Research, particularly on beliefs and attitudes has continued to show that aspiring teachers are increasingly anxious about the prospects of classroom management. It can be a challenging experience for any educationist to think of the best way to create a classroom environment that inspires students to remain focused on learning. The primary assumption made is that classroom management primarily involves controlling the behavior of students. Therefore, for teachers, the main question is how they perceive their role as the classroom manager. Effective classroom management requires an appreciation of several assumptions. First, all students vary in their emotional, physical, social, and cultural characteristics. Most importantly, different students learn at different rates. The third significant tenet that teachers must note is that learning is a gradual process requiring an extensive and varied effort. Therefore, if teaching is not adequately managed in the classroom, the results can be chaotic. Some of the outcomes of poor classroom management include boredom, confusion, restlessness, disinterest, and disruptive behavior among students. For many years, teachers have depicted a distorted perception on what proper classroom management entails. Three crucial factors determine a well-managed classroom including one that provides students with a meaningful knowledge base, problem-solving skills, and skills to work effectively with others.
Approaches Used in Classroom Management
Three primary approaches are used in classroom management including authoritarian, permissive, and authoritative strategies. The approaches have been borrowed from the traditional parenting methods used domestically by parents. Authoritarian teachers depend on student compliance instead of their autonomy as their primary goal. Such teachers are also known to draw immense value from the use of rewards and punishments as a way of producing much-needed compliance. Permissive teachers, on the contrary, depend on their identification with students and the respect they exude as their dominant approach defining their classroom management. Authoritative teachers put much responsibility on the students by requiring them to learn to effectively control their own behavior. Such teachers first explain the rationale behind the classroom rules. They then adjust them to meet the needs of the students. Thirdly, they convince them that incorporating the rules will eventually lead to a positive outcome with regards to their academic goals. Therefore, students are required to appreciate these rules and tailor their operations to exist within the provisions.
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Research studies have played a significant role in showing that the various approaches of teaching described align to the Baumrind’s parenting strategies. In one of the research studies, students described their teacher in a manner reflective of the authoritarian style. According to the students, the teacher clearly stipulated the rules and further explained the penalty if failing to achieve them. Another study showed that the environment plays a significant role in influencing the teacher’s decisions with regards to advocating for more autonomy or a more controlling way of doing things. For instance, when teachers are in increased pressure in the form of performance standards imposed on them for which they will be held accountable, their intrinsic motivation for teaching significantly suffers. As such, this creates a platform for more assertiveness and less autonomy on the part of the students.
Various Techniques of Classroom Management
One of the pioneer scholars in the area of classroom management was initiated by a scholar known as Jacob Kounin and documented it in his book known as the “Discipline and Group Management in Classrooms.” He developed the “ripple effect” which was based on achieving the desired group response by reprimanding a single individual. It was based on the concept that students have a higher propensity towards remembering an event where the teacher became angry due to the behaviors of one student. Kounin, therefore, demonstrated six ways to keep track of student behavior in the classroom. First, they have to show that they are aware of their behavior and secondly, teachers must learn to cope with various situations that overlap. They should also strive to demonstrate a sense of momentum and smoothness in class activities. Fourthly, teachers are always required to keep the whole class involved even when dealing with individual earners. Teachers are requested to remain enthusiastic particularly when dealing with younger learners. Finally, the ripple effect previously described must be leveraged at all times.
Research has developed six different ways that scholars identify as the most effective ways in managing the classroom. On the first day in class, teachers must show that they have thought about classroom procedures beforehand. They must also demonstrate to have planned classroom routines in a bid to minimize confusion. The teachers should then communicate classroom rules through posting or announcement or both. The subjects must also be made aware of the penalties associated with the breakage of the rules. During the first few weeks, a new teacher should encourage whole-group activities under their direction. Research has shown that such actions are essential because they make students feel not only comfortable but also successful in their classroom endeavors. The teachers must remain keen to incorporate the management strategies by Kounin including showing awareness of student behavior, creating momentum and smoothness, and also maintaining the ripple effect. Fifthly, effective classroom management involves the teacher's efforts in providing directions, enhancing accountability, and providing feedback without punitive actions. Lastly, good teachers will also show a sense of care and interest in supporting students both in their personal and academic life.
It also remains critically important to note that classroom management techniques differ across the junior, middle, and high schools. However, most of the classroom management styles previously mentioned are general and can fit in various classroom settings. Nevertheless, the most critical aspect to note is that teaching adolescents are basically different from teaching younger children. Due to the segmented nature of the secondary grades, a different approach must be utilized in classroom management. Moreover, positive classroom management must remain cognizant of the physical characteristics and arrangement of the class. The arrangement should be in such a way in which teachers can see the students and the learners can see the instructional and presentation materials. Lastly, technology has an important role to play in the process of classroom management. With technology taking roots in the learning process, its place must be defined distinctively in the classroom. Examples of technological aspects that students use in their work include desktop computers, laptop computers, and handheld calculating devices. Proper management requires not the only arrangement of these devices but also knowing went to use them.
How to Deal With Behavior Problems
The procedures discussed are adequate to establish a well-managed learning environment. However, problems must be part of the process because attaining 100% efficiency can be difficult. It is therefore critical to come up with several techniques for dealing with disruption and behavior problems within the classroom environment. The first group of strategies is known as the influence techniques. The methods were postulated by two scholars known as Fritz Redl and William Wattenberg in their book known as “ Mental Hygiene in Teaching. ” Among the first technique proposed by the authors is known as planned ignoring. Attention0seeking behavior can merely be dealt with by simply ignoring them. Examples of behaviors that could be ignored include body movements, finger snapping, hand waving, book dropping, and whistling. Most significantly, the teacher, in using the planned ignoring technique, must remain keen to ensure that the student is aware of their inappropriate technique. Another method that can be used is known as signaling aimed at ending a bad behavior by asking the student to enhance self-control. Some examples of signaling techniques include clearing the throat, staring at the offender, and shaking the head.
Proximity and touch control can also be used as a method of controlling a bad behaving student. A perfect example would be walking over and standing near the student. Interest boosting technique would also be vital for students showing signs of losing interest. Humor is one of the most effective ways of mitigating destruction and bad behavior. It primarily helps in tensed situations. However, the teacher must remain keen to create good humor that is gentle and sensitive to the welfare of the students. Some misbehavior in the classroom also occurs due to obstacles and hurdles that arise due to certain inabilities. As such, this requires help from the teacher by ensuring that the students know what is expected of them. Behavior remedy can in some instances need program restructuring especially if the previous one recorded poor results. Misbehavior that causes destruction on other students can also warrant physical restraint. However, teachers must remain keen to ensure that the restraint is protective and not punitive. Whenever an educator uses criticism, they should remain keen to accompany it with encouragement. Most fundamentally, the criticism should be void of ridiculing and humiliating sentiments. The ripple effect discussed earlier can mean that the demeaning criticism has a toll on the students that might last for long.
Containing bad behavior can also be done using rules and regulations which play a significant role in defining limits. An example of an endeavor that can emphasize the definition of limits is through establishing various class rules and further ensuring that they are properly understood by the students. Researchers further postulate that a post-situational follow0up can help in achieving desirable results especially when the initial form of containment occurred in a tensed environment. In conclusion, communication is as important as the approach used in rectifying the undesirable behavior. According to Haim Ginott in “Teacher and Child,” the teacher should attack the situation rather than the character or the personality. Ginott further explains that students who are meant to understand why the teacher is angry tend to show positive results than those who do not know. In enhancing discipline, teachers are asked to seek alternatives to conventional punishment and most fundamentally, try not to diminish the self-esteem of the student.
School-Based Violence
According to research conducted by the Office of Juvenile Justice and Delinquency Prevention in 2009, 16% of all juvenile offenders were arrested for various violent crimes. However, this represents the lowest tally since 1980. Although there are cases of violence in school, the school environment is generally a safe environment. Some of the most common types of school-based violence include verbal harassment, physical fights, and verbal arguments. However, most of the fights do not escalate to the point that it warrants the law enforcement agencies. Although the rate of school violence has since reduced, the incidents continue to show unexpected outcomes. A statistics conducted between 2009 and 2010, 17 students were murdered in the school environment. One of the most significant forms of school violence occurs in the form of bullying. Bullying is defined as a repeated form of verbal or physical attack in the school environment. Although bullying primarily occurs in a face-to-face fashion, the technological advent has led to the development of a new form of bullying known as cyberbullying. Cyberbullying can be more enduring on an individual given that the perpetrators are primarily anonymous and bullying occurs on a constant basis. Some of the most common forms of cyberbullying include insulting, threatening, and sending of teasing emails among others.
Part of classroom management should focus on ending violence within the school environment. For instance, when dealing with bullying, the most plausible way is for educators to create school-wide programs aimed at reducing the prevalence. The reduction can be geared towards intervening of teachers, promoting reporting, and discouraging incidences of discrimination. Reasons for violence in the school premise can be classified into various classes. Biological reasons primarily hinge on the body’s stress reaction process. Research has shown that students coming from low socioeconomic conditions have overloaded stress and as such, have the propensity towards engaging in violence when provoked. Psychological reasons assert that once students attain the age of adolescents, they are easily agitated because of their search for identity. As such, this makes them vulnerable to insensitive actions toward their peers. A school environment with lackluster rules and weak enforcement can be a factor that enhances violent behavior in schools because perpetrators are likely to go scot-free.
Interventions in Reducing School Violence
First, it remains important to note that classroom management is one of the most primary interventions that teachers and educators can take towards ending violence and aggressive attitudes among students. One of the class-based strategies is known as the Good Behavior Game. The method is based on a group contingency concept. It requires the overall participation of students and works to prevent behaviors such as verbal and physical aggression. Other undesirable behavior that the strategy has worked to end includes excessive talking, out-of-seat behavior, and reduced classroom participation. Another strategy is known as the Brain Power or the Best Foot Forward. It was initially designated for ethnic minority students in grades 3 to 6, but it can now apply to any type of student. The strategy aims to provide the student with the notion that adverse actions by their counterparts can come as a result of various causes. The first cause can be accidental, a genuine attempt to help, and in some circumstances, a deliberately hostile action. It also aims at ensuring that students on the receiving end of negative or hostile actions respond appropriately.
Students are taught that if they believe that the harmful action was intentional, they should report it to the school authorities. On the other hand, perpetrators are told to apologize and further explain the reasons behind their actions. Classroom interventions are vital because they make create a less threatening environment that is enjoyable not only for the students but also the teachers. However, the only shortcoming they have is their failure to address bad behavior outside the classroom. It is in this regard that the institution must develop school-wide programs aimed at mitigating violence and improving the level of discipline among the students. Administrators, teachers, and school personnel can create a consistent strategy known as a unified discipline to manage disruptive behavior. The unified discipline ensures that there is a consensus on several elements such as attitudes, expectations, rules, procedures for correction, and roles. A research study in an elementary school showed that discipline rates reduced by up to 20% as measured by the rates of referrals to the principal's office. Some institutions teach their students several ways to creatively and efficiently solve their problems using non-violent means. Moreover, students are empowered by the teachers to look out for any cases of confrontation throughout the environment in areas such as cafeteria, playground, and hallways.
Lastly, schools are continuing to use technology as a means of solving problems that will eventually ensure that the students remain in school. As earlier intimated, students that show poor academic performance and poor attitudes towards their teachers are more likely to engage in disruptive behavior. Most importantly, they are more inclined towards dropping out of school. According to research conducted in 2010, 7% of students falling between the age of 16 and 24 in the US were classified as dropouts. In a bid to reduce absenteeism and dropout rates, schools have begun to develop "smart classroom" which improves learning experience by incorporating technological aspects such as computer-aided manufacturing, computerized robotics, and aeronautics among others. Research has shown that schools with such a strategy record a 100% attendance. Another technological aspect that aims at improving attendance and school retention is the use of the integrated learning system that has shown much success in areas California.
Conclusion
In conclusion, three critical factors determine a well-managed classroom including one that provides students with a meaningful knowledge base, problem-solving skills, and skills to work effectively with others. Teachers play a significant role in enhancing classroom management. They create a positive environment that enhances learning attitude and behavior. Just like parenting, teachers’ use various approaches to management include authoritarian, permissive, and authoritative with a varying degree of success and shortcoming. Effective teaching requires proper communication of rules and limits and the creation of an environment that inspires learner friendliness. Educationists must also ensure that they develop strategies that prevent violence both at the classroom and school level. Lastly, technology has all-around importance in leveraging classroom management. It provides efficiency and better ways of tracking learner performance and behavior. Most importantly, it enhances class attendance and reduces rates of dropping out.
Reference
Snowman, J., & McCown, R. (2011). Psychology applied to teaching. Nelson Education.
