The study by Hochweber, Hosenfeld, and Klieme (2014) examines the association between the student’s grades and various student factors coupled with classroom factors such as classroom composition and teacher factors. The sample size for this research was 31,038 students drawn from eighth grade. This sample was a representation of 1,470 classrooms in the region. Multilevel regression analysis was employed to analyze the data obtained and the results of the analysis revealed that there was a strong association between grades and the type of classroom composition and how the teacher managed the classroom.
The findings reveal that classroom management is important in moderating the risk posed by student variables thus enabling positive student outcomes ( Hochweber, Hosenfeld, & Klieme, 2014) . These findings mean that classroom management is important for teachers when giving instructions to ensure all the needs of students are addressed in an effective manner and to enable favorable outcomes. A teacher’s ability to develop a well-functioning classroom setting hinges on his/her classroom management skill. Classroom management is based on two important principles; (1) highlighting the desirable behaviors in students: and (2) restricting undesirable behaviors. The ability to reflect these two principals will enable a teacher to create a conducive learning environment to enhance student outcomes. Hochweber, Hosenfeld, and Klieme (2014) believe that future research should focus on detailed examination of how classroom management can be used to suit the needs of each student in regards to learning ability, cultural background, and home setting.
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Personal Implications
The article has demonstrated to me how I can apply classroom management to give instructions to my students so that everyone can learn effectively.
Giving Instructions to an Entire Group
Through the use of direct instructions, I can be able to teach the whole class a concept at the same time. This can occur through number of activities like demonstration and reading aloud. I can give instructions to the whole group to introduce new concepts like a new math technique, letter sounds, or a science experiment. Additionally, I can apply the use of question and answer questions, along with student-directed demonstrations, like sharing individual projects, and show and tell.
Giving Instructions to a Small Group
Even though I will assign activities to the whole group, like completing an art project, or solving a puzzle, I will also gather small groups so that they can engage in comprehensive activities with me. This is typically done with reading since the reading abilities of the learners vary. Whereas some have difficulties reading, others were well developed in this sector. Giving instructions to small groups will enable me to meet the requirements of the leaners who have a similar level of performance in regards to academic ability ( Hochweber, Hosenfeld, & Klieme, 2014) . I will also use reading flashcards, math, and complex activities like science experiments as part of the technique. She had an aide who helped to instruct the small groups.
Giving Instructions to Individuals
This entails giving one-on-one instructions. It is necessary since the children differ in academic aptitude and some are learning diverse information from the others ( Hochweber, Hosenfeld, & Klieme, 2014) . Further, I will use customized instruction for the lagging learners. This concentrated attention will help a struggling child catch up with his/her peers. As part of the individualized instruction, I will listen to one child as he/she read out loud, assist a leaner improve his/her writing ability, and go over a journal entry with a single child.
Giving Differentiated Instruction
Since the range of academic abilities varies greatly from child to child, I have to use of differentiated instruction. The technique requires the teacher to identify the learning ability of each student, that is, how the child learns most effectively. This will enable me to tailor classroom assignments and instructions to conform to those needs ( Hochweber, Hosenfeld, & Klieme, 2014) . For instance, for the visual leaner, I will model a task and show the concept I am teaching. The application of diverse learning tools like books, hands-on-materials, and tape recordings will be used as part of the differentiated instruction technique. In precise terms, differentiated teaching facilitates the students with numerous avenues to learn similar material, thus increasing the chance that each student will grasp the concepts taught in class.
Reference
Hochweber, J., Hosenfeld, I., & Klieme, E. (2014). Classroom composition, classroom management, and the relationship between student attributes and grades. Journal of Educational Psychology , 106 (1), 289.
