Effective Classroom Management - Part 1
Part 1. Effective teaching
Whenever the bell rings and the schoolroom’s door shuts, nobody can actually imagine how the lesson is run and whether the teachers perform their duties accordingly. Various critics have pointed out that the concept of classroom management is a very complex issue.
The theory of school effectiveness incorporates a number of different levels within the organization of the school, out of which, the classroom level is the most important. In order to examine the concept of classroom management it is essential to focus on the idea of effective teaching and learning that constitute the wider sense of a successful classroom.
It is true that all of us have attended numerous hours of lecturing where the teacher is the predominantly active person in the classroom. However, judging from my own experience, I can scarcely remember things the teacher said in the classroom. What I can really recall from my school memories is my active participation within the classroom, the extensive discussions and speculations that we had with our teachers.
It is true that an effective teacher is someone who works with other people, basically students; therefore, creating warm relationships and a pleasant atmosphere within the classroom. In a further interpretation, effective teachers view themselves as people who create the conditions in which learning can take place, not only for students but also for their own personalities.
In fact, teaching is only one factor in what is learned. A teacher should always keep in mind how to encourage students in order to participate in the classroom and to be interested in learning. As Geoffrey Petty emphasizes in his practical guide towards teachers, ‘the greatest challenge that many teachers face is to make their students want to learn’.
Undoubtedly, motivation is a crucial factor for effective learning. In all essentials, what a teacher can do is to sustain the interest of ‘internal’ motivated students, or to increase the interest of ‘external’ motivated students, to participate in the sessions by repeatedly encouraging them.
There are a number of factors that can establish an effective rapport, hence create an effective learning atmosphere in the classroom. However, the driving force in this process is the personality of the teacher that establishes the positive environment, in which effective learning can take place. As an English proverb indicates ‘no one forgets the good teachers’; this should be the enforcing factor for teachers, to look how to become effective, thus remarkable and unforgettable to their students.
Following Scrivener’s argumentation, effective teachers really listens to their students by showing respect to them. In addition, an effective teacher always gives clear and positive feedback. Moreover, they have a good sense of humor that always accompany their teaching. They are patient and know their subject well. This is the reason why they inspire confidence to their students. In addition, they trust them and emphasize with their problems.
The way in which the teacher plans the lesson as well as organizes the material is a further reason for inspiring an effective way of learning. Moreover, another important aspect for the teacher to consider, is the difficulty of the teaching material’s level, that should be within the learning abilities of the learners. This is the reason why teachers should not complicate things unnecessarily; however, they should encourage students to be successful.
Finally, respect, empathy and authenticity are suggested to be three core characteristics, which a successful teacher should have, in order to promote an effective environment. Teachers should not be hidden behind the mask of their role, but they own to be themselves. From a students’ perspective, a teacher should not be considered as being ‘omniscient’, however, students should always keep in mind that their teachers are human beings, who also enrich their experience through their position.
As the previous analysis indicate, a stimulating environment, in connection with active participation within the classroom, can provide the basis for a constructive approach to management and control in the classroom. Consequently, the main concern of a teacher should be ‘how to create the proper conditions, in which students will be able to learn.’
Unquestionably, the fundamental step towards success would be students’ active involvement. The teacher, as an instructor, should enable student to work at their own initiative. Moreover, teachers should avoid giving long explanations and instructions and above all, they should enable students in evaluating their own work. Generally, the engagement of students in the learning process is the priority that should direct a teacher’s mind. Last but not least, a teacher’s goal is to help students become self-controlled, self-reliant and self directed. Positive and frequent reinforcement as well as encouragement, in combination with close observation, are key strategies in promoting effective learning.
Scrivener, J.( 1994), Learning Teaching, Oxford, United Kingdom, Macmillan Ltd.
Petty, G. (1998), Teaching Today; 2nd Edition, United Kingdom, Stanley Thornes Ltd.
Fry, H.,Ketteridge, S., and Marshall, S., (1999), A Handbook for Teaching & Learning in Higher Education, Great Britain, Longman
Director of Studies & School Owner
BA in English Culture and Language Studies
MA in Organisation Planning and Management In Education
 With the term intrinsic (internal) motivation, we mean the kind of motivation corresponding closely to personal development and with the term extrinsic (external) motivation, we mean the kind of motivation corresponding to means to an end.