Class ClimateClass ClimateClassroom Management and The Learner Classroom Management and The Learner

EnvironmentEnvironment

By Terrence BomarBy Terrence Bomar

You should learn:You should learn:

How classroom management contributes to How classroom management contributes to productive learning environmentsproductive learning environments

How cognitive approaches to classroom How cognitive approaches to classroom management develop learner responsibilitymanagement develop learner responsibility

How effective planning can prevent How effective planning can prevent management problemsmanagement problems

How effective intervention techniques can How effective intervention techniques can eliminate management problemseliminate management problems

Classroom ManagementClassroom Management

Classroom Management:Classroom Management: the effective planning the effective planning done by teachers that produces and upholds an done by teachers that produces and upholds an organized learning environment. organized learning environment.

Jacob Kounin first discovered that the key to Jacob Kounin first discovered that the key to organized classrooms is the teacher’s talent of organized classrooms is the teacher’s talent of stopping problems before they arise. stopping problems before they arise.

““Effective classroom management has been Effective classroom management has been shown to increase student engagement, decrease shown to increase student engagement, decrease disruptive behaviors, and enhance use of disruptive behaviors, and enhance use of instructional time, all of which result in improved instructional time, all of which result in improved student achievement.”student achievement.” (Wang et al., 1993)(Wang et al., 1993)

Characteristics that make Characteristics that make classroom management difficultclassroom management difficult

Multidimensional and Multidimensional and Simultaneous Simultaneous

ImmediateImmediate

Unpredictable Unpredictable

PublicPublic

Large number of events Large number of events and tasks may occur at the and tasks may occur at the same timesame time

Classroom events may Classroom events may occur very fastoccur very fast

Classroom events may Classroom events may take unexpected turnstake unexpected turns

Observation of the Observation of the teacher’s procedures could teacher’s procedures could have unintentional costs have unintentional costs

Expert teachers make sure Expert teachers make sure students follow and value the rules students follow and value the rules and regulations of the classroom and regulations of the classroom

because they feel because they feel theythey are are responsible for their actions. responsible for their actions.

Planning for Effective Classroom Planning for Effective Classroom ManagementManagement

Teachers that plan effectively take their students Teachers that plan effectively take their students characteristics and the physical environment of characteristics and the physical environment of their classroom into consideration. their classroom into consideration.

Student’s characteristics and the physical Student’s characteristics and the physical environment of the classroom give birth to the environment of the classroom give birth to the rules and regulations based on the characteristics rules and regulations based on the characteristics and physical environment. and physical environment.

Planning for

effective manageme

nt

The physical

environment

Student characteristi

cs

Procedures and rules

Misbehavior within the ClassroomMisbehavior within the Classroom

teachers have the option of taking a teachers have the option of taking a Cognitive approach or a Behaviorist Cognitive approach or a Behaviorist approach towards intervention in approach towards intervention in their classroom their classroom

by incorporating both approaches to by incorporating both approaches to the management of the classroom, the management of the classroom, the teacher creates a more the teacher creates a more productive positive learning productive positive learning environment environment

Cognitive Interveners should be:Cognitive Interveners should be:

good listenersgood listeners aware of the way they talk towards aware of the way they talk towards

students students make sure both their verbal and non-make sure both their verbal and non-

verbal communicational skills are verbal communicational skills are consistent consistent

aware of who is creating the problem aware of who is creating the problem before deciding intervention (whether before deciding intervention (whether it is the student or the teacher) it is the student or the teacher)

Behavioral Interveners should:Behavioral Interveners should:

use punishers as occasionally as use punishers as occasionally as possible to avoid negative emotional possible to avoid negative emotional reactionsreactions

use punishers only as far as to use punishers only as far as to

eliminate behavior eliminate behavior

do not use punishers as seat workdo not use punishers as seat work

Communication with ParentsCommunication with Parents

Communication helps teachers understand Communication helps teachers understand and learn more about their students and learn more about their students

Teachers learn about their student’s Teachers learn about their student’s backgrounds as well as their student’s backgrounds as well as their student’s lives out side the classroom the more they lives out side the classroom the more they communicate and establish a relationship communicate and establish a relationship with parents with parents

Relationships then can help eliminate Relationships then can help eliminate misbehavior and reinforce classroom misbehavior and reinforce classroom management because of teacher-parent management because of teacher-parent collaborations collaborations

Remember:Remember:

It is important that teachers plan effectively It is important that teachers plan effectively about their rules and procedures in relation about their rules and procedures in relation to their student’s characteristics before to their student’s characteristics before they establish them. Teachers must have they establish them. Teachers must have their students think cognitively towards their students think cognitively towards learning and when it comes to misbehavior, learning and when it comes to misbehavior, it is smart to collaborate with parents as it is smart to collaborate with parents as they use both cognitive and behavioral they use both cognitive and behavioral interventions to solve problems that may interventions to solve problems that may send class off task. send class off task.

ReferencesReferences

Canter, L & M. (1993). Canter, L & M. (1993). Succeeding with difficult Succeeding with difficult students: New strategies for reaching your most students: New strategies for reaching your most challenging students.challenging students.  Santa Monica, CA: Canter   Santa Monica, CA: Canter and Associates. Retrieved on October 22, 2007. and Associates. Retrieved on October 22, 2007.

Eggen, P. & Kauchak, D. (2007). Eggen, P. & Kauchak, D. (2007). Educational Educational Psychology: Windows on ClassroomsPsychology: Windows on Classrooms. Upper . Upper Saddle River, NJ: Pearson Education Inc.Saddle River, NJ: Pearson Education Inc.

Rink, Judith E. (2006) Teaching Physical Education Rink, Judith E. (2006) Teaching Physical Education for Learning. McGraw-Hill Companies Inc. New for Learning. McGraw-Hill Companies Inc. New York, NY. York, NY.