Classroom Management
Scenario
Amy Part 1:
“Try to keep your students motivated... Use rewards... You all know how children love rewards for being good. Teacher-centered instruction and teacher-centered activities will also help with discipline… You MUST have a classroom management plan and stick to it. Your relationship with your students will play an important role in your ability to manage the classroom. You MUST be in control of the students at all times… Amy soon found children’s behaviour was challenging… she tried to set rules and routines nut nothing worked”
Amy Part 3:
“Amy kept her desks in groups and used the arrangement to initiate student centred learning activities. The students complained when Katie took over in her Group. She wanted to control her group, the activities and Amy as well… It was obvious that the children had never worked in groups, but Amy believed it would work, she tried to patient and hoped that the students would accept this arrangement when they became accustomed to it. She thought she should teach the children how to work in groups but wasn’t quite sure how… the discontent in the room seemed to be spreading. Amy’s confidence was waning…”
“Try to keep your students motivated... Use rewards... You all know how children love rewards for being good. Teacher-centered instruction and teacher-centered activities will also help with discipline… You MUST have a classroom management plan and stick to it. Your relationship with your students will play an important role in your ability to manage the classroom. You MUST be in control of the students at all times… Amy soon found children’s behaviour was challenging… she tried to set rules and routines nut nothing worked”
Amy Part 3:
“Amy kept her desks in groups and used the arrangement to initiate student centred learning activities. The students complained when Katie took over in her Group. She wanted to control her group, the activities and Amy as well… It was obvious that the children had never worked in groups, but Amy believed it would work, she tried to patient and hoped that the students would accept this arrangement when they became accustomed to it. She thought she should teach the children how to work in groups but wasn’t quite sure how… the discontent in the room seemed to be spreading. Amy’s confidence was waning…”
Classroom management
For all teachers, particular beginning teachers such as Amy, the following information will greatly assist the management and planning of a classroom. Teachers should strongly include in their pedagogy: Four R’s, communication system, positive rapport, and reward and discipline strategies. These will ensure a greater positive classroom environment, smooth transitions and respect for the teacher and students.
Four R’s
Bill Rogers (2007) provides a classroom management framework to support the implementation of classroom strategies for teachers. He proposes teachers utilise the ‘Four ‘R’s’ into classroom management planning. These consist of rights, rules, responsibilities and routines in the classroom, which will establish structure that is easy to comprehend and follow, clearly stating the behaviour expected in the classroom and school grounds. The Four R’s need to be adapted to be stage appropriate, and should always consist of students’ right to learn, teacher’s right to teach, respect and safety across all three stages (Rogers, 2007). To establish ownership and clarity within the classroom, rules, behaviour expectations and consequences should be collaboratively constructed with students. It is strongly recommended that you always provide students with a choice, and each choice has a consequence. This is significantly different to punishment, as students become responsible for their own action and choices (Rogers, 2007).
Teachers should always set up a clear class routine, enabling students to know what to expect throughout the day and lesson transitions. This can include displaying a clear timetable listing what will be happening in each session. This significantly assists students who have learning difficulties, Autism, Aspergers, anxiety and behavioural problems, as they will know what to expect, and changes to routine and who will be in the classroom. This can be set up in session blocks, written as a daily timetable, or displayed with visuals such as board maker (Arthur-Kelly, Lyons, Butterfield, & Gordon, 2007). Design and display would come down to teacher preferences and student needs.
Students thrive off responsibility and roles within the classroom (Arthur-Kelly et al., 2007). Not only does this assist with lesson transitions and organisation, but allows each member of the class to contribute to the functioning of the classroom and duties. Establish a role called: second in charge, nicknamed ‘2IC’. This role will rotate through all children in the class giving that child responsibility for that day and includes completing tasks such as handing out messages to other teachers or students, in charge of class if the teacher pops out for a minute, handing out rewards etc. other class duties for other members of the class can include being responsible for roles the: bin, table, books, lights, fans, lunch orders, roll, compost etc.
Teachers should always set up a clear class routine, enabling students to know what to expect throughout the day and lesson transitions. This can include displaying a clear timetable listing what will be happening in each session. This significantly assists students who have learning difficulties, Autism, Aspergers, anxiety and behavioural problems, as they will know what to expect, and changes to routine and who will be in the classroom. This can be set up in session blocks, written as a daily timetable, or displayed with visuals such as board maker (Arthur-Kelly, Lyons, Butterfield, & Gordon, 2007). Design and display would come down to teacher preferences and student needs.
Students thrive off responsibility and roles within the classroom (Arthur-Kelly et al., 2007). Not only does this assist with lesson transitions and organisation, but allows each member of the class to contribute to the functioning of the classroom and duties. Establish a role called: second in charge, nicknamed ‘2IC’. This role will rotate through all children in the class giving that child responsibility for that day and includes completing tasks such as handing out messages to other teachers or students, in charge of class if the teacher pops out for a minute, handing out rewards etc. other class duties for other members of the class can include being responsible for roles the: bin, table, books, lights, fans, lunch orders, roll, compost etc.
Communication System
Develop a communication system with students that the class will instantly know the meaning of once they hear or see the cue. Examples include: clapping, ringing a bell, drum, music or a word or phrase such as “Stop, look and listen”. These behaviours need to be explicitly taught, repeated and not be misused so enable students to continue respecting and responding to the cue.
Positive Rapport
Develop a positive rapport with student, learn their interest and earn their respect. It is important to be firm but fair, this ensures that as a teacher you remain consistent and are reliable. If behaviour occurs provide students with a choice. This ensures that the consequence was understood by students and cannot be misconstrued as a punishment. Repeat behaviour expectations at the start of the lesson, and if the class is becoming too disruptive clap to pause students, choose any student to explain to the class why they were stopped.
Always ensure that you provide more positive feedback then negative. The ideal ratio is 8 positive comments to one negative (Krause, Bochner, Duchesne, & McMaugh, 2010). As a teacher, you should remain positive and be aware of voice tone. An example of how this is used in the classroom is instead of picking on the child that is doing something wrong, compliment and reward a child who is modeling good behaviour, clearly and loudly stating this to the rest of the class. Even offering rewards and praise to students who are working and behaving nicely has a strong and immediate effect on the class as a whole.
Always ensure that you provide more positive feedback then negative. The ideal ratio is 8 positive comments to one negative (Krause, Bochner, Duchesne, & McMaugh, 2010). As a teacher, you should remain positive and be aware of voice tone. An example of how this is used in the classroom is instead of picking on the child that is doing something wrong, compliment and reward a child who is modeling good behaviour, clearly and loudly stating this to the rest of the class. Even offering rewards and praise to students who are working and behaving nicely has a strong and immediate effect on the class as a whole.
Reward and discipline
The teacher should use positive discipline in the classroom to promote a positive classroom environment (NSW DET, 2001). Positive verbal and non-verbal feedback communicates respect and encourages self-esteem and confidence amongst students while appropriate rewards and consequences for behaviour form a vital part of a teacher’s classroom management strategy. In order to encourage positive behaviour and motivate students, a positive rewards system should be implemented (NSW DET, 2001). There are multiple examples of reward systems to motivate and provide students with various skills. A great classroom tool that rewards individual students is ClassDojo. ClassDojo is a classroom tool designed to support teachers in improving student behaviour. Students earn points for positive behaviour, and if necessary, students can also have points deducted for negative behaviour. The aim is for students to strive to earn the most points by the end of the day or week, and reward one or three students with a prize. This tool also enables the teacher to capture and generate behaviour data, which can be shared with parents and school staff (Class Twist Inc, 2012).
Another example of a positive rewards system is where students earn class money for positive behaviour and academic achievements so that they can ‘save up’ to buy a reward of their choice. This type of reward system can teach students about money skills and reinforce Mathematic concepts.
Another example of a positive rewards system is where students earn class money for positive behaviour and academic achievements so that they can ‘save up’ to buy a reward of their choice. This type of reward system can teach students about money skills and reinforce Mathematic concepts.
How does this related to the National Professional Standards for Teachers?
Professional Practice
Standard 3: Plan for and implement effective teaching and learning
Focus: Use effective classroom communication
Graduate 3.5.1 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Standard 4: Create and maintain supportive and safe learning environments
Focus: Manage classroom activities
Graduate 4.2.1 Demonstrate the capacity to organise classroom activities and provide clear directions
Focus: Manage challenging behaviour
Graduate 4.3.1 Demonstrate knowledge of practical approaches to manage challenging behaviour
Focus: Use effective classroom communication
Graduate 3.5.1 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Standard 4: Create and maintain supportive and safe learning environments
Focus: Manage classroom activities
Graduate 4.2.1 Demonstrate the capacity to organise classroom activities and provide clear directions
Focus: Manage challenging behaviour
Graduate 4.3.1 Demonstrate knowledge of practical approaches to manage challenging behaviour