CLASSROOM MANAGEMENT

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, beginning 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 high-quality 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 communicate appropriate levels of dominance by exhibiting assertive behavior. Assertive behavior differs significantly from both passive behavior and aggressive behavior.

Tips to using assertive body language:
• Maintain an erect posture, facing the offending student but keeping enough distance so as not to appear threatening and matching the facial expression with the content of the message being presented to students.

• Use an appropriate tone of voice, speaking clearly and deliberately in a pitch that is slightly but not greatly elevated from normal classroom speech, avoiding any display of emotions in the voice.

• Persist until students respond with the appropriate behavior. Do not ignore inappropriate behavior; do not be diverted by a student denying, arguing, or blaming, but listen to legitimate explanations.
SENIOR TEACHER