CLassroom Management

Classroom management, or the manner in which activities are conducted throughout the day, is closely linked with the physical arrangement in achieving a successful environment. Children need an organized environment and an orderly routine that provides the overall structure in which learning takes place. A variety of opportunities for children to have meaningful experiences should be intentionally planned.

Classroom management is important for the purpose of setting routines. Components can include color coding, daily plans, and classroom rules expressed with clear expectations, consistent use of rules, and frequent feedback. Children feel more secure when there is structure, so a well-planned day with built-in supports is critical to the children’s behavior, well-being, and receptiveness to learning.

Use of charts can help with classroom management. Charts help order the daily routine, allow children to use print in a meaningful way, and provide examples of print around the classroom. Management charts that incorporate pictures or icons help make a visual impression upon children. 

• Rules Chart: Use strategies to ensure that children understand expectations about classroom rules, activities, and directions.

• Helpers Chart: Aspects of the daily routine can promote social competence by providing opportunities for children to help with tasks. Encourage children to read the chart by listing as many jobs as possible and changing the jobs frequently. Children should be involved in identifying the jobs and watching the teacher create the chart.

• Attendance Chart: Another means of teaching independence and responsibility while freeing the teacher for more substantive activities is to have an attendance chart during large-group time; the attendance helper can count and record the number present and absent.

• Daily Schedule Chart: While often an intuitive practice, the use of a daily schedule chart to give children a visual plan of what their routine will be on any given day is supported by research. The teacher can explain the chart, pointing out the words and the matching icon or picture of the activity, so that the children can associate the activity with the printed word.

• Learning Area Planning Chart: These charts have words and pictures to illustrate the purpose of each learning area. The charts provide children with an opportunity to make choices and to actively participate in their own learning. Each planning chart could include the name of the learning area, an icon representing it, and a number that tells the children how many can use that area at one time.

Teachers play a critical role in helping children learn classroom routines through modeling, thinking out loud, and sharing responsibility. These supports should continue for several weeks, with the teacher acting as the children’s memory of what they are supposed to do, praising early attempts, and encouraging children to gradually take more ownership of the routines. The initial time put into this effort results in children who are much more independent as the year goes on, allowing the teacher to spend time teaching and interacting with children. Along with this gradual increase in what children are asked to do independently, teachers can set up the environment for success by doing such things as opening one center at a time in the beginning of the year, continuing to explain new materials as they are placed in the centers, and using labels to clearly help children know where items belong.