SPE 638: Inclusive Classroom Practice and Student/Intern Teaching
February 7, 2015
Classroom management relates to preparing specific rules, establishing a warm classroom environment, and maintaining an orderly environment that includes problem-solving strategies. Doyle (1986) claims that "classroom management should be viewed as one major dimension of effective teaching, rather than synonymous with it...the centrality of classroom management to the teacher's roles, as well as its relationship with learning, make it worth our while to in quire further about teacher behaviors that produce well-managed classrooms"(p 342). Students cannot learn and teachers cannot teach in a chaotic environment. Therefore, teachers must deal effectively with students’ misbehavior and promote student self-control so stuednts can meet their emotional needs and academic goals.
a) Who has primary responsibility for managing student behavior?
The classroom teacher is the primary person who is responsible for managing each student’s behavior in the classroom. “A teacher does not control students but rather influences them by changes in her own behavior she can control,” (Levin and Nolan, 2014, p 5). The classroom teacher has a primary responsibility for guiding student behavior in order to create a positive learning environment that supports academic achievement. Utilization of positive behavior interventions facilitates the maintenance of an orderly and an effective learning climate. “An effective teacher performs many functions that can be organized into three major roles: (1) making wise choices about the most effective instruction strategies to employ, (2) designing classroom curriculum to facilitate student learning, and (3) making effective use of classroom management techniques,” (Marzano, Pickering, & Pollock, 2001, p 341). b) What is the goal of classroom management? The ultimate goal of classroom management is to increase students’ learning by minimizing disrupting behaviors. “Teachers must be competent in influencing appropriate student behavior so as to maximize the time spent on learning,” (Levin and Nolan, 2014, p 11). Managing student behavior and improving student motivation involves knowing what to do, when to do it, and how to do it. According to Evertson and Weinstein, as stated in the American Psychological Association website, classroom management has two distinct purposes: “It not only seeks to establish and sustain an orderly environment so students can engage in meaningful academic learning, it also aims to enhance student social and moral growth” (p. 4). Classroom climate is established through classroom management and is vital for enhancing learning. Students should feel comfortable and valuable in the classroom environment.
c) How do you view time spent on management issues and problems? “The teachers who are most successful at creating a positive classroom atmosphere that enhances student learning are those who employ a carefully developed plan for influencing student behavior,” (Levin and Nolan, 2014, p 87). Classroom-management systems (and a system of positive behavior support–PBS) promote an orderly learning environment for students; thus time spent on classroom management and improving students’ performance aids in the students’ overall academic, social and emotional positive development. Wong and Wong (1998) contend that the first days—or even the first few minutes—of school or a class will determine your success or failure for the rest of the school year. During these initial days, it is essential that you establish your credibility as a classroom manager and effective teacher worthy of students’ respect.
d) How would you like students to relate to each other within your management system? It is the responsibility of the classroom teacher to maintain a tone of respect, regardless of the behavior that one may encounter. The teacher’s behavior must