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Learning does not happen in a disruptive classroom. Classrooms tend to be the most disruptive when there is a teacher vs. student atmosphere. The key is to get students to see that you are all on the same side, and that rules and regulations exist not to "bring them down" but to help them. An orderly environment is more comfortable for both teacher and students.
As mentioned in post #4, "Love & Logic" is great for developing a united classroom. It is also helpful for getting through to that one kid who seems to live for making your life miserable. Using Jim Fey's strategies, I have turned some of those nightmare kids into my all-time favorite students.
If by classroom management you mean creating an environment where you are able to teach and students are able to learn, there is nothing more important for a teacher--except for that little thing about actually teaching and learning.
The one thing I credit for helping me create such an environment is being consistent. That and a little grace.
It was against our school policy to chew gum. I gave one "grace" pass to whoever got caught first in each class; after that I routinely gave referrals to all offenders--no questions asked. It was nothing personal and nothing unexpected, so there was no anger and no outburst--and soon there was no gum-chewing in my classroom.
I also chose not to accept any late work. If it wasn't in on time, the student did not get credit for the work. Not surprisingly, a few people tested this policy early in the year; I didn't rant or rave or scold, though they knew I was disappointed. However, as soon as it became clear I meant what I said, work was consistently turned in on time. In fact, I saw plenty of assignments actually come in late with no expectations of credit being given. Students knew the rules and boundaries, and they understood the consequences. I think we all find that defined and reasonable boundaries actually give us freedom rather than confine us.
(I must qualify this with the disclaimer that I wasn't such a brick wall for those with justifiable extenuating circumstances. Generally, students would not ask for grace; if they were willing to ask, I was often willing to make allowances.)
Consistency with grace--that's my philosophy of classroom management. Then, I teach.
Effective classroom management is inseparable from effective teaching. If students can't hear their teacher, or their teacher can't teach because of distractions, not much learning goes on.
I use competition for much of my classroom management. My classroom has a large aisle down the middle, and throughout the course of a semester, I keep a running tally of points earned by the teams. They earn points for positive behavior, answering questions, review games, etc. I teach the upper levels of high school, and these students still love to compete.
I also agree with Post 4 that Love and Logic is an excellent place to start. It offers some excellent suggestions for difficult situations, and reading the book certainly provides teachers with a lot of laughs (when you imagine yourself using some of the methods).
Another strategy that I've used in the past was to e-mail a parent of a student who most likely does not get positive comments on a regular basis. This past year, I was very discouraged with the amount of complaining coming from my one of my classes. At the end of the day, I e-mailed a parent about a student's lack of motivation to be in an advanced class and his poor effort. Afterwards, I thought of a student who was overactive in class but who was always enthusiastic when it came to most assignments. I e-mailed his mom, too, with some compliments about his quick grasp of new concepts and his non-complaining attitude. The boy never said anything to me about the e-mail, but it was obvious that his mother had shown it to him, and for the rest of the semester he not only corralled his own hyperactivity, but he spoke up more often about being excited to approach new things. It made up for the whiny students and really seemed to give him more confidence.
When I was student teaching, my cooperating teacher told me to be firm, fair, and friendly - and in that order. Seems to make sense, and I've stuck with it ever since!
The best strategies I've found come from Jim Fay's Love & Logic, but I also employ some old favorites like never confronting a student in front of his/her peers, creating an atmosphere where it's "uncool" to be disruptive, and I've found that complimenting the "wild child" in class on what he/she does well goes a long way!
Effective delivery can exist if and only if the classroom is successfully managed; in other words, be firm, be fair, and then you can be friendly.
I think classroom management is EVERYTHING when it comes to ultimate success in teaching. At first (as a new teacher or with a new class) I encourage management to be the number one battle you fight. There are a million strategies and techniques to maintaining a class - whatever you choose - remember to be firm and consistent.
As your reptuation spreads (and ultimately your relationships with your students grow) - the battle you fought from the outset will not only be worth it - but will last. You won't spend so much time on management because students won't push as many boundaries.
Not sure how you mean this. Do you mean how does the lack of classroom management affect delivery, or how does classroom disruption affect delivery? The answer is that both can undermine its effectiveness. Anything that draws the attention of students away from the instructor undermines the effectiveness of the teaching. If you mean how does the practice of classroom management affect delivery, it can happen in one of two ways. 1) you spend a lot of class time dealing with classroom management instead of instruction or 2) classroom management practices are integrated into the instruction and you can't see any negative effect at all. For example, if I construct a seating chart that minimizes social behavior in a class, or if I use proximity pressure (standing close to disruptive students) then instruction can continue without interruption. The management strategy is integrated.
The first day of school, involve your students in making the class rules. Discuss what rules are necessary in order for everyone to learn and to be safe. Put their ideas on the board, come to a consensus as a group, and write the rules on a chart. Discuss consequences for breaking the rules and write these also. Post the rules and consequences in a prominent place in the room. Have each student write the rules. Remind students when they break a rule. Enforce the consequences. Practice coming into the classroom, changing for gropup instruction, walking in the halls. Praise students when they do it correctly.
1. Do your best work. 2. Listen. 3. Raise your hand for permission to speak. 4. Keep your hand, feets, and objects to yourself. 5. Respect others and their property.
1. Verbal warning 2.Verbal warning. 3. Time-out or lose a privilege (5 minutes of recess, for example) 4. Teacher calls parents 5. Child is sent to the office with an infraction note (or whatever your administraor has put into place)
You have to remember that students smell fear. And, they love it! Be very clear with your expectations and with the consequences for breaching rules.
Let the students be part of the decision-making process as to what the class values and prioritises. Create a Y-chart for 'an effective classroom' or use another thinking tool that you like. The students will generally like being part of the management team rather than being managed the entire time. Remember however to be friendly but not friends. Remember to keep your cool even under stressful situations. You don't want to end up on 'teacher tantrums' on you tube.
Classroom management is the foundation for successful teaching and learning. Best of luck!
Hope that helps :)
Classroom management is very important but then you need to know how to teach. These two things are not one in the same but they are certainly interdependent. Classroom management sets the stage. The goal of managing the classroom is to reinforce learning as the most important thing that takes place. The question then becomes, "how do I make the learning interesting enough to make management a breeze and maximize learning?" Students need to be challenged with a variety of activities. Trite as it sounds, "an idle mind is the devil's workshop."
VITAL. Not only can the best teaching and learning only happen in a well-managed environment, but -- even more importantly -- the deepest learning can only happen when the kids respect the teacher. If the inmates run the assylum, even the best students will lose respect for the teacher and get less out of anything that is done.
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