classroom management strategies

Supporting learning through effective classroom management practices Essay Mackenzie Tourigny-Conroy (103612755) University of Windsor Foundations of Practice (Part II): Classroom Practice 05-80-202 (02) Instructor: Dr. Benedicta Egbo February 16, 2016

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Classroom management is not a concept that is based solely on the teacher. teac her. This is something that depends on the teacher, the students, and the culture of the classroom. There are a number of strategies that can be used to create c reate a more productive classroom however the effectiveness of these strategies depends on the teacher, students and culture. Classrooms presently are very diverse and the increase of inclusion promotes p romotes this. The diversity can be a useful tool but it can also be a hinderance if not approached properly. Using different classroom management strategies is important from day one to create a positive classroom culture in which students will choose to not misbehave. We believe that the more interested a student is in the class, the less inclined they will be to behave poorly. This is important because teachers can use a variety of instructional strategies to encourage their students’ learning but also increase their motivation to learn and in effect their motivation to behave. We acknowledge that managing a classroom is not simple or easily defined. It takes understanding of the students b ackgrounds and abilities as well as their relationship with their peers. With With this knowledge we as teachers can create an optimal learning environment for our students.

Relevant Classroom Management Theories

With the diversity that is seen in classrooms today, we do not think that there is a single theory that is superior. Each is relevant in every classroom to an extent, but it is which strategy would be most effective for that set of students. Some major theories and ideas are the





the relationship that promotes positive behaviour from a student a nd motivation to learn. The main authorities are referent, expert, legitimate and reward/coercive.

There are three main qualities that make up a teacher, they are relatable, knowledgable and good at teaching. Together these make up an ideal teacher, and having the positive relationship plays a large role in this. Students spend most of their childhood years in a classroom and encouraging them to feel safe and happy can help them focus on learning. Referent authority describes a relationship in which the students like the teacher and are encouraged to behave better because of this. This rides on mutual respect and the students would rather not let the teacher down. This can be very effective because mutual respect is a great foundation for a classroom and can provide a positive learning environment for the students. This however should be thought of carefully because the teacher needs to remain authoritative. The students should not view the teacher as a friend because this can lead to a lack of respect for the teacher as an authoritative figure.

The next authority is the students view the teacher as an expert. The students obey the teacher because they see them as knowledgeable and can provide a good learning experience for them. This can be effective because the students are presented with a prime opportunity for learning, however this may need to be paired with another authority to be maximally effective. Another authority this could be paired with is the students view the teacher as legitimate. The





behave poorly. The two of these would work well together because the students would have gained respect because the teacher is important, but then be willing to learn because the teacher is an expert as well.

The last authority is the teacher promotes good behaviour with rewards. This is seen often in classrooms in which teachers create visible reward systems in which student receive something once they reach their goal. This is a common and effective method used because students are encouraged extrinsically to display good behaviour. This however has its downfalls because students may not gain a mutual respect with the teacher especially if the method is not consistent. We We believe that respect is a fundamental funda mental aspect in a classroom, so this authority paired with another may allow for that. These four authorities do not stand alone, they are present in every classroom, however the extent may vary. vary. They may all be required to manage an entire classroom so the teacher can use their own discretion as to what is needed. needed . Another theory proposed is the achievement goal theory. theory. There are two driving goals in students which are mastery goal orientation and performance goal orientation. (Linnenbrink, 2005) Using goals and focusing on students positive aspects and achievements can promote an enjoyment for learning. If a student is more inclined to learn then they will be less likely to show bad behaviour and disrupt this learning. It was shown that using small groups can be beneficial in creating this goal achievement because bec ause students become accountable to a peer. (Linnenbrink, 2005) This can also provide a self-awareness and responsibility for the student which allows





Instructional and Classroom Management practices/strategies that promote student learning through critical thinking

We believe that one of the key ways to promote positive po sitive behaviour within a classroom is to promote student learning. Students will be less likely to misbehave if they enjoy the class and are interested in the material they are learning. We think that a great way to have good classroom management as well as promote student learning is to always have students thinking critically. This can be a difficult and sometimes time consuming task, but if the students minds are solely focused on the material then the behaviour will be a positive side effect. Promoting critical thinking in a classroom can be difficult because you are asking students to take a risk and possibly po ssibly fail, but creating a safe environment in which this is okay can help this. Gradually introducing students to thinking abou t what they are learning can ease them into it, especially if it is known that this was not the case before. A simple way to encourage this is having excess information in the notes provided to them, this forces them to think about the key ideas of the class. Another great way to promote critical thinking within the class is questions. There can never be too many questions because students learn when they are forced to think about an answer. (Walker, (Walker, 2003) Taking Taking a risk and a nd answering can be scary for students because they are a re afraid of failing, so a tool like whiteboards allows a low stakes way for every student to answer rather secretly. One thing that is important when asking questions that promote critical thinking is allowing the time for students to think. The longer a teacher waits, the more the student can





Classrooms should not be teacher-centred in which the student lectures for the entire period. There should be a good amount of discussion within every class because the students can learn a lot from each other. (Walker, (Walker, 2003) This also allows them to think about what they are learning, share and talk it out while it is still fresh in their minds. Something like a think, pair, share can allow for students to quickly discuss with a partner then the class about a subject. This strategies also doubles as a classroom management strategy beca use it gives the students the time they need to talk. A lot of students who disrupt class do so because they are restless and the teacher has been unable to capture their attention, so this provides outlets for students to c hange the focus of their attention and use their minds. Lastly, Lastly, encouraging responsibility in the classroom can he lp both student learning and classroom management. Holding students accountable for their actions and their own learning can give them a sense of pride. A teacher can use this and help students set goals for themselves and for the classroom as a whole. This allows the students to be in this self-achieving journey along with their peers. Another way to use this responsibility as a positive is giving students choices. Choices again allow students to be b e a role in their own learning. They also provide a better learning experience for the students because they are able to choose what best fits them and their abilities. Critical thinking is a resource that can be accessed to control student learning and classroom management. This can be used with many different instructional strategies that promote the students to focus their attention to the subject. The bonus to promoting critical critical







Strategies for organizing your teaching/learning environment

Organizing the learning environment is important and this needs to be established from day one because this contributes to the culture of the classroom. Most teachers use rules set out on the first day to allow students to recognize reco gnize what is acceptable and what is not. This however is only effective if the rules are followed and there are consequences if they are not. n ot. Straying from this can lead to disrespect and poor behaviour. A way to avoid this could be holding more gen eral rules, like respect for each other, other, because they can be classified by the teachers interpretation and also provide a sense of maturity and responsibility to the students. The learning environment should always feel safe and comfortable. This is something that also needs to be established from day one, and management of this should be strict. Students can only learn if they feel safe to do so. This means that no tolerance for bullying or discouraging behaviour should be allowed in the classroom. This will also show the students a that you have legitimate authority, authority, so they will be less likely to show poor behaviour. Having a caring attitude can also promote students to feel comfortable within the class and more willing to take chances. chan ces. (Shores et al, 1996) With this comes demanding effort and encouraging students to make





Addressing Cultural Needs to Support Classroom Management

Today’s classrooms are extremely diverse, and we see a lot of o f poor behaviour stems from this. Some students are unable to fit in and understand the environment of the new classrooms. Some students are also unwilling to accept the students mainly because they do not understand the culture they come from and the differences they have. We We believe that a great way to support good classroom management is using culturally responsive techniques. (W (Weinstein einstein et al, 2003 & 2004) Using material that is culturally diverse in a classroom can allow students to feel more comfortable in the class and with their peers. (Brown, 2004)

Classroom management is not something that can be simply laid out and structured. The diversity of classrooms presents a challenge for simplicity of this but allows us teachers with a great learning opportunity of our students and their abilities. Using different strategies are important to allow students the opportunity to learn in the classroom. Due to this classroom management does not stand alone, alone , it goes hand in hand ha nd with instructional strategies to promote the best learning experience and classroom for the students.





Brown, D. F. F. (2004). Urban teachers’ professed classroom management strategies reflections of culturally responsive teaching. Urban Education, Education, 39 39(3), (3), 266-289. Jack, S. L., Shores, R. E., Denny, R. K., Gunter, P. L., DeBriere, T., & DePaepe, P. (1996). An analysis of the relationship of teachers' reported use of classroom management strategies on types of classroom interactions. Journal of Behavioral Education,, 6 (1), Education (1), 67-87. Linnenbrink, E. A. (2005). The Dilemma of Performance-Approach Goals: The Use of Multiple Goal Contexts to Promote Students' Motivation and Learning. Journal of educational psychology , 97 (2), (2), 197. Walker, S. E. (2003). Active learning strategies to promote critical thinking. Walker, Journal of Athletic Training , 38 (3), (3), 263. Weinstein, C., Curran, M., & Tomlinson-Clarke, Tomlinson-Clarke, S. (2003). Culturally responsive classroom management: Awareness into action. Theory into Practice, Practice, 42 (4), (4), 269-276. Weinstein, C. S., Tomlinson-Clarke, Tomlinson-Clarke, S., & Curran, M. (2004). Toward Toward a conception of culturally responsive classroom management. Journal of teacher education,, 55 (1), education (1), 25-38.

classroom management strategies

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