Classroom Management Assignment

Classroom management refers to various techniques and tools used by instructors to ensure all students are academically productive, well-disciplined, on task, orderly, obedient, attentive, and focused in the classroom (Dodgson, 2016). If such techniques and tools are implemented effectively, behaviors that discourage learning in a class can be minimized while optimizing good behaviors that support learning and teaching (Manning and Bucher, 2013). Furthermore, classroom management may refer to all activities used by teachers to enhance learning such as environment, attitude, behavior, materials, responsibilities, and play (Levin and Nolan, 2014). As such, it is significant to analyze theoretical approaches supporting the observations made in a particular classroom. 

According to the observation: 

There was one instructor. 

There were ten boys and fifteen girls. 

The class had a structured timetable. It incorporated eight periods which lasted 40 minutes each. 

All subjects requiring high concentration were allocated the first three periods in the morning. 

Moreover, they had adequate numbers of doors and windows. 

The class had twenty-five students in grade 3 aged between 8 to and 9 years. 

There was a diverse student population. 

After intense concentration in the first four periods, the students were given a 30 min break. 

The whiteboard faced the students and was placed in the front wall’s center. Additionally, the teachers' table was located on the class’ right side. Additionally, during group work, they used a cluster arrangement of desks according to the teacher’s instructions. After completing the assignment, they could reverse the cluster setting. Also, the classroom’s temperature was conducive for learning. Moreover, there were wall charts on the classroom's right and left side. 

Critical Analysis of Observations 

Teaching Methods 

Some of the teaching techniques used in the class include: 

Student-centered learning. In reference to the observation, the teacher took up a facilitator's role while focusing on children's learning styles, skills, attention, and abilities. Semple (2000) explains that student-centered learning refers to a learning approach focusing on meeting student's needs rather than addressing the requirements of other parties in the learning process, for instance, teachers, parents, and administrators. Furthermore, the approach regards children as the core factor affecting the learning process (Semple, 2000). Also, the technique has its foundation in constructivist learning theories. Notably, Bada and Olusegun (2015) mention that constructivism learning theories perceive students as a core factor affecting the learning process and should be constantly consulted when developing curriculums. 

Direct Teaching. The teacher often stood at the front while presenting information. Leonard, Noh and Orey (2018) state that the direct instruction approach is based on Skinner’s behaviorist theory that insists that the learning process could be greatly enhanced if instructional presentations are clear. However, direct teaching is teacher-centered and may not address all the needs of students (Leonard, Noh, and Orey, 2018). However, directed teaching is rigid and may negatively affect a teacher’s creativity (Leonard, Noh, and Orey, 2018). 

Guided teaching. However, after the first twenty minutes of some period, they shifted to guided teaching. Leonard, Noh, and Orey (2018) explain that guided teaching involves a constant transfer of information and instructions between students and teachers. 

Homework. The teacher gave homework to be completed at home. Minke (2017) states that various studies affirm that homework has a significant impact on improving student academic success. Furthermore, it possesses long-term academic benefits such including better attitude regarding school and improved study habits (Minke, 2017). Moreover, it has non-academic advantages such as better discipline and time management (Minke, 2017). Nevertheless, homework may be time-consuming, and it could take up children's playtime and home while also affecting proper interactions between children and parents because children are focused on the homework (Minke, 2017). Also, some parents may assist their children to complete the assignments, and it may have adverse effects on children such as different teaching styles (Minke, 2017). 

Group work. The teacher used group work in some periods. They worked in pairs apart from one group that had three students. Vygotsky’s sociocultural theory of learning mentions that collaborative learning is an important learning technique ( Brame and Biel, 2015) . Moreover, group work helps students to evaluate misconceptions and gaps in skills while enhancing their teamwork ( Brame and Biel, 2015). However, group work has one major flaw. If group members have different abilities, some members will complete the assignment while others will be idle ( Brame and Biel, 2015). 

Extensive Learning. Some children went to the library for approximately 10 minutes on Wednesday and Thursday. Extensive learning is grounded in the theory of resource-based learning that encourages teachers to interact with students via different resources (Leonard, Noh, and Orey, 2018) . Even if extensive learning is teacher-centered, they only act as facilitators while using resources, such as books, to enhance instruction in the classroom (Leonard, Noh, and Orey, 2018) . 

Personalized Learning. Gifted students were given higher level math problems if they finished their assignments early. Bada and Olusegun (2015) explain that personalized learning was developed according to constructivist learning theories that insist that learners are a significant factor the learning process and that all learning processes should focus on addressing individual needs. Furthermore, Redding (2013) argues that learning processes should be adjusted to address different needs. However, personalized learning is highly likely to cause inequality because some students will learn more skills than others (Redding, 2013). Break time. The structured timetable ensured that learners had a thirty-minute break after the fourth period. Break time has a significant role in student’s cognitive, physical, and social development ( Ginsburg, 2007) . Furthermore, play is supported by Vygotsky’s sociocultural theory of learning that insists that collaborative learning has a positive impact on the learning process ( Brame and Biel, 2015). During break time, playing is part of the learning experience. Notably, Ginsburg, (2007) mentions that play has a positive influence on personality development due to its impact on children’s language, social, and cognitive skills. Children may get a ‘burnout’ if they concentrate for extended periods without a break ( Ginsburg, 2007). Thus, children are highly unlikely to store new memories efficiently. When children took a break after the first four periods, before burnout occurs, it allowed newly learned information to shift to children’s relational memory from their working memory ( Ginsburg, 2007) . 

Motivational theory. The teacher used star charts and a token economy to appreciate good behavior. Stainbrook, Blumberg, and Juarez (2018) mention that t he token economy refers to a form of contingency management that reinforces particular behavior and that it is grounded in the theory of operant conditioning. Skinner’s motivation theory was evident in the teacher’s behavior. Skinner explained that an individual’s behavior is always a result of real or perceived consequences ( Redmond, 2016) . 

However, the approach has various weaknesses. For instance, when some students are punished, they are highly likely to repeat the behavior ( Redmond, 2016) . Moreover, some individuals may behave as if they have changed just to receive a reward ( Redmond, 2016) . Also, if a child is constantly given negative reinforcement or punished, they may lose motivation to change their behavior ( Redmond, 2016) . Furthermore, the theory placed a lot of emphasis on environmental factors while ignoring cognitive factors ( Redmond, 2016). 

Constructivism Learning Theory 

It was observed that the teacher utilized the constructivist learning theory by constantly engaging children and students in the learning process. According to the theory, students do not only just learn by attending classes and memorizing information, but they also learn by constant engagement in the learning process and building on previous knowledge ( Roberts, 2018) . Furthermore, the theory allows the learning process to be student-centered and allowing children to learn in groups ( Roberts, 2018) . However, it has a major flaw. Training and development are costly and extensive ( Roberts, 2018) . Moreover, it proposes the elimination of standard grades and testing ( Roberts, 2018) . 

Humanist Model 

The humanist model explains that learning is an individual action based on fulfilling individual potential ( Redmond, 2016) . It insists that humans are naturally eager to learn ( Redmond, 2016) . The teacher used the model by acting as a facilitator and establishing an environment where the children felt comfortable, learned from their mistakes, and discussed new ideas. One of the merits is that the humanist approach supports a positive view of students and that the learning process should accept and appreciate their humanity ( Redmond, 2016) . However, the approach is one-sided and only focuses on the notion that humans have the potential to be good but ignores the potential for bad behaviors ( Redmond, 2016) . 

Cognitivism Model 

Children in the classroom learned through active participation in the lessons. Moreover, the teacher observed behavioral changes as a way of understanding what the children were thinking. Cognitive learning theory is essential when explaining mental processes and how they are influenced by extrinsic and intrinsic factors (Tollefson, 2000). For instance, when children join school, children begin developing personalities they believe will assist them to be successful in school (Tollefson, 2000). The personalities also affect how much effort they will spend in school tasks and expectancy of success (Tollefson, 2000). Furthermore, it implies that students acquire knowledge from their interactions with their environment (Happs, 1985). Additionally, students utilize sophisticated information processing abilities when attempting to understand their environment (Happs, 1985). However, the theory is insufficient to explain how other factors such as genes or individual experiences may affect learning processes (Tollefson, 2000). 

Classroom Arrangement 

The classroom had an adequate number of doors and windows, sufficient ventilation, and used the pair pod arrangement. Harvey and Kenyon (2013) explain that the physical setup of a classroom has a significant influence on the learning process and affects focus and internal motivation. Verma (2018) insists that natural lighting should exist on the left side to avoid the formation of shadows during the learning process. Dahlan and Eissa (2015) insist that ventilation and natural lighting have a significant influence on student performance. 

Learning Difficulty 

There was a child with a learning difficulty. As such, the child was taken to a special needs educator who provided advice regarding the condition. The special needs educator recommended speech therapy and an Individual Education Program (IEP). An IEP describes the fundamental components of specialized education for children with learning disorders ( Logsdon, 2018) . It involves an analysis of the current situation of the child, where the parents and teachers desire him/her to reach, and the processes involved in achieving their goals ( Logsdon, 2018) . Parents and teachers should understand all the eight steps involved in the IEP process before enrolling a student into the program. Speech therapy is a treatment program for children with language and/or speech disorders. The objective of speech therapy is improving a child’s communication skills ( Crenshaw, 2015) . The benefits of speech therapy include improved independence, ability to express feelings and ideas, better self-esteem, intelligent speech, better life quality, improved vocal quality, improved social skills, enhanced vocal quality, and many other benefits ( Crenshaw, 2015) . 

It is essential to include special needs children with other children because it embraces inclusion and diversity ( Armstrong, 2018) . Diversity would enhance experiences in a normal classroom ( Armstrong, 2018) . Moreover, special needs children add new strengths in a diverse classroom because of different abilities. Additionally, special need children assist in promoting generosity in a normal classroom ( Armstrong, 2018) . Studies show that special needs children ‘humanize’ learning environments by sending communications, verbal and nonverbal, that students should assist each other in life. Furthermore, special needs children get to get experiences of learning in a regular classroom where they are inspired to achieve individual goals and surpass objectives set by teachers ( Armstrong, 2018) . Additionally, learning with special needs children encourages everyone to ensure all kids get a quality education. Ultimately, brains of special needs children tend to develop better and stronger neural connections when they are placed in a rich learning environment and regular classroom ( Armstrong, 2018) . 

Methods of Assessment and Addressing Children’s Needs 

Formative assessments assisted the teacher in evaluating students' understanding during a period instead of waiting for the final exams. Formative assessments have various merits. Since they are not graded, they reduce student anxiety that they must get each question right ( Sasser, 2018) . Furthermore, they act as practice questions as students prepare for the final tests ( Sasser, 2018) . Moreover, it assists teachers to evaluate students’ understanding during lessons so that teachers can address problems before final tests ( Sasser, 2018) . On the other hand, they have various demerits ( Sasser, 2018) . Formative assessments may take up the time that would have been used to complete a particular topic. In some situations, the assessment may extend to the next period ( Sasser, 2018) . Moreover, most teachers may have inadequate skills or professional development to utilize formative assessments because they are used to giving assessments in the final exams ( Sasser, 2018) . Additionally, some teachers may lack the motivation to use formative assessment because they do not have the same weight as a summative assessment ( Sasser, 2018) . 

Summative assessments occur during the final exams. Summative assessments have various merits. For instance, they determine achievement while evaluating attainment and growth ( Reddy, 2018) . Furthermore, it assists in identifying weaknesses and strengths in the learning process ( Reddy, 2018). Additionally, it assists in developing future instructional designs ( Reddy, 2018). Also, it assists in analyzing a teacher’s performance ( Reddy, 2018) . However, it has various demerits. It might demotivate individuals especially if the outcome was below standard. It may lower their self-esteem and self-confidence ( Reddy, 2018) . Also, summative assessments may be disruptive due to fear and nervousness ( Reddy, 2018) . Moreover, it is not an accurate measurement of learning because a good student may pass all formative assessments and fail in the final test, and vice versa ( Reddy, 2018) . Also, summative exams may be biased especially if an exam is set for non-native speakers who have little knowledge of the main language and culture ( Reddy, 2018) . 

Analysis 

Limited Flexibility 

It was observed that subjects taught in the class had limited flexibility because they were predesigned according to a curriculum that lacked flexibility. Alfie Kohn (2015) insists that students perform better if they have personal interests in particular subjects. Furthermore, Leonard, Noh, and Orey (2018) believe that grades are not entirely valid or reliable measures of intellectual proficiency because learners who focus on grades frequently lose interest in particular subjects, have a more superficial way of thought, and avoid challenging activities. Therefore, students should be engaged while developing a curriculum ( Dalrymple, 2006). 

Limited Expressive Arts. 

It was observed that there was limited expressive arts. John (2018) explains that a rts strengthen critical thinking and problem-solving skills. Research shows that students who often engage in arts for about three hours daily and three days for an entire year are more likely to have better academic and social performance ( Kuneo, 2018) . Moreover, Burnaford, Aprill, and Weiss (2013) state that studies reveal that when arts are integrated into students’ curriculum, they are more likely to have better memory, experience more motivation, and be more focused. The benefits of expressive arts are sufficient to narrow economic inequality among students ( Kuneo, 2018) . Also, it allows people to connect emotionally, cognitively, and culturally ( John, 2018) . 

Chaotic Transitions 

It was observed that there were chaotic transitions. Howard (2014) explains that w ell-rehearsed and smooth transitions and procedures are significant in making the learning environment more productive, efficient, and positive. Furthermore, smooth transitions may save time while utilizing the saved time to improve the instructional process ( Jordan, 2017) . Teachers should demonstrate and teach students basic transitions techniques so that daily activities are not negatively affected by transitions ( Finley, 2017) . 

Limited Use of Nonverbal Communication 

It was observed that the teacher used limited nonverbal communication. Zeki (2009) mentions that n onverbal communication through gestures, eye contacts, and mimics have an essential role in the learning process especially when a teacher wants to gain the attention of students who may not be concentrating during a lesson. Hence, facial expressions and eyes have a disciplinary function and assists in building a relationship (Bambaeeroo and Shokrpour, 2017). It can evaluate whether students have understood a particular topic (Mehrabian, 2017). A puzzled expression may imply that the teachers need to repeat or revise particular information. 

No Blended Learning 

It was observed that there was no blended learning. Caffrey (2018) states that i t is essential for students to learn from both technology-based instruction and traditional activities. Blended learning prepares students for real life while improving their human interactions (Bonk & Graham, 2012). Furthermore, it expands learning time because learning can occur in any place that has a phone, tablet, or computer with internet access ( Patterson, 2018) . Moreover, it enhances learning by matching student skills with instruction ( Caffrey, 2018) . 

Positive Effects of Bilingual Classes 

It was observed that students reacted positively during bilingual classes. There are many benefits associated with bilingualism such as improved cognitive skills ( Bonfiglio, 2016) . Also, Bonfiglio (2016) states that it can improve the brain’s executive functions such as switching attention, inhibition, and working memory. Moreover, it assists children to develop multicultural skills that are essential in the increasingly diverse society ( Bonfiglio, 2016). Some studies reveal that bilingualism may assist in preventing Alzheimer’s disease and dementia ( Bonfiglio, 2016) . Furthermore, it improves their career opportunities in the future by assisting them to stand out among potential employees ( Bonfiglio, 2016). 

Conclusion 

Classroom management involves all the rules, routines, and consequences in a learning environment. Efficient classroom management allows teachers to engage students actively. Furthermore, classroom management assists in the effective use of time, teaching, behavior, and consistency. 

References  

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