Description:
Slavin (2012) indicates the importance of classroom management in an effective learning environment. He states, “Creating an effective learning environment involves organizing classroom activities, instruction, and the physical classroom to provide for effective use of time; to create a happy, productive classroom; and to minimize disruptions” (p. 217). This chapter focuses on the importance of time, behaviors, and rules when it comes to classroom management.
Analysis:
Good use of time is the number one thing that contributes to classroom management. If a teacher is efficiently utilizing all of the time in the class, there will be no time for disruptions. There is a lot of lost time in schools. This may come from general housekeeping issues, like pictures, announcements, field trips, etc., or this may come from lack of planning and engagement. Savin (2012) states, “A surprising amount of allocated instructional time is lost because you may not start teaching at the beginning of the period” (p. 319). It is crucial that teachers start on time and leave the little disruptions, like late arrivals, to deal with later. As Slavin (2012) states, “Avoiding interruptions takes planning” (p. 319). Teachers should have systems in place so that students know what to do if they have to go to the bathroom, come late to class, etc. so they don’t have to stop and ask the teacher. Sometimes, teachers also need to learn to let go of the little things that don’t matter in the long run. Savin (2012) cautions that “you can spend too much time on simple classroom routines” (p. 320). The goal of teachers should be to maximize the time students spend engaged, because this is when they are truly learning. Savin (2012) states, “The best way to increase students’ time on task is to teach lessons that are so interesting, engaging and relevant to their interests that students will pay attention and eagerly do what is asked of them” (p. 321). Once a teacher has the interest of his/her students, that teacher must maintain the momentum. This comes by eliminating as many distractions as possible so students will stay engaged. Teachers should also have procedures in place for transitions, as a lot of time can be wasted here.
Having students work independently or in groups gives that teacher the opportunity to give students one-on-one time and closely monitor their progress or address areas of concern. Teachers need to have a certain amount of “withitness,” or “actions that indicate awareness of students’ behavior at all times” (p. 324). Another skill that teachers have is “overlapping.” This relates to “a teacher’s ability to attend to interruptions or behavior problems while continuing a lesson or other instructional activity” (p. 324).
Starting the year by setting expectations for students and ensuring that they understand them is vital to having a successful year in the classroom management department. Class rules should be few in number, clearly stated and understood, and should be taught to students (Slavin, 2012).
No matter how many rules a teacher has or how effectively she teaches them, there will be some misbehaviors that need to be dealt with. Savin (2012) encourages teachers to “correct misbehaviors by using the simples intervention that will work” (p. 329). Ideally, one students’ disruption shouldn’t disrupt other students. Prevention is ideal, and teachers can prevent behaviors by using nonverbal cues, praising correct behaviors, giving reminders, and assigning consequences to those who need it. Teachers must also be aware of reinforcers that encourage student behavior. Sometimes, other students are reinforcers because the student misbehaving wants their attention. A student may also want the attention of a teacher. In this case, the teacher is the reinforcer. If the behaviors of a student turn serious, other options may be consulted. For example, a prevention program or peer mediation.
Reflection:
I agree with Slavin that classroom management is incredibly important in determining whether or not students utilize all opportunities in a class and make the most of the time spent in that class. There are lots of things a teacher can do to make a class run smoothly, and I completely agree that it is incredibly important to set rules before the school year starts and make sure the students know those rules early on in the year. My first year teaching, I made a few mistakes, and I had to modify/add rules throughout the school year. Issues just came up that I wasn’t expecting. To be honest, I probably had too many specific rules (which Slavin argues against) instead of a few general rules that can be applied to many things. Now, I have fewer rules and don’t have this issue.
I am thankful to be reminded of the fact that a lot of time gets wasted at the start of class and at the end of class. I was really guilty of this last year, especially at the end of the year. If students don’t have something specific to do as soon as the bell rings, they simply don’t sit down and get ready for class to start. I’ve also learned over the years that there has to be a time limit on the bell-ringer. If there isn’t one, the students are in no hurry to get it done.
While rules and planning gets a teacher far in the classroom management world, there is another important element: relationships. Teachers must have good relationships of respect and care with their students to maintain a good classroom environment, which is essential for good classroom management. Sieberer-Nagler (2015) states, “But the knowledge of subject matter alone is not sufficient to ensure that teachers will be effective and that students will be successful in their learning” (p. 163). Additionally, it is important that teachers model the behavior they want their students to exhibit. If a rule is to not use a cell phone in class, the teacher should not use his/her cell phone. This also comes back around to relationships. Students will have more respect for a teacher who abides by the class rules rules and will, therefore, behavior better for that teacher. Students also gain respect from students by knowing their subject matter well. Sieberer-Nagler mentions that a reflection journal can help teachers in this area. I’ve always wanted to start a reflection journal, but I’ve always put it on the “to do” list and never gotten to it. I do see the value, and I hope I can implement it this year.
References:
Slavin, R.E. (2012). Educational Psychology: Theory and Practice (10th ed.). Boston: MA,
Pearson.
Sieberer-Nagler, K. (2016). Effective Classroom-Management & Positive Teaching. English
Language Teaching, 9(1), 163-172.
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