Managing a class

At the beginning of the course I am currently taking at Ithaca College, we were encouraged to write down some of our personal goals for the class, and throughout our career. These goals were split into three categories: Pre-implementation, Implementation, and Post implementation. The goals I recorded were:

1. Plan for problems and have solutions prepared.
2. Implement more active time, and decrease instruction time.
3. Be able to make adjustments to the lesson based on the class

Each of these goals, coming from each of the three categories, relate to the same issue/need, having more effective classroom management. Classroom management can be an aspect that is overlooked by many, but it truly a key part to student success in any class. One problem that many teachers face, that also effects each one of the goals I have listed, is managing problematic behaviors of their current, and future students. According to Brown and Sayeski (2011), a key to minimizing misbehavior among students is to increase the participation time of each student. They also state that if a student is occupied with instruction, they will be less likely to misbehave (Sayeski, K.L., Brown, M.R., 2011).

So now the question goes to: How do we increase student active time?

This is a question that many current teachers, as well as teacher education majors consistently struggle with. The first major obstacle we face is: the amount of time we spend in class managing behavior. This means that as teachers we need to prepare for problematic behaviors, and plan how we will deal with each instance. The first step in dealing with problematic behavior comes within the first few days of class. This step being: setting rules and protocols. It is very important to involve the students in developing the rules and protocols for each class. Student involvement in these aspects makes them feel like they have a stake in their own grade. If students come to a class every day where the teacher sets rules and protocols that are unrealistic for that group of students, then that group will be more likely to not follow those rules and protocols. The next step in dealing with rules and protocols is addressing students when they are off task. The best way to deal with this is through progressive action. Durmuscelebi (2010), states that all classrooms need to have a positive culture that reinforces certain values. When acknowledging good behavior, teachers are also setting an example for the rest of the class, letting each student know what is expected. Dealing with problems as they arise will help diminish negative behavior, but does not encourage good behavior.

The next issue relating to classroom management is also my third goal previously listed, being able to change and adapt lessons between classes. With each class comes a new set of difficulties. One large factor that can change from class to class is the diversity of the students. According to Milner and Tenore (2010), diversity can play a major role in the effectiveness of different classroom management techniques. So, how can we learn to adapt each lesson? This can become a lot easier with experience, but for the perspective educators, or new educators this can be a overwhelming obstacle. The first, and in my opinion, the most important step to address this obstacle is the ability to self-reflect. Being able to reflect on your instruction, and lesson, is a major way to find out what needs to be changed. It is very important that we look at our lessons with a critical eye, and find, or point out when there is a behavior, or action that we want to change. From there, we can develop a plan for changing the lesson to eliminate the unwanted action or behavior.

The last issue that I would like to discuss is student enjoyment in the class. Many people would not consider student enjoyment to be a part of classroom management, but I find it to be a critical step. According to Culp (2006), enjoyment consists of creating a beneficial environment, as well as giving new games and activities that are both age and developmentally appropriate. This means that the gymnasium needs to be welcoming, and relating to the students in each of your class. The main point I want to emphasize is: developing an age and developmentally appropriate lesson. This ties into the last of my three goals. In order to develop a lesson that goes exactly how you want it, the teacher must be able to tweak and alter the lesson. Since not each lesson will be perfect the first time you try them, adjustments are necessary to ensure each lesson caters to the age and developmental need of each student. Having a lesson that is both age and developmentally appropriate will help ensure student enjoyment. Ensuring student involvement is an effective way to maximize student activity levels.

There are many obstacles that teachers face, one of the most common being classroom management. There are a few steps that can help teachers deal with these problems.

Please leave comments and suggestions, as these will help me determine my next posting.

References:

Sayeski, K. L., & Brown, M. R. (2011). Developing a Classroom Management Plan Using a Tiered Approach. TEACHING Exceptional Children, 44(1), 8-17.

Durmuscelebi, M. (2010). Investigating Students Misbehavior in Classroom Management in State and Private Primary Schools with a Comparative Approach. Education, 130(3), 377-383.

Milner, H., & Tenore, F. (2010). Classroom Management in Diverse Classrooms. Urban Education, 45(5), 560-603.

Culp, B. (2006). Management of the Physical Environment in the Classroom and Gymnasium: It's Not "That" Different. Teaching Elementary Physical Education, 17(5), 13-15.