Re: Classroom Management
Dear Amy,
We have heard through the grapevine that several parents of the children in your class have complained about your levels of classroom management. Classroom management is perhaps a critical element of successful teaching (Konza, Grainger & Bradshaw, 2003), but we know too, that it is also one of the most daunting aspects of our profession, particularly for beginning teachers like yourself. If we reflect on the role in which the teacher encompasses, two functions appear dominant. Krause, Bochener and Duchesne (2003) recognise that the first is concerned with the content of education, or subject matter to be learnt, whilst the second is concerned with the process of instruction, and the context in which it occurs. Embedded within the latter aspect lies the issue of classroom management, and how teachers manage their learning environments in order to create positive learning experiences. Amy, whilst we feel that your ‘teaching’ is going well, we also feel that you are struggling in terms of how you are managing the classroom. Konza et al. (2003) have established that disorderly behaviour in the classroom ‘is a major cause of stress and teacher burnout, and one of the most often quoted reasons for teachers leaving their profession’ (p. vii). We of course, don’t want this to happen to you. Essentially, the classroom is a perfect example of a complex society (Brady, 2003) and because of this; we want to help you as much as we can so that you can manage your learning environment accordingly.
At first, you need to begin to develop supportive classroom management strategies. Have a think for a minute … when the kids in your classroom are misbehaving, do you usually respond by yelling, threatening and/or punishing? If this is the case, you need to change a few things, because Bradley, Pauley and Pauley (2006) believe that such situations lead to high levels of stress for the teacher and can in turn create a negative classroom environment. This is something that we definitely do not want for you. Fundamentally, you need to start implementing practical strategies for difficult behaviour. Things such as ignoring minor behaviour, praising correct behaviour, saying the student’s name, referring to rules, enforcing consequences and removing the student from the situation should all take precedence over yelling, threatening and punishing (Bradley et al., 2006). Long term solutions could include an individual behaviour plan, analysis of current behaviour, consultation of parents, or modelling and teaching correct behaviours (Konza et al., 2003). Dealing with problem behaviour in the classroom is never easy Amy, but it is true that such problems can be overcome with the implementation of practical strategies.
Establishing routines can also reduce the chance of major disciplinary problems occurring (Konza et al., 2003). Lewis (2008) has acknowledged that students can play an important role in setting routines and rules within a classroom. Primarily, establishing routines promotes student ownership of the rules and more student responsibility for their own behaviour (Cruickshank, Jenkins & Metcalf, 2005). Some routines in which teachers can establish include routines for entering the room, routines for cleaning up at the end of the lesson, routines for working in small groups, routines for handing in work as well as routines for taking attendance (Cruickshank et al., 2005). Amy, we want you to realise that routines are an important element of classroom management – ‘they do have value in themselves, but also enable important educational activities to be carried out efficiently’ (Marsh, 2008, p. 183).
Gaining and keeping students’ interest levels is also vital to effectively manage the learning environment. You Amy need to employ a range of techniques to maintain student motivation and interest. These include varying volume and pace of voice, movement around the room, using challenging but achievable lesson content, and teaching in a student-directed manner (Lewis, 2008). One method to maintain motivation and interest is the development of a reward scheme in the classroom. Reward systems allows students whose behaviours are guided by external factors gain an opportunity to become self-motivating, and gain an intrinsic desire to learn and interact positively with others (Konza et al., 2003). Such practical examples can be both set up and practiced by you as the classroom teacher to effectively manage a positive learning environment. We believe that using a rewards system really works … Amy, if you don’t already have one in place, our advice is to implement one as soon as you can!
Although you are already out teaching, and your mind is nowhere near a university setting or context, we would be failing you as your fellow teachers and colleagues if we didn’t refer you to the theoretical underpinnings of classroom management. Although the tips that we have already given you are great in preventing misbehaviour, they realistically, ‘do not constitute a complete model’ (Marsh, 2008, p. 189). As you are probably well aware of, educators and psychologists have developed management theories explaining why children misbehave and what educators can do to address it, for many years (Cangelosi, 2004). From these underpinnings, effective management techniques have been developed to assist teachers in maintaining a positive learning environment (Bradley et al., 2006). There are a variety of models or approaches in which you Amy can also refer to in order to best manage disruptive behaviour. For your particular classroom context, we suggest you refer to Bill Rogers’ Decisive Discipline Model, Canter’s Assertive Discipline Model and William Glasser’s Choice Theory (Konza et al., 2003).
Firstly, let’s look at Bill Roger’s Decisive Discipline Model. This model emphasises on disciplining ‘respectfully and restoring good relationships with students’ (Konza et al., 2003, p. 98). It is realistically, a new way of looking at discipline and management and focuses on approaching behaviour in a ‘business-like’ manner, thus allowing verbal and body language to convey requests (Bradley et al., 2006). Such responses as tactical ignoring, pausing, use of positive language and the development of class rules with students are embedded within this model (Konza et al., 2003). Another model that you may like to look at is Canter’s Assertive Discipline, which allows teachers to develop classroom management skills by enforcing their presence and class rules. The model is based on the notion that students respond positively to classroom environments when the teacher is in control and the rules are clear (Bradley et al., 2006). Canter’s Assertive Discipline is very much about teachers developing ‘a willingness to let students know what they like and don’t like’, using a firm tone, maintaining eye contact and following through with promised consequences (Konza et al., 2003, p. 81). Lastly, perhaps read about Glasser’s Choice Theory. Glasser suggests that behaviour arises in response to five basic needs – survival, love and belonging, power, fun and freedom (Konza et. al, 2003). He believes that these needs are internal, where no external influences have any impact on behaviour; and that students are rational beings who are capable of choosing to be on task (Cangelosi, 2004). Amy, these three models may help you to draw inspiration for your own classroom management plan. If you familiarise yourself with these models and use them as a basis to better your teaching and learning environment, we believe that your skills in classroom management will improve dramatically.
The issue of classroom management is a major concern for every teacher in this profession (Marsh, 2008). Although you may think that you are the only teacher who appears to be having difficulty, this is certainly not true. It is not an easy task, as ‘the challenge of learning how to manage student behaviour and provide a safe and effective learning environment is one that even experienced teachers find daunting (Krause et al., 2003, p. 480). Amy, it is always hard to eliminate misbehaviour, but if the challenge is met lucratively, the learning environment can create fulfilling and pleasurable learning experiences Element Five of the NSWIT PTS (2006) states that teachers are to create and maintain safe and challenging learning environments through the use of classroom management skills – remember, that good classroom managers equate to good classroom teachers, and we know that you Amy are capable of being both.
Best of Luck,
Dear Amy,
We have heard through the grapevine that several parents of the children in your class have complained about your levels of classroom management. Classroom management is perhaps a critical element of successful teaching (Konza, Grainger & Bradshaw, 2003), but we know too, that it is also one of the most daunting aspects of our profession, particularly for beginning teachers like yourself. If we reflect on the role in which the teacher encompasses, two functions appear dominant. Krause, Bochener and Duchesne (2003) recognise that the first is concerned with the content of education, or subject matter to be learnt, whilst the second is concerned with the process of instruction, and the context in which it occurs. Embedded within the latter aspect lies the issue of classroom management, and how teachers manage their learning environments in order to create positive learning experiences. Amy, whilst we feel that your ‘teaching’ is going well, we also feel that you are struggling in terms of how you are managing the classroom. Konza et al. (2003) have established that disorderly behaviour in the classroom ‘is a major cause of stress and teacher burnout, and one of the most often quoted reasons for teachers leaving their profession’ (p. vii). We of course, don’t want this to happen to you. Essentially, the classroom is a perfect example of a complex society (Brady, 2003) and because of this; we want to help you as much as we can so that you can manage your learning environment accordingly.
At first, you need to begin to develop supportive classroom management strategies. Have a think for a minute … when the kids in your classroom are misbehaving, do you usually respond by yelling, threatening and/or punishing? If this is the case, you need to change a few things, because Bradley, Pauley and Pauley (2006) believe that such situations lead to high levels of stress for the teacher and can in turn create a negative classroom environment. This is something that we definitely do not want for you. Fundamentally, you need to start implementing practical strategies for difficult behaviour. Things such as ignoring minor behaviour, praising correct behaviour, saying the student’s name, referring to rules, enforcing consequences and removing the student from the situation should all take precedence over yelling, threatening and punishing (Bradley et al., 2006). Long term solutions could include an individual behaviour plan, analysis of current behaviour, consultation of parents, or modelling and teaching correct behaviours (Konza et al., 2003). Dealing with problem behaviour in the classroom is never easy Amy, but it is true that such problems can be overcome with the implementation of practical strategies.
Establishing routines can also reduce the chance of major disciplinary problems occurring (Konza et al., 2003). Lewis (2008) has acknowledged that students can play an important role in setting routines and rules within a classroom. Primarily, establishing routines promotes student ownership of the rules and more student responsibility for their own behaviour (Cruickshank, Jenkins & Metcalf, 2005). Some routines in which teachers can establish include routines for entering the room, routines for cleaning up at the end of the lesson, routines for working in small groups, routines for handing in work as well as routines for taking attendance (Cruickshank et al., 2005). Amy, we want you to realise that routines are an important element of classroom management – ‘they do have value in themselves, but also enable important educational activities to be carried out efficiently’ (Marsh, 2008, p. 183).
Gaining and keeping students’ interest levels is also vital to effectively manage the learning environment. You Amy need to employ a range of techniques to maintain student motivation and interest. These include varying volume and pace of voice, movement around the room, using challenging but achievable lesson content, and teaching in a student-directed manner (Lewis, 2008). One method to maintain motivation and interest is the development of a reward scheme in the classroom. Reward systems allows students whose behaviours are guided by external factors gain an opportunity to become self-motivating, and gain an intrinsic desire to learn and interact positively with others (Konza et al., 2003). Such practical examples can be both set up and practiced by you as the classroom teacher to effectively manage a positive learning environment. We believe that using a rewards system really works … Amy, if you don’t already have one in place, our advice is to implement one as soon as you can!
Although you are already out teaching, and your mind is nowhere near a university setting or context, we would be failing you as your fellow teachers and colleagues if we didn’t refer you to the theoretical underpinnings of classroom management. Although the tips that we have already given you are great in preventing misbehaviour, they realistically, ‘do not constitute a complete model’ (Marsh, 2008, p. 189). As you are probably well aware of, educators and psychologists have developed management theories explaining why children misbehave and what educators can do to address it, for many years (Cangelosi, 2004). From these underpinnings, effective management techniques have been developed to assist teachers in maintaining a positive learning environment (Bradley et al., 2006). There are a variety of models or approaches in which you Amy can also refer to in order to best manage disruptive behaviour. For your particular classroom context, we suggest you refer to Bill Rogers’ Decisive Discipline Model, Canter’s Assertive Discipline Model and William Glasser’s Choice Theory (Konza et al., 2003).
Firstly, let’s look at Bill Roger’s Decisive Discipline Model. This model emphasises on disciplining ‘respectfully and restoring good relationships with students’ (Konza et al., 2003, p. 98). It is realistically, a new way of looking at discipline and management and focuses on approaching behaviour in a ‘business-like’ manner, thus allowing verbal and body language to convey requests (Bradley et al., 2006). Such responses as tactical ignoring, pausing, use of positive language and the development of class rules with students are embedded within this model (Konza et al., 2003). Another model that you may like to look at is Canter’s Assertive Discipline, which allows teachers to develop classroom management skills by enforcing their presence and class rules. The model is based on the notion that students respond positively to classroom environments when the teacher is in control and the rules are clear (Bradley et al., 2006). Canter’s Assertive Discipline is very much about teachers developing ‘a willingness to let students know what they like and don’t like’, using a firm tone, maintaining eye contact and following through with promised consequences (Konza et al., 2003, p. 81). Lastly, perhaps read about Glasser’s Choice Theory. Glasser suggests that behaviour arises in response to five basic needs – survival, love and belonging, power, fun and freedom (Konza et. al, 2003). He believes that these needs are internal, where no external influences have any impact on behaviour; and that students are rational beings who are capable of choosing to be on task (Cangelosi, 2004). Amy, these three models may help you to draw inspiration for your own classroom management plan. If you familiarise yourself with these models and use them as a basis to better your teaching and learning environment, we believe that your skills in classroom management will improve dramatically.
The issue of classroom management is a major concern for every teacher in this profession (Marsh, 2008). Although you may think that you are the only teacher who appears to be having difficulty, this is certainly not true. It is not an easy task, as ‘the challenge of learning how to manage student behaviour and provide a safe and effective learning environment is one that even experienced teachers find daunting (Krause et al., 2003, p. 480). Amy, it is always hard to eliminate misbehaviour, but if the challenge is met lucratively, the learning environment can create fulfilling and pleasurable learning experiences Element Five of the NSWIT PTS (2006) states that teachers are to create and maintain safe and challenging learning environments through the use of classroom management skills – remember, that good classroom managers equate to good classroom teachers, and we know that you Amy are capable of being both.
Best of Luck,
Project BEAM
PS. If you require any further information, see if you can get a copy of ‘Classroom Management: A Survival Guide’ by Konza, Grainger and Bradshaw (2003). It’s a great read, and it has definitely helped so many of the members in Project BEAM many times!
