Assessing the Impact of Differentiated Instruction on Classroom Management 

Introduction

Effective classroom management is essential for fostering a conducive learning environment, particularly in contexts where students exhibit low English proficiency and are required to develop mathematical schemas within an instructional model that may not align with the learning styles and needs of English Language Learners (ELLs). This report investigates the classroom management challenges encountered in third-grade classrooms at Al Riyadh Charter School.  Unfortunately, a prevalent issue involves overwhelming curriculum demands, compelling teachers to adopt a uniform pedagogical strategy, and deliver lessons at a single pace and through a single instructional method. This approach disregards diverse learning profiles, readiness levels and interests of students (Gardner, 1994). Such a one-size-fits-all strategy resulted in increased classroom noise and disruptive behaviours, suggesting deficiencies in the quality of teaching  (Reid, 2012).  This study outlines an action plan, based on relevant literature, to address these issues and further discusses the implementation and outcomes of these intervention strategies. 

Methodology 

The case was studied by the author through extended engagement with teachers and students over a four-week period.The methodologies employed encompassed interviews with teachers and students, classroom observations, and document analysis (e.g., lesson plans, worksheets and lesson structures).

Description of the Observed Issue

In the classrooms observed, the instructional strategies adopted by teachers were predominantly traditional, characterized by an initial exposition of concepts followed by four sets of differentiated worksheets named Mild, Spicy, Hot, and Extra Hot. However, this differentiation was limited to the worksheets, with no adaptations or modifications observed in the pedagogical practices. Notably, the use of manipulatives—tools that could enhance the comprehension of abstract mathematical concepts—was infrequent. This instructional model resulted in a dichotomy within classroom dynamics: students who successfully grasped the concepts focused on their assigned tasks, while those who struggled exhibited high levels of disruptive behaviour due to inadequate support. Such behaviours not only disrupted their learning, leading to underperformance but also affected the learning of others, resulting in underachievement and undermining the teacher’s authority to deliver structured lessons. Particularly, students tended to exhibit problematic behaviours in response to teachers perceived as ‘robotic’, who demonstrated no variation in their instructional strategies  (Reid, 2012). 

Furthermore, the research underscored the importance of developing a positive student-teacher relationship, significantly influenced by the teacher's consistent responses to behavioural challenges and academic performance. It was observed that unprofessional behaviours by teachers, such as sudden mood swings, screaming, and inappropriate remarks, could severely damage the establishment of a constructive student-teacher relationship (Reid, 2012).

Literature Review

To support students' intrinsic motivation, it is essential to design learning activities that meet their individual needs. Providing choices within the learning environment can significantly enhance students' engagement with materials that interest them personally (Katz and Assor, 2007; Patall, 2013). The Self-Determination Theory, formulated by Deci (2000), supports these empirical findings, suggesting that providing students with autonomy in their learning boosts engagement and reduces behavioural issues. Effective classroom management thus depends on the ability of teachers to organize learning environments that are engaging and well-differentiated. Creative teachers who are well-prepared to differentiate lessons significantly lower the potential for disruptive behaviours. Conversely, a one-size-fits-all strategy has resulted in increased disruptive behaviours, suggesting deficiencies in the quality of teaching (Ken, 2012).

Before implementing Cooperative Discipline intervention strategies, Lindsay (2003) advocates that educators must evaluate two critical questions: Does the instructional level of the task align with the student's abilities? And are the teaching materials and pacing appropriate for the individual's learning needs? To accommodate the varied learning preferences as illustrated by Howard Gardner’s Multiple Intelligences (MI), Lindsay recommends modifying teaching approaches to include concrete materials or digital tools. Moreover, it is essential to acknowledge the psychological impacts of feeling intimidated or rejected in a learning environment. Such emotional states can trigger an overproduction of noradrenaline, leading to a fight-or-flight response. These psychological responses can result in misbehaviour or withdrawal, thus impeding the learning process (Howard, 1994; Jensen, 1998; McGaugh, 1993). Understanding these dynamics is crucial for fostering a supportive learning environment.

Action Plan Implemented and Results

• Mathematics for Every Student

To accurately gauge the mathematical proficiencies of students, they initially participated in a diagnostic assessment. This evaluation provided detailed insights into students' mathematical abilities, highlighting their strengths and identifying specific concepts and topics that required further reinforcement or initial instruction. Following the assessment, a personalized learning plan was developed for each student based on their assessment outcomes.

Students engaged with topics at levels appropriate to their respective proficiencies, progressing at a pace suited to their individual learning needs. Whenever a student lacked the necessary prerequisite knowledge for a particular concept, additional resources were employed to bridge these gaps. These supplementary materials were customized to provide the foundational understanding that students were missing. Various forms of support were employed, including worksheets, workbooks and peer learning, where more knowledgeable students assisted their struggling peers in understanding complex concepts, often using Arabic to facilitate comprehension. As a result, students were actively engaged, working on different materials and topics during a session that comprised merely five participants. Most importantly, no behavioural issues arose, as students were provided with a variety of learning options at different degrees of difficulty. Furthermore, providing opportunities for students to take ownership of their learning has been shown to boost intrinsic motivation (Bao, 2008; Reeve, 2003), even in problematic students and enhance performance (Murayama et al., 2015).

• Modify Instructional Methods

The integration of multiple representations such as manipulatives, pictorial models, and symbols significantly enhanced student engagement in hands-on activities (Albert, 2003). An illustrative example is shown in Figures 1.1 to 1.3, where a Concrete-Representational-Abstract (CRA) framework is applied in teaching place value. Initially, students engaged with tens-blocks, allowing for an interactive learning experience. Instruction then transitioned to pictorial representations after mastery was achieved through manipulatives. With sustained practice, more students reached the level of abstract reasoning, reflecting the efficacy of this pedagogical strategy. This method supported students in achieving their learning objectives but was particularly effective for struggling students or those lacking motivation (Gargiulo, 2023). 

• Positive Reinforcement

During the research, it was observed that employing positive reinforcement strategies, which included informal methods and tangible rewards, effectively encouraged students to exhibit positive behaviour over misbehaviour. Informal rewards encompassed smiles, verbal praise, tone of voice and thumbs-up signals, while tangible rewards included stickers, certificates, and points systems. Specifically, adding stickers to badge boards significantly reduced disruptive behaviours, thus elevating student self-esteem and motivation. When learners exhibited unacceptable behaviour, showing them their badge boards (Figure 1.4) served as a reminder of positive behaviour. To ensure effectiveness, these strategies were applied immediately, consistently and fairly across all students (Reid, 2012).

Conclusion

Differentiated instruction has significantly improved academic performance and the management of disruptive behaviours among students. Future research should explore the impacts of these strategies on student performance in varied classroom settings, particularly where students engage with different materials and topics within a single session.

References 

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