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Current Trends in Classroom Management
Lecture 2 discussed why students misbehave and how teachers react to their misbehavior. These questions needed to be addressed before attention could be given to ways in which to prevent disruptive behavior and to manage a classroom. Effective classroom management includes preventative discipline techniques. These techniques are grounded in current trends in classroom management.
Preventive Discipline Practices
One of the most important characteristics of preventative discipline is consistency. Teachers should develop consistent standards and then follow those standards without fail because students need to know what to expect. It follows from the discussion in Lecture 1 that if the rules (or their consequences) are often changing, it becomes difficult for students to gain an understanding of cause and effect. The result can be misbehavior. In many cases, students will misbehave as much as the teacher allows. While not every disruption can be avoided, many can. The following list provides a few tactics for minimizing disruptive behavior. They are also solid classroom management techniques.
Set up the classroom to encourage order.
Teachers should be certain each student can be seen, that the seating arrangement does not encourage mischief, and that movement behind and around students is possible. However, this does not mean that the teacher's desk should be in the front of the classroom and the students' desks set up in rows. While this arrangement might lend itself to less talking, it is reminiscent of the Industrial era and should be avoided. Teachers might try setting up desks in a circle, in a horseshoe, or in groups, and a change on occasion can be stimulating to students. A teacher's desk might be set off to the side. When group work is planned, teachers should ensure that students can move to their assigned groups with a minimum amount of disruption. Once there, necessary material should be ready for them to begin work immediately. As teachers move around the classroom, students tend to stay focused and are less likely to be off task. The teacher's proximity can cut down on any misbehavior before it gets out of hand.
Be prepared for class.
This sounds easy, but sometimes things happen to get in the way of even the best-laid plans. As such, teachers should ensure that the day's lessons are planned well and have alternative activities if one is not working. A technical problem with the white board can ruin a well-developed lesson, so alternative methods should be planned. At times, the lesson will progress faster or slower than anticipated. Because of this, having a backup plan is helpful. In fact, Harry and Rosemary Wong encourage teachers to plan more than might be necessary (Charles, 2008). Their pragmatic classroom leaves no dead time.
Implement bell work.
Many teachers have an activity posted daily on the board so that when students enter the classroom, they start on it immediately. The Wongs' (Charles, 2008) emphasize the importance of this; it helps promote a learning tone for the room immediately upon entry. Students should be taught that once they come into the classroom, they should start on the posted activity. Teachers may even consider bell work for extra credit or for a full grade, depending on the education level of the students. While the students are working, the teacher can complete administrative tasks as needed.
Allow for the fact that classwork can be noisy and that some movement is good.
It is just not possible for students to work without some movement and noise. During group activities, the noise level might rise; this should be permitted but managed. If group work time starts to become too loud and disruptive, teacher proximity and a request to lower voices will lower the noise level. Organized chaos is expected (and sometimes encouraged) during many activities, but it must be managed. Teachers should decide how much the environment can and should tolerate.
Observe and be present.
Good observation skills and the teacher's presence can prevent misbehavior from getting out of hand. In many cases, just a look or a nod can return students to the task at hand.
Distinguish misbehavior from other student actions.
An action which disrupts the class and interferes with teaching and learning should be addressed immediately according to the previously developed rules and consequences. However, some actions should be overlooked or ignored. Honest mistakes happen. Messages can be misinterpreted. Teachers should understand the class dynamics and handle situations accordingly.
Avoid threats and provide warnings.
Never use empty threats; ultimatums are dangerous. Once an ultimatum is given, teachers must follow through or they risk loss of student respect. Again, teachers should follow the discipline process developed with their students.
Avoid head-on confrontations.
Someone will win and it may not be the teacher. It is best to handle a challenge so that no one looses face, yet the disturbance is eliminated. Kagan, Kyle, and Scott encourage teachers to entertain these win-win situations (Charles, 2008). Although Rutherford (2002) says, "Always remember: Kids are people and deserve to be treated accordingly. Focus on learning rather than on compliance and control" (p. 5), Morrish (Charles, 2008) believes that training for compliance is the first step to a well-managed classroom.
Writing something down makes it real. As soon as a problem starts, teachers should begin a paper trail (dates, times, places, what the student did, and what actions were taken by all involved parties), electronic or otherwise. If the misbehavior continues such that administrative action is required, it is always best to present documentation of previous actions and corrective attempts.
Preventive discipline is possible. But as with most methods meant to influence a teacher's overall classroom management system, a teacher must carefully consider the applicability of each within the teaching environment. Teachers are encouraged to try new methods and to critically assess results continually. A classroom management system is not rigid; rather, it is fluid.
Canter, L. (2006). Classroom management for academic success. Bloomington, IN: Solution Tree.
Charles, C. M. (2008). Building classroom discipline (9th ed.). Boston: Pearson Education.
Rutherford, P. (2002). Why didn't I learn this in college? Teaching and learning in the 21st century. Alexandria, VA: Just ASK Publications.
Consider your personal experiences and/or those of your friends or teachers.
Write an essay of 1,250-1,500 words in which you address the following components:
1. Identify 10 negative classroom conditions and/or disruptive behaviors that influence the teaching environment.
2. Speculate on how each of these might be changed through the application of different strategies and how this informs your personal classroom management system.
Early Childhood Education students should focus on Birth to Age 5/Pre-K and K to Age 8/Grade 3. Elementary Education students should focus on grades K-8. Secondary Education students should focus on grades 7-12. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. Cite in-text and in the References section. This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Compare Wong's "pragmatic classroom"; Kagan, Kyle, and Scott's "win-win discipline"; and Morrish's "real discipline."
1. Identify the strengths and weaknesses, and advantages and disadvantages, of each.
2. Do you agree or disagree with each? Why?
3. Present your information as a matrix with bullet points. Although no specific word count is required, be detailed in your information and use full sentences in the bulleted items.
Early Childhood Education students should focus on Birth to Age 5/Pre-K and K to Age 8/Grade 3. Elementary Education students should focus on Grades K-8. Secondary Education students should focus on Grades 7-12.
While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
I tried to post all of the information can you please let me know if you got it ?
I was wondering if you was working on the assignment? I have not heard back from you, Please let me know so that I can know what to do>
I forgot to ask which one are you: Early Childhood Education students should focus on Birth to Age 5/Pre-K and K to Age 8/Grade 3. Elementary Education students should focus on grades K-8. Secondary Education students should focus on grades 7-12.
Do you have an estimated time that the assignments will be ready?
I am getting worried, Is the work going to be done soon ? I have been waiting to hear from you, please give me an answer, if the assignment will be done on time as you said.
I am not understanding, You stated in you message that you would have the assignments ready for me this evening, I have sent you several messages you have not responded back to me about what time that you will be sending me the work, If you are not going to do as you promised please let me know. So that I can know what to do. I have been waiting for you to reply to several of my message there is no response from you, I would like an answer one way or the other, waiting to hear from you.
Here's the assignment: https://app.box.com/s/lopbu7eb1ft4yo6ljpds
My apologies that it took so long.
There was another assignment can you please check you post , or will it be finish soon it was Influence in the Teaching Environment, Please let me know.