Classroom Management: Strategies and Principles

• Module title: Classroom Management
• Nominal duration: 3 hours

Specific Learning Objectives

• Define classroom management and explain its implications for successful instruction
• Compare conventional and modern concepts of classroom management
• Describe educators' perspectives on classroom management
• Discuss the domains of classroom management and their applications in classroom routine activities

Topics

• Perspectives on Classroom Management
• Domains of Classroom Management
• Elements of Effective Classroom Management
• Approaches to Classroom Management
• Practical Classroom Management Strategies
• Building Positive Teacher-Student Relationships
• General Management Principles
• Guidelines for Classroom Management

Assessment Methods

• Multiple-choice test for asynchronous schedule
• Socratic dialogue and hands-on activities during synchronous classes

Classroom Management Definition

• Richard Kellough (2003) defined it as organizing and conducting a classroom to maximize learning
• It involves a learning environment encouraging positive social interaction, active engagement, and self-motivation (Burden & Byrd, 2003)
• Involves establishing and maintaining the classroom environment so that educational goals are accomplished (Moore, 2005)
• Traditionally, classroom management focused on teachers reacting to student misbehavior (Cruickshank et al., 1999)
• Comprehensive management includes proactive (preventive) and reactive (disciplinary) strategies

Perspectives

• Arends (2004) provides additional perspectives on effective classroom management
• Classroom management is a critical challenge facing teachers and impacts their reputation
• Classroom management and instruction are highly interrelated; it is part of the teacher's overall leadership. It includes preventative management, and the perspective that classroom problems can be solved through good planning, interesting and relevant lessons, and effective teaching.
• Authentic relationships with students build confidence and trust
• Teachers as classroom managers should have a repertoire of management strategies

Domains

• Effective classroom managers handle areas of responsibility (Burden & Byrd, 2003)
• Selecting a philosophical model of classroom management and discipline that is useful for analyzing, understanding, and managing student and teacher behavior
• Organizing the physical environment by arranging desks, tables, and materials affects the instruction and order
• Managing student behavior with guidelines to promote order and a conducive learning setting
• Creating a respectful, supportive learning environment with teacher-student relationships to make students feel valued and comfortable
• Managing and facilitating instructions where teachers consider lesson structure, instructional groups, and accountability
• Promoting classroom safety and welfare to ensure students feel physically and emotionally safe
• Interacting with colleagues, parents, and others to achieve classroom management objectives

Elements of Effective Classroom Management

• Daniel Muijs and David Reynolds (2005) identified elements with bearing on managing the classroom
• Starting the lesson by accounting for lessons running late, playtime going on too long, or management of pupils going out of the classroom
• Use appropriate seating arrangements where pupils have space to work comfortably and move easily

Factors to consider to minimise disruption

• Dealing with external disruptions and ensuring minimum disruption with protocols and quick responses
• Establish class rules and procedures where lessons need clear rules and procedures that are actively taught
• Smooth transitions between lesson segments avoiding wasted time with clear procedures
• Pupil talk is inappropriate if it disrupts lessons, pupils should follow rules on allowance of talk
• Assign homework immediately following related in-class activities that indicates importance
• Maintain momentum during the lesson

Downtime

• Downtime during the lesson in which some pupils have finished and may lead to disruptions if procedures are not addressed
• Ending the lesson ensuring enough time is given to finishing tasks and instructions are clear
• The inability of pupils to finish tasks on time and transition from one activity to another are common problems

Approaches to class room management

• Three approaches to classroom management suggested by Moore (2005)
• The self-discipline approach is that students can be trusted to evaluate and change actions therefore benefiting the class, while also working on teacher and student relationship building which is a democratic view of classroom management
• The instructional approach emphasizes that well-planned and executed instruction prevents classroom problems, as students will not engage in disruptive behavior if lesons meet their interests needs and abilities
• The desist approach states that the teacher is fully responsible for regulating the lesson, and enforces a set of specific rules to control student behavior in the classroom this is a power based system to deal forcefully with misbehavior

Class room management

• The self discipline approach is favored when students are directed in an atmosphere of democracy
• A good working environment establishes a proper attitude
• Instructional appraoch relies on well planned lessons to meet students needs, and desires
• A desists approach projects a powerful scenario

Practical Classroom Management Strategies

• Moore (2005) presents a list of practical applications that are drawn from the studies of educators
• Connectedness: William Glasser (2001) identified seven connecting habits that connect with students more than control
  • Caring, listening, supporting, contributing, encouraging, trusting, and befriending
• Meeting Students Needs: Abrahm Maslow (1954) recognized people's physical and emotional needs before the need for achievement
  • Explain why hungry or tried students cannot learn efficiently
• Organizing the classroom by using types of desks that affect students to imply order and effiency that is conducive for group study
• Resolving Conflict suggests the use of role plays and other opportunities where students practice resolution skills like neogitating and mediating

Building Positive Teacher-Student Relationships

• Effective classroom management is achieved by applying knowledge in relating with students
• Use human relation skills that apply to almost everyone through interactions
• enable success from successful experiences that develop feelings of worth and confidence
• invite students attitude of learning and developing
• use effective communication skills that allow for caring inter personal interactions
• show a safe, non threatening, secure class room
• show affection by respecting them as a student and individual

General Management Principles

• Plan rules and procedures in advnce and should provide guidance for learning environment
• Establsih clear rules and proceduers where needed and they should be clearly explained
• Students should assume repsonsbility
• Plan independent activities
• There are general management pricniples to assist

Class room management guidelines are

• The principles of effective class room managment
• Developing a set of class room rules and procedures
• Tain in the class room responsbiliites
• Always apply the roles consistently

Ellis(1986) Guidelines

• Involve your students in management that helps them guide on rules and responsibilities
• See behavior problems as a factor of the content for problem solving
• Don't humiliate students
• Do not punish the whole group because of one person
• Schedule sometime as a democratic leader

It is generally accepted that classroom managment depends on the teach and their ability to control and engage the students

Explore effective classroom management techniques, from conventional concepts to modern approaches. Discover the core domains and practical strategies for fostering positive teacher-student relationships and establishing a productive classroom environment. Learn general management principles applicable to various classroom scenarios.