a context for learning and includes the physical space, furnishings, resources and materials, but also the class atmosphere, participantsattitudes and emotions, and the social dynamics of the learning experience.

Edt5390 General Teaching Methodology

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Goals of Classroom Management A well-organized classroom is a classroom in which students know how to effectively make use of the classroom and its resources. Some of the teaching objectives focus on expected academic behaviors, appropriate use of materials and learning centers, and cooperation with peers. So, teacher should play a role to create a community of learners where students play an active part in forming their environment, understand their role, and learn how to work effectively as an individual and with peers. All actions taken by the teacher should be focused on minimizing disruptions and fostering an environment where students can learn.

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Goals of Classroom Management Two common goals of classroom management a. To create and maintain a positive, productive learning environment Not meant for absolute control or to create an inert, docile, and totally compliant classroom and student body. Rather, to maintain students interest, motivation and involvement. Thus, the focus is on activities that create positive, productive and facilitative learning environment.

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Goals of Classroom Management Two common goals of classroom management b. To support and foster a safe classroom community Students are allowed to make the connections needed for learning to take place. Each student needs to feel comfortable enough to discuss their previous understanding without fear of being ridiculed for their misconceptions. Classroom management strategy will not work if a teacher does not know his/her students. If the teacher takes the time to get to know the students, he or she can not only plan management issues better, but can also minimize disruptions in a more personal way.

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Aims of effective classroom management plan To assist students to keep task focus To reduce distraction from learning. To organize and facilitate the flow of learning activities. Assess to learning is assisted by the development of rules and routines that increase involvement and participation. To help the students to manage themselves. That is, to assist students to take responsibility for their own actions as they impact their work within the classroom.

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MANAGING BEHAVIOR The need for socialization The purpose of classroom management is socializing students with the dos and donts behavioral in the schools environment. It teaches children how to behave in ways that facilitate learning. The teacher should understand that childrens behavior is not automatic. In fact, in many ways, the behavior we request of children as member of our classes could be contrary to their natural inclinations.

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MANAGING BEHAVIOR The need for socialization (cont.) To attend to a proper classroom and to maintain academic focus and attention, students have to behave in ways that are often desired, encouraged and often appropriate in the context of learning. These behaviors need to be taught, not simply demanded.

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MANAGING BEHAVIOR Disruptive and disturbed behavior Disruptive behavior is the behavior that is problematic or inappropriate in the context of a given activity or for a certain teacher. Behavior that interferes with students own learning or disrupt the class, in school settings. Also called as problematic behavior, such daydreaming, drowsiness, wriggling, mild interruptions, unnecessary and excessive movement, or those that disrupt the flow of activity for the whole group such as arguing, shouting, swearing, fighting and so on.

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MANAGING BEHAVIOR Disruptive and disturbed behavior (cont.) An important element of the classroom management process concerns the range of behaviors that may be present in a particular group of students, and the identification and implementation of appropriate strategies for handling these behaviors

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MANAGING CLASSROOM Teachers must be multi skilled, talented and able to deal with range of behavior. Ranges from detention, extra written work, time out, removal of privileges, behavior contracts or agreements, in-school suspension and community service to exclusion and expulsion (Youthlaw, 2003 as cited in Krause, Bochner, & Duchesne, 2003).

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MANAGING CLASSROOM

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MANAGING CLASSROOM a. Reflecting students development Students characteristics

needs:

Classroom management needs to consider a students development level. The goal of classroom management must reflect the everchanging needs of students of different level. More than having attractive, stimulating sights, relaxing sounds, and good ventilation; creating a place where all feel comfortable and at ease, a place where the surroundings are neat and orderly, a place where there is mutual respect in a friendly, non-threatening atmosphere, a place where everyone can bloom and do their best.

b. Creating a learning environment

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MANAGING CLASSROOM c. Creating a physical environment
Teachers should consider the following factors to make the most of physical environment.
Visibility - the room must be arranged in such a way that all students can see the chalkboard, overhead projector or other displays. Accessibility - the room should be designed in such a way that access to high-traffic areas, such as the pencil sharpener and places students put papers, are kept clear and separated from each other. Distractibility - desks should be arranged in such a way that potential distractions, such as movements that are visible through doors and windows, are minimized.

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MANAGING CLASSROOM d. Creating, teaching and maintaining rules and procedures.
One of the first applications of effective classroom management begins with the establishment of classroom rules on the first day of school. In planning procedures and rules for the classroom, we have to consider the students characteristics and the physical environment. The values of rules in creating productive learning environments and many evidences exist indicating that clear, reasonable rules, fairly and consistently enforced, not only can reduce behavior problems that interfere with learning, but also can promote a feeling of pride and responsibility in the school community. (Purkey & Smith, 1983 as cited in Eggen, & Kauchack, 2004)

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MANAGING CLASSROOM d. Creating, teaching and maintaining rules and procedures (cont.)
Six principles to promote understanding of rules Limit the number of rules; Solicit students' ideas and suggestions for consideration as rules. Design rules that enhance students' learning. State the rules In language that students understand. Determine, in advance, the consequences of keeping or breaking the rules. Print, display, distribute and sign contracted rules with the students.

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MANAGING CLASSROOM e. Effectively managing classroom activities.

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MANAGING CLASSROOM f. Getting students to cooperate

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MANAGING CLASSROOM g. Classroom management style

The authoritarian classroom management style

Edt5390 General Teaching Methodology

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TERIMA KASIH

Edt5390 General Teaching Methodology