Classroom Management Tips for Teachers

Statement of the Problem 

Historically, teachers have been expected to showcase a high degree of professional aptitude given the foundational role they play in the lives of their students. One such of manifesting such competence is by effectively managing classes in a manner all students draw maximum benefit from education. The mastery of classroom management is central to effective learning and teaching and is critical to ensuring student success in both social and academic spheres. Accordingly, classroom management should be the number one priority for a teacher to enable the students to adequately learn the curriculum set for their grade or level of study.

Definition of Terms 

Classroom management is a term teachers use to describe the process of ensuring that classroom lessons run smoothly without disruptive behavior from students compromising the delivery of instruction. As such, it is a collection of measures taken by the teacher to create and maintain a conducive learning environment for the attainment of learning objectives by controlling the events during a lesson. It also involves the arrangement of the physical environment of the classroom, establishment of ground rules and procedure, maintenance of attention to lessons, and engagement in academic activities. Classroom management may also be considered to be the convergence of teacher action in executing disciplinary actions, establishing and enforcing ground rules, maintaining positive student-teacher relationships, and maintaining a suitable mindset for management. Despite the many angles that can be taken to define classroom management as a concept, it is widely agreed that it is a difficult aspect of teaching for many teachers.

Theoretical Framework 

The classroom management framework emphasizes the modeling of desired attitudes and behaviors to help learners in developing their ideals, goals, values, and standards. It is the educator's responsibility to nurture the development of learners through the use of effective classroom management practices. Accordingly, educators should establish and maintain positive relationships within the classroom setting and ensure that they create and maintain a respectful and safe learning environment. Educators should also maintain clear, high and consistent expectations while utilizing proactive and positive communication. Moreover, there is a need for educators to design learning experiences in a manner that increases intrinsic motivation and engagement. Importantly, the classroom management framework underscores the importance of instilling discipline with dignity.

Methodology 

The study involved library research that entailed the identification and location of relevant books and websites on classroom management. The contents of the identified literature were then analyzed and used to develop the ideas expressed herein. This study was also a qualitative research and thus utilized interviewing as a method of data collection. The respondents in the study were randomly selected teachers who gave accounts of their classroom experiences, particularly on classroom management methods that they found successful. Their responses were then analyzed and triangulated with the findings from the library research. Findings from the interview were meant to complement those from the library research as they provided different perspectives upon which the findings from literature were validated.

Research Questions and Hypotheses 

Research Question 1 : What kind of teachers are better with classroom management? Male or Female?

Hypothesis 1 : There are gender differentials among teachers concerning classroom management

Research Question 2 : Does a teacher's degree matter in enabling them to become a better teacher and have better classroom management?

Hypothesis 2 : There is a correlation between the education level of a teacher and his or her effectiveness as an educator and classroom manager.

Literature Review 

According to Esquith (2007), the issue of classroom management overshadows all other matters in the world of education. He reiterates that nothing good will ensure if a class is not in order as no learning will take place. Without effective classroom management strategies in place, learners will not get the opportunity to improve their critical thinking or build their character (Esquith, 2007). Accordingly, the author suggests some strategies for effective classroom management. Esquith (2007) emphasizes the importance of basing a classroom on trust rather than fear as is common in most settings. By establishing trust, positive teacher-student relationships and thus a conducive learning environment may be created and maintained. Another critical aspect of classroom management is dependability. Esquith (2007) asserts that teachers should be dependable as students depend on them. Dependability would motivate students to respect their educators. Additionally, teachers should instill discipline logically. While Esquith (2007) understands the need to maintain order in the classroom, he insists that teachers should not overlook the fundamental truth about discipline. Even though students do not mind a tough instructor, they loathe an unfair one. Therefore, punishments must be appropriate for the transgressions committed.

Importantly, teachers should remember that they are role models for their students. Accordingly, their demeanor should always reflect how they expect their students to behave within and outside the classroom setting. According to Elden (2013), teachers should always consider their students as younger people regardless of their size or age. She further reiterates that educators should not let proper classroom management slip because they want to appear likable to their students. Accordingly, in as much as teachers may feel inclined to appear friendly to their students, their inclinations should not prejudice classroom management. Dean et al. (2013) echo the importance of creating a conducive environment for learning. One way of achieving this entails setting objectives and providing feedback. In their view, setting objectives entails setting directions to guide the learning process. Proper communication of learning objectives enables students to make more sense out of the concepts they are learning and thus contributes to classroom management (Dean, Hubbell, Pitler, & Stone, 2013) . However, when setting objectives, teachers should endeavor to set specific yet unrestrictive objectives. Importantly, educators should engage students in setting their learning objectives (Save the Children Sweden, 2008) . Further, teachers should provide feedback that meets the needs of students in a timely fashion and engage students in the feedback process.

Brooks (2019) proposes the implementation of flexible seating as a strategy for achieving effective classroom management. Contrary to popular opinion, he argues that flexible seating does not indicate a lack of structure. In his view, this searing arrangement allows students to constantly monitor and explore where they learn best in order to be successful and more productive in school (Brooks, 2019). By having high expectations, employing sound classroom management strategies, and increasing overall awareness as well as allowing students some extent of responsibility, the classroom has a chance of becoming more orderly (Brooks, 2019). Silver et al. (2009) highlight the differences in learning styles among students and thus propose the use of research-based instructional strategies as a means of achieving effective classroom management. According to them, teachers should know the learning styles of their students and apply the appropriate instructional strategies to meet the needs of learners (Silver, Strong, & Perini, 2009) . Silver et al. (2012) recommend the circle of knowledge as a strategic framework for planning and engaging in classroom discourses to engage students in thoughtful communication and deep thinking. Through this framework, students may be able to build the core competencies of presenting, speaking and listening, collaborating with their peers and integrating and evaluating information. Accordingly, the framework may play a critical role in ensuring that teachers manage their classrooms effectively.

Significance of the Study 

Effective classroom management is critical to ensuring that all students achieve their individual goals. Moreover, it is necessary in guaranteeing that all curriculum requirements are met. As such, it is imperative to identify the strategies for guaranteeing the achievement of effective classroom management.

Background of Study 

Teachers who are effective in classroom management promote the establishment of environments that ensure all learners benefit fully from the instructions. They recognize the fact that even though teaching is essentially a group activity, learning requires individual initiative. Effective classroom management also calls for anti-discriminatory behavior management and the promotion of equality in the classroom setting. Accordingly, teachers should show respect to all their students to encourage a reciprocal reaction from the latter. Teachers must thus use a positive approach to behavioral issues and make an effort to understand the cause of certain behaviors form various perspectives. Educators should also realize the significance of having clear values that underlie expected standards of behavior. Importantly, teachers should cultivate positive and functional relationships with their students by working closely with them and considering teaching strategies that meet their unique needs. Studies have also shown that teachers who have strong support systems are better placed to succeed as compared to those who lack support. Such support stems from the administration of their respective schools as well as the parents to their students.

Various effective teaching strategies have been identified. Foremost, educators or teachers need to craft or tailor explanations that allow students to understand various concepts and materials on their chosen fields of interest. Teachers should also show respect and concern for students and their learning. Appropriate and fair assessments of the students should be conducted and feedback on the same be given promptly. Imperatively, students should be actively involved in the feedback process. Another effective teaching strategy involves the setting of clear goals and presenting intellectual challenges to learners. While doing so, teachers should encourage autonomy, control and active participation among the students. Accordingly, they should inspire a sense of student control over the learning process. Furthermore, teachers should be open to learning from their students. In some cases, discussions or topics in the classroom setting may take a turn as students may lose sight of the subject of discussion. In such situations, effective classroom management calls for teachers to refocus the attention of the students by bringing in calculated, relevant, and more compelling derailments of their own. Educators should also be keen to ensure that all curriculum requirements are met as failure to do so would mean that the learners are not adequately provided with the knowledge that they are required to have.

Presentation and Analysis of Data 

Various attributes may speak to the effectiveness of a teacher. An effective teacher is one with the ability to establish and maintain positive relationships founded on trust with students. Effective teachers are also caring, patient, and kind to their students. They are sensitive to the differences of their learners and display compassion in dealing with the unique needs of their students. Imperatively, effective instructors know and understand the unique social, cognitive, and emotional developmental needs of learners. They understand how students comprehend concepts in various developmental levels and appreciate that their students are different. Effective teachers also dedicated and committed to their profession as well as the success of their students they engage students in learning by motivating learners to play active roles in the learning process. Effective teaching also necessitates staying on track during lessons. This may be achieved by ensuring that students understand the scope and objectives of the class so that their discussions are kept within those limits. In case of deviations from the topic, teachers should be able to wittingly steer the class back on track.

The learning experience can be made more exciting for students by incorporating certain aspects into the curriculum. Foremost, teachers should ensure that the curriculum is student-centered and that it encourages independence among learners. As such, learners may feel more in control of the learning process and thus find ways of making it more exciting. The curriculum should also be problem-based so that students are allowed to come up with solutions to real-world and relatable problems. Furthermore, experiential learning and technology may be incorporated into the curriculum to enable students to gain experience and apply the various theoretical concepts they learn to real-life problems. Senior teachers should also act as role models and set the pace for effective classroom management for their newer colleagues.

Conclusion and Recommendations 

Overall, classroom management is critical to ensuring that students tap the most from their learning experiences. It is particularly important as it ensures that students learn all the concepts relevant to their level of study. Based on the findings from this study, it is recommended that:

School principals and administrators should organize regular seminars and workshops for teachers to help them get acquainted with the fundamentals of effective classroom management.

Teams comprising teachers from each grade should be built to ensure that teachers have the necessary support, exchange ideas, and hold each other accountable.

Teachers should keep their teammates motivated to uphold effective classroom management practices.

References  

Brooks, G. (2019).  Go See the Principle: True Tales from the School Trenches . S.L.: Da Capo. 

Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. (2013).  Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement  (2nd ed.). Boston, MA: Pearson Education. 

Elden, R. (2013).  See Me After Class: Advice for Teachers by Teachers . Naperville, Illinois: Sourcebooks. 

Esquith, R. (2007).  Teach like your Hair’s on Fire: The Methods and Madness Inside Room 56 . New York, New York: Viking. 

Save the Children Sweden. (2008).  Effective Teaching and Classroom Management: One and the same pedagogical approach Food for Thought and Discussion for Save the Children program staff . Retrieved from https://resourcecentre.savethechildren.net/sites/default/files/documents/effective_teaching_and_classroom_management.pdf 

Silver, H. F., Strong, R. W., & Perini, M. J. (2009).  The strategic teacher: selecting the right research-based strategy for every lesson . Upper Saddle River, N.J.: Pearson Education, Inc. 

Silver, H., Perini, M., & Dewing, T. (2012).  The core six: essential strategies for achieving excellence with the common core . Alexandria, Va: Ascd.