Classroom management is term mainly used by teachers to describe the action and process of ensuring classroom lessons run smoothly regardless of disruptive behaviour. We all know that to effectively delivery authority, the message needs to be simple, precise and non-negotiable. However, there is a slight taboo these days about the subject of teachers being able to control a classroom.
Children don’t see education as a gift but a chore.
The classroom is no longer like the Victorian era where corporal punishment was probably the most memorable aspect of many peoples’ school life. The old fashioned methods of discipline involved a lot of fear and intimidation. The issue with this is that some teachers took the ‘power’ they had too far. We are now taught that physical punishment is out of the question, children are treated individually and the school works hard to discover information about a child’s life and background that may be affecting their learning or behaviour.
Many would say that the pendulum has swung too far the other way and that there is little respect in schools these days. Children don’t see education as a gift but a chore.
The psychology behind behaviour management
According to Moskowitz & Hayman (1976), once a teacher loses control of their classroom, it is increasingly more difficult for them to regain control. Research from Berliner (1988) and Brophy & Good (1986) also prove that the time a teacher has to take to correct misconduct caused by poor classroom management results in a lower rate of intellectual engagement in the classroom.
Classroom management is closely linked to issues of discipline, motivation and respect. Evidently there are new perspectives on classroom management that attempt to be holistic. One example is asserting teaching to guide students toward success by showing them how their effort improves in the classroom. It relies upon creating a workplace where students are successful as a result of their own efforts. Creating this type of environment ideally ensures students are much more likely to want to do well.
Gootman (2008), rules give students concrete direction to ensure that our expectation becomes a reality.
From the student’s perspective, efficient classroom management involves clear communication of expectations including behavioural and academic, as well as an independent and united learning environment.
It has been reported that shop assistants are given more training on how to deal with angry customers than teachers are on how to deal with uncontrollable children.
We are only a few days away from the start of the new school term, many teachers will be planning their lessons and asserting their authority in advance to prepare for the weeks to come to ensure optimum productivity.
Where a pupil sits, and who they sit with, has a huge impact on teaching and learning.
Class charts is a behaviour management tool that also provides data rich seating plans. With Class Charts you can automatically create seating plans based on pupils’ abilities and needs. The artificial intelligence engine suggests seating plans that will improve behaviour in the classroom based on previous conduct and performance. With this, the teacher has asserted their authority before the class has even begun. The behaviour management tool can also be used collaboratively with colleagues to track and analyse student behaviour over time. Class Charts streamlines the monitoring of pupil achievement and behaviour and can be fully customised to match the school’s existing policy.
Reward progress and achievement
It’s not about the negatives! Research shows that teachers should be praising pupils at least five times more than criticising, recognising achievement and sharing this with pupils and parents in real time.
Develop pupil characteristics
School is not just about grades. Class Charts helps promote positive character traits and encourages pupils in the right direction.
By Amelia Watson