Classroom Management

There are several layers to considering a successful classroom management plan. A teacher must decide on their approach to classroom rules, relationships, and physical space when developing their management plan. In my classroom, I will have great consideration towards developing trusting relationship with students, the creation and execution towards rules and procedures, and the physical space of the classroom. With my methods and techniques, I will create an open and academic environment that encourages student engagement and achievement.

I believe creating positive relationships based on trust and respect is one of the most vital components of a classroom management plan. Many educational experts have identified how a positive student-teacher relationships can improve the student behavior and achievements. One study found that classes with a high-quality and positive relationships with their teachers had 31% less behavior and discipline problems (Beaty-O’Ferrall, Green, & Hanna, 2010). In order for a teacher to build a relationship based on trust and respect with students, a teacher must take the opportunity to get to know the students (Sears). It can just take a small gesture to begin a positive relationship with the student. Every morning, I greet my students at the door and start class with asking them how to share something. Additionally, I utilize a technique called “Circle Talk” to create a rapport with my students. I introduce it in the beginning of the school year to learn about my students’ interests and lives and eventually it evolves to include academic discussions as well. To maintain positive relationships with students, using positive reinforcements can be a powerful method to encourage and increase student engagement in the classroom. Study after study has highlighted the drastic effect positive reinforcement strategies have on classroom cultures and student behavior (Landrum & Kauffman, 2006). In my classroom, I adhere the old adage “Compliment in public, correct in private” to maintain a positive-relationship with students. Constructive criticism is necessary for life and for growth as a student, however, I make sure that I provide it in private to ensure that the students do not feel embarrassment in front of their peers or draw negative attention. When correcting a student, it is important to listen, identify, and accept the students’ feelings regarding the situation (Boynton & Boynton). Once the student has had the opportunity to share, as the teacher, I must remind them of the classroom expectations, provide immediate and meaningful consequences, and end the interaction with reminding the student that you know that they will do better (Boynton & Boynton). Utilizing these techniques and methods, I will create student-teacher relationships that create a positive classroom culture.

Creating rules and procedures is also vital for an effective classroom management plan. In a classroom, the rules dictates what is considered acceptable or unacceptable behavior and the procedures are the steps for completing tasks in the classroom (Dustova & Cotton, 2015). In my classroom, I believe that it is important that the students know and understand the rules and procedures from the beginning and build upon it. Classroom behavior is often compared to a skill that must be developed, just like any other academic skill. As a result, it has been found that effective teachers established the rules and procedures but also give reasons. While investigating classroom rules and procedures, one article states that rules should be, “explained, discussed rationale, demonstrated, had students rehearse and practice, gave accurate feedback, and reviewed or retaught as needed” (Sanford, Emmer, & Clements, 1983). In order to comply with the expected behavior and procedures, the students must understand the practical or philosophical reasons and how it affects the classroom. For example, a classroom rule that I would plan to include is: “Give your attention to the classroom speaker”. My rationale is would be resemble: “In our classroom, everyone has something to contribute to our classroom and it is important that you and your classmates have the opportunity to hear it”. In addition, I would have a procedure for turning in homework. For my classroom, I plan to have an “In” and “Out” drawers that correspond to their period. The rationale supplied would be: “I will have over 100 students and if I was to collect them by hand or have them be placed in a desk, there would be confusion or lost papers. This procedure prevents any confusion and ensures that all assessments will be graded.” These rules and procedures will allow for the class to run smoothly and give the students the opportunity to succeed in the classroom.

Within rules and procedures, as a Social Studies teacher, I also believe that it is vital that a democratic emphasis is placed in the classroom rules and procedures. The function and purpose of a Social Studies education is to create engaged and informed citizens to protect the democratic process (NCSS, 2017). Many believe, however, that various classroom management styles can hinder a student’s ability to understand and exercise their rights and roles in the classroom. While discussing the need for a learning community environment, Edwards states, “Natural control inclinations of teacher and other school personnel are an ordinary constraint on teacher’s ability to exercise their legitimate role as bona fide citizens with basic inalienable rights.” (Edwards, 2011). I believe that teachers and students must work together to create the classroom rules in procedures. In my class, the students and I will both create a list of what they believe good teachers and students do. By doing this, we are sharing our expectations and come to a conclusion on the expected behaviors from both. Together, we will create the rules and procedures for our classroom. Utilizing this technique helps students understand the rationale for rules and procedures, prepares them for their role in our democratic society.

The physical space of the classroom also has a great effect on the learning environment. According to Barbara McCombs, “A teacher’s classroom management system communicates the teacher’s beliefs about content and the learning process. It also describes the kinds of instruction that will take place in a particular classroom” (McCombs). As a Social Studies teacher, I place a large emphasis on an open and safe environment and giving students the opportunity to have discussions and collaborate with their peers. The physical space of my classroom must represent and encourage the type of activities. There are many types of physical classroom arrangements and I believe having an active learning classroom design would be optimal for student collaboration. In one study, a classroom of 36 students was originally in 6 rows of 6 connected seat and desks. For the study, they changed the room to 9 small tables of 4 chairs. The study found that the change in seating arrangement enhanced and promoted active student engagement and participation in the classroom (Rands & Gansemer-Topf, 2017). In my classroom, I organize the desks to small groups, no larger than 6. I ensure that no student has their back to the front of the room and make the classroom comfortable and inviting. I create a word wall with academic vocabulary we are utilizing, large pictures related to topics, and colorful decorations to make the classroom comfortable. Many students respond positively towards a classroom with physically pleasing aesthetics (Flynn & Colby, 2017) Utilizing this type of arrangement would foster the active discussion, planning, and research that I will implement in my classroom.

Classroom management can often be the most daunting and intimidating aspect of teaching. There are, however, a variety of methods, styles, and arrangements that can make a classroom successful and achievement. Every teacher’s plan is unique and represents their philosophy of education. In order to make my classroom successful, I will create positive relationships, rules and procedures, and a classroom space that encourage an active and open classroom.

References

About National Council for the Social Studies (NCSS). (2017, October 26). Retrieved from https://www.socialstudies.org/about

Beaty-O’Ferrall, M. E., Green, A., & Hanna, F. (2010). Classroom Management Strategies for Difficult Students: Promoting Change through Relationships. Middle School Journal, 41(4), 4-11. doi:10.1080/00940771.2010.11461726

Boynton, M., & Boynton, C. Educator's Guide to Preventing and Solving Discipline Problems. Retrieved from http://www.ascd.org/publications/books/105124/chapters/Developing_Positive_Teacher- Student_Relations.aspx

Dustova, G., & Cotton, S. (2015). Classroom Management Strategies. The CTE Journal, 3, 2nd ser., 32-42. Retrieved from https://www.thectejournal.com/uploads/1/0/6/8/10686931/gandzhina.pdf.

Edwards, C. H. (2011). Educational change: Traditional Education to Learning Communities. Blue Ridge Summit, PA: Rowman & Littlefield Education

Flynn, L. & Colby, S. R. (2017) "Cultivating Classroom Spaces as Homes for Learning," Middle Grades Review: Vol. 3: Iss. 3, Article 3. Available at: https://scholarworks.uvm.edu/mgreview/vol3/iss3/3

Landrum, T & Kauffman, J. (2006) Behavioral Approaches to Classroom Management from: Handbook of Classroom Management, Research, Practice, and Contemporary Issues Routledge. Retrieved from https://www.routledgehandbooks.com/doi/10.4324/9780203874783.ch3

McCombs, B. Developing Responsible and Autonomous Learners: A Key to Motivating Students. Retrieved from http://www.apa.org/education/k12/learners.aspx

Rands, M. L., & Gansemer-Topf, A. M. (2017). The Room Itself Is Active: How Classroom Design Impacts Student Engagement. Journal of Learning Spaces, 6(1), 26-33. Retrieved from https://files.eric.ed.gov/fulltext/EJ1152568.pdf

Sanford, J. P., Emmer, E. T., & Clements, B. S. (1983). Improving Classroom Management. Educational Leadership, 56-60. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198304_sanford.pdf

Sears, N. Building Relationships with Students. National Education Association. Retrieved from http://www.nea.org/tools/29469.html