THE KEYS TO CLASSROOM MANAGEMENT
LEA M. BASCO
According to an anonymous person, “The best parachute folders are those who jump themselves.” It means that the first step to implement good classroom management is to express our goal in terms of specific events or behaviors. Unlike dreams, which tend to gloss over important details, or omit them altogether, goals leave no room for confusion about what is desire. In order for a goal to be attainable, it must be operationally defined. In other words, it must be expressed in terms of the events or behavior that constitute the goal. Our goal as teachers is to make our learners understand that more than knowledge attitude is much important.
Today, we know more about teaching than we ever have before. Research has shown us that teachers’ actions in their classrooms have twice the impact on student achievement as do school policies regarding curriculum, assessment, staff collegiality, and community involvement. We also know that one of the classroom teacher’s most important jobs is managing the classroom effectively.
Of all the variables, classroom management has the largest effect on student achievement. This makes intuitive sense-students cannot learn in a chaotic, poorly managed classroom. It is very important that there is a balance between teacher actions that provide clear consequences for unacceptable behavior and teacher actions that recognize and reward acceptable behavior. For example, start the school year with a positive emphasis on management; arranging the room in a way conducive to effective management; and identifying and implementing rules and operating procedures.
Research has shown that the quality of teacher-student relationships is the keystone for all other aspects of classroom management. Further, research has shown that teachers who had high-quality relationships with their students had fewer discipline problems and rule violations than those who did not have highquality relationships.
Teachers can establish clear expectations for behavior in two ways: by establishing clear rules and procedures, and by providing consequences for student behavior. Past research has stressed the importance of establishing rules and procedures for general classroom behavior, group work, seat work, transitions and interruptions, use of materials and equipment, and beginning and ending the period or the day. Ideally, the class should establish these rules and procedures through discussion and mutual consent by teacher and students.
Along with well-designed and clearly communicated rules and procedures, the teacher must acknowledge students’ behavior, reinforcing acceptable behavior and providing negative consequences for unacceptable behavior.
Teachers can also exhibit appropriate levels of dominance by providing clarity about the content and expectations of an upcoming instructional unit. Teacher’s actions may include: Establishing and communicating learning goals at the beginning of a unit of instruction, providing feedback on those goals, continually and systematically re-visiting the goals, providing summative feedback regarding the goals.
Cooperation is characterized by a concern for the needs and opinions of others. Although not the antithesis of dominance, cooperation certainly occupies a different realm. Whereas dominance focuses on the teacher as the driving force in the classroom, cooperation focuses on the students and teacher functioning as a team. The interaction of these two dynamics-dominance and cooperation-is a central force in effective teacher-student relationships. Several strategies can foster appropriate levels of cooperation: Provide flexible learning goals, take a personal interest in students, use equitable and positive classroom behaviors.
Probably the most obvious way to communicate appropriate levels of cooperation is to take a personal interest in each student in the class. All students appreciate personal attention from their teacher. Although busy teachers-particularly those at the secondary level-do not have the time for extensive interaction with all students, some teacher actions can communicate personal interest and concern without taking up much time.