IM­POR­TANCE OF CLASS­ROOM MAN­AGE­MENT

Sun.Star Pampanga - - PERSPECTIVE! -

GAY D. CUNANAN

Ac­cord­ing to Doc­tor Phillip Mcgraw a prom­i­nent psy­chol­o­gist, “we can’t change what we don’t ac­knowl­edge”. It im­plies that in teach­ing we have to get real with our­selves about our in­struc­tion and ev­ery­body in it. Let us be truth­ful about what is not work­ing in our pro­fes­sion.

A dis­or­ga­nized class­room with­out rou­tines and ex­pec­ta­tions makes it dif­fi­cult for the teacher to do her job. Students don’t know what to do, so they might get off task or cause dis­rup­tions. When the teacher is con­stantly redi­rect­ing students or han­dling be­havioural prob­lems, she/ he loses cru­cial teach­ing time.

Class­room man­age­ment strate­gies help cre­ate an or­ga­nized class­room en­vi­ron­ment that’s con­ducive to teach­ing. Students know the ex­pec­ta­tions in dif­fer­ent types of learn­ing sit­u­a­tions. For ex­am­ple, learn­ers would know that when work­ing in small groups, they talk in quiet voices and take turns talk­ing. They might each have a spe­cific job within the group.

Tak­ing time be­fore school starts to cre­ate rou­tines and pro­ce­dures saves the teacher’s time in the long run. When the chil­dren know what to do, it be­comes a nat­u­ral part of the rou­tine. Af­ter a few weeks, teach­ers don’t need to tell them what to do.

The students know they get their plan­ners out, write in home­work as­sign­ments and gather all of their ma­te­ri­als at the end of the day, for ex­am­ple. When teach­ers train students how to do each part of the school day, they don’t spend as much time giv­ing di­rec­tions.

A teacher with strong class­room man­age­ment skills cre­ates con­sis­tency for his students. The kids know what to ex­pect ev­ery day when it comes to the rou­tine ac­tiv­i­ties. Your students may fare bet­ter when you’re gone if you have set ex­pec­ta­tions for ev­ery­day tasks. They know how the class­room runs so they are able to help the sub­sti­tute run the class­room. For ex­am­ple, if the students know they are sup­posed to en­ter the room and start work­ing on a math prob­lem on the board, a sub­sti­tute doesn’t have to spend his time cor­ralling the students or try­ing to keep them oc­cu­pied while ev­ery­one ar­rives.

Teach­ers can also cre­ate con­sis­tency through­out the school by align­ing your man­age­ment strate­gies with the school wide stan­dards. If the school fo­cuses on re­spect and re­spon­si­bil­ity, in­cor­po­rate them into the class­room man­age­ment tech­niques. The students will hear those words through­out the school and know that the ex­pec­ta­tions are the same any­where in the build­ing.

— oOo—

The au­thor is SST-III at Cristo Rey High School, Di­vi­sion Of Tar­lac Prov­ince

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