Classroom Management
"Classroom Management consists of 'actions teachers take' to create an environment that supports and facilitates both academic and social-emotional learning" (Evertson & Weinstein, as cited in Eggen & Kauchak, 2010, p. 354).
Classroom management is a challenging aspect for both new teachers and existing teachers. Edwards & Watts (2008) note that “Effective classroom management begins on the first day of class” (p. 346). There are many aspects that need to be considered when developing a classroom management plan. These include: establishing a positive learning environment, setting clear rules and expectations, behaviour management, routines, engaging students in meaningful and interesting lessons, classroom organisation, time management, transitions, effective communication and classroom layout, all of which can impact on the smooth running of the classroom (Edwards & Watts, 2008, p. 346). Edwards & Watts note that “even in the most well-managed classroom, teachers cannot foresee or plan for every contingency” (p. 324).
Jacob Kounin's theory of classroom management suggests that the key to positive classroom management is the teacher's ability to prevent management problems before they occur (as cited in Eggen & Kauchak, 2010, p. 354). Kounin believes that good teachers display 'withitness' (as cited in Eggen & Kauchak, 2010, p. 372). "Withitness is a teacher's awareness of what is going on in all parts of the classroom at all times and communicating this awareness to students" (Kounin, as cited in Eggen & Kauchak, p. 372). Eggen and Kauchak note that this skill can be a problem for beginning teachers (p. 372), therefore graduate teachers should strive to develop this skill to ensure they know what is going on in the classroom at all times, show leadership, and encourage students to be accountable for their own actions by developing a mutually respectful and consistent classroom environment.
Both Kounin and Jones agree that “Teachers in well-managed classrooms have a system that promotes independent learning, keeps students on task, places important emphasis on routines, shows students that the teacher “means business’, encourages responsible behaviour, and has a backup system to use if necessary” (as cited in Edwards & Watts, 2010, p. 324).
The way in which the classroom is set up will have an impact on the attitudes and behaviour that takes place within it (Marsh, 2008, p. 180). Marsh notes that the physical surroundings of the classroom may have a major impact on student’s behaviour, and that a climate enhanced by positive communication, warmth, support and mutual respect can be beneficial to both teaching and learning (p. 181). “To grow academically, socially and emotionally, students need to be in a classroom in which a concerned teacher is willing and able to set consistent, positive behaviour limits while providing warmth and support to students for their appropriate behaviour – to empower with the skills to succeed” (Canter & Canter, 1992, p. 12). The author believes that with constant monitoring and reflection of teaching and learning goals and styles, routines, rules, expectations, social aspects, school policies, and special needs, the classroom environment will be a positive and nurturing environment.
The author believes that by building relationships based on respect and becoming familiar with students and their families, culture, likes, dislikes and aspirations, this will facilitate an environment that will support the rights of all students to learn and achieve personal growth while feeling respected and valued as an individual (Edwards & Watts, 2008, p. 336). This can be achieved by establishing expectations, class rules and consequences, in collaboration with students, so that they can develop responsibility and take ownership for their actions and the consequences for not respecting these rules (Eggen & Kauchack, 2010, pp. 354-355).
Classroom management is a challenging aspect for both new teachers and existing teachers. Edwards & Watts (2008) note that “Effective classroom management begins on the first day of class” (p. 346). There are many aspects that need to be considered when developing a classroom management plan. These include: establishing a positive learning environment, setting clear rules and expectations, behaviour management, routines, engaging students in meaningful and interesting lessons, classroom organisation, time management, transitions, effective communication and classroom layout, all of which can impact on the smooth running of the classroom (Edwards & Watts, 2008, p. 346). Edwards & Watts note that “even in the most well-managed classroom, teachers cannot foresee or plan for every contingency” (p. 324).
Jacob Kounin's theory of classroom management suggests that the key to positive classroom management is the teacher's ability to prevent management problems before they occur (as cited in Eggen & Kauchak, 2010, p. 354). Kounin believes that good teachers display 'withitness' (as cited in Eggen & Kauchak, 2010, p. 372). "Withitness is a teacher's awareness of what is going on in all parts of the classroom at all times and communicating this awareness to students" (Kounin, as cited in Eggen & Kauchak, p. 372). Eggen and Kauchak note that this skill can be a problem for beginning teachers (p. 372), therefore graduate teachers should strive to develop this skill to ensure they know what is going on in the classroom at all times, show leadership, and encourage students to be accountable for their own actions by developing a mutually respectful and consistent classroom environment.
Both Kounin and Jones agree that “Teachers in well-managed classrooms have a system that promotes independent learning, keeps students on task, places important emphasis on routines, shows students that the teacher “means business’, encourages responsible behaviour, and has a backup system to use if necessary” (as cited in Edwards & Watts, 2010, p. 324).
The way in which the classroom is set up will have an impact on the attitudes and behaviour that takes place within it (Marsh, 2008, p. 180). Marsh notes that the physical surroundings of the classroom may have a major impact on student’s behaviour, and that a climate enhanced by positive communication, warmth, support and mutual respect can be beneficial to both teaching and learning (p. 181). “To grow academically, socially and emotionally, students need to be in a classroom in which a concerned teacher is willing and able to set consistent, positive behaviour limits while providing warmth and support to students for their appropriate behaviour – to empower with the skills to succeed” (Canter & Canter, 1992, p. 12). The author believes that with constant monitoring and reflection of teaching and learning goals and styles, routines, rules, expectations, social aspects, school policies, and special needs, the classroom environment will be a positive and nurturing environment.
The author believes that by building relationships based on respect and becoming familiar with students and their families, culture, likes, dislikes and aspirations, this will facilitate an environment that will support the rights of all students to learn and achieve personal growth while feeling respected and valued as an individual (Edwards & Watts, 2008, p. 336). This can be achieved by establishing expectations, class rules and consequences, in collaboration with students, so that they can develop responsibility and take ownership for their actions and the consequences for not respecting these rules (Eggen & Kauchack, 2010, pp. 354-355).