Guidelines for Effective Classroom Management

Classroom Management-Photo Credit

This week my courses focused on effective classroom management. We are looking at multiple formats for engaging learners in class to lessen behavior issues while also observing a variety of management styles in classrooms.

We are discussing Love and Logic by Jim Faye and David Funk (1995) as one philosophy. The three rules of Love and Logic encourage teachers to use enforceable limits, provide choices within limits, and apply consequences with empathy. Teachers treat students with respect, providing logical choices when misbehavior occurs.

Schools in which our preservice teachers are completing practicum use a variety of models of school-wide classroom management. As school begins, teachers are setting expectations for students that will allow for meaningful instruction throughout the year. Some schools use PBIS (Positive Behavior Interventions and Supports), proactively defining, teaching, and supporting appropriate student behaviors to create positive school environments. Desired character traits are posted and reinforced, catching students doing well. Other schools use BIST (Behavior Intervention Support Team) where schools proactively build relationships and set high expectations with students and parents. Teaching expectations to all students and staff, teachers are encouraged to intervene as soon as inappropriate behavior takes place. If students are unable to change behaviors they are separated from the class and asked to examine their behaviors and feelings and make more appropriate choices next time.

Engaged Students - Photo Credit

All of these classroom management programs focus on building relationships with students as foundational. Robert Marzano suggests that "the quality of teacher-student relationships is the keystone for all other aspects of classroom management." When there is mutual respect between teacher and students, students are less likely to act out. The National Council on Teacher Quality suggests that principals discuss the "Big Five" discipline areas with their teachers: rules, routines, praise, misbehavior, and engagement. In the September 2015 edition of Education Update, ASCD says that new teachers should know these facets of classroom management from day one: organizing the physical enviornment, creating rules and routines, developing relationships, implementing engaging instruction, and handling discipline. Here are a few guidelines building upon those suggested in the article to assist teachers in implementing effective classroom management.

1. Be clear and consistent. It takes up to 21 days to create a habit. Students need to experience your model consistently over a period of weeks to learn it.
2. State your expectations before beginning each lesson. Students need to know what you expect for noise level, movement, and collaboration. Then engage students in learning; involved students are more likely to stay on task and not misbehave.
3. Teach procedures. Clarify how students should get your attention, get permission to leave the room, pass between classes, etc.
4. Engage students in setting classroom rules. A colleague at the University of Nebraska, Guy Trainin, uses the democratic classroom format, investing time up front to establish a classroom community where students feel their ideas area valued.
5. Be flexible. Continue to discuss these rules and procedures as a class throughout the year to be sure that they are accomplishing their purpose. If not, together make a change.

As the school year begins, take time to create and practice those all important classroom procedures and rules. Focus on building relationships with your students, and teach in ways that engage students. Wishing you a great start to the new year!

TPACK Informs Lesson Planning

TPACK - Image Credit

This semester I am intentionally planning lessons through the TPACK lens. As I teach each concept, I model a variety of pedagogical methods using technology to engage students in interactive learning. We began by introducing ourselves through creating a visual presentation in Haiku Deck. Posting the link at our Learning Management System site allowed everyone to view and comment upon each other's personal information as well as technology usage.

Padlet provided a back channel as we discussed literacy concepts and shared links to articles, videos, images and more. By organizing the layout in Freeform format students could post notes randomly as they experimented with the posting process. Later we used the Grid layout to stream student questions, comments, and resources so I could attend to each in order and see new posts at a glance.

Today we used Socrative to respond to and discuss an article read for class. I created five questions using a variety of formats to model how responses could be shown on the screen in real time as each student responded to each question. Then I demonstrated how whole class data could be downloaded instantly into a spreadsheet noting each response by individual student. We discussed how analyzing the responses would inform instruction and allow the teacher to respond directly to student questions next class period.

We are discussing lesson planning through the TPACK lens, and I am enjoying planning my lessons in the same manner! Seeing apps and websites used in teaching and learning should provide examples as preservice teachers plan their own lessons to teach in 21st century classrooms where each student has a device. I'm excited for this semester!