CLASSROOM MANAGEMENT

Behaviour management and classroom management are two different topics.

“Behavior [sic] has to do with discipline. Classroom management has to do with procedures and routines.” – Harry Wong

A classroom is managed best with procedures and routines. Ineffective teachers discipline with punishments and consequences and as a result the students do not learn. For learning to occur, students must be on task and completing their work.

The only way to achieve this would be to start with a classroom management action plan from the very first day. The rest of the year can be devoted to teaching and learning.

“It is how you begin that is the most important.” – Plato

Structuring your classroom prevents students from structuring the classroom for you.

An effective teacher has success when classroom procedures and routines are:
• developed for every possibility
• taught
• practiced
• enforced
As with any lesson, if the students know what is expected of them, the students will perform better. Communication is the key. Students should know what is expected of them right from the beginning.

Six practices to help establish effective control of the classroom:
1. Get off to a good start
The first “honeymoon” encounter between the teacher and the students is when they formulate their impressions of the teacher. Students sit quietly, raise their hands to respond and are generally well behaved. The teacher is easily misled into thinking that this is an ideal class and may relax their vigilance. Within a week, students will begin to test the waters to see what they can “get away with”. It is during this period that the effective teacher will establish the expected ground-rules for classroom behaviour.

2. Learning school policies
Prior to meeting the class for the first time, the teacher should become familiar with school policies concerning acceptable student behaviour and disciplinary procedures. The teacher should know what the school expects from both student and teacher in regard to discipline.

3. Establishing rules
Establish a set of classroom rules to guide the behaviour of students. Discuss the rationale of these rules with the students to ensure they understand and see the need for each rule. Keep the list of rules short. The rules most often involve paying attention, respect for others, excessive noise, securing materials and completion of homework assignments.

4. Over-planning lessons
“Over plan” the lessons for the first two weeks of school. It is important for the teacher to impress on the students from the outset that he or she is organized and confident of their ability to get through the syllabus.

5. Learning names
Devise a seating arrangement whereby students’ names are quickly learned. Calling a student by his or her name early in the year gives the student an increased sense of well-being. It also gives a teacher greater control of situations. “John, stop talking and finish your work” is more effective than “Let’s stop talking and finish our work”.

6. Be firm and consistent
A teacher can be firm yet still be supportive and friendly with students. A firm teacher can provide an environment where the students feel safe and secure. Many teachers report that it is easier to begin the year in a firm manner and relax later, than to begin in a lax manner and then try to become firm.

Sources: “Classroom Management”
http://www.theteachersguide.com/ClassManagement.htm

”Classroom Management and Management of Student Conduct”
http://www.adprima.com/managing.htm