Effective Classroom Management - Part 3
Part 3. Key
Elements of effective management
Sufficient
teaching and learning, are the two components that constitute the effective
management within a classroom. Taking our research to a further level, it can
be argued that beside effective teaching and learning, there are various other
factors that complete the concept of classroom management. As Elton’s Report indicates, certain key elements
of good discipline are raised, which are considered to be substantial factors
in achieving good standards of classroom management.
First of all,
planning is always considered to be a valuable start for school’s organization.
In addition, a positive environment, which assures enjoyment, praise and
motivation for students, as well as the precise evaluation and feedback, always
demonstrates effective management and control within the classroom.
Furthermore, a stimulating organization in the schoolroom, like the arrangement
of the desks, the cleanness of the room and other physical factors, contribute
to an interesting and constructive classroom. Finally, as Elton’s Report
indicates, basic rules and measures provide opportunities for respectful and
fair relations in the classroom.
Planning
‘A lot is
going to happen on the spot in the classroom - you can’t ever completely
predict how learners will respond to anything - but the better prepared you
are, the more likely it is that you will be ready to cope with whatever
happens.’
A dynamic way
for teachers to avoid crisis management is to prepare their lesson in advance.
Before teachers go into the lesson, it helps them to know exactly ‘what they wants
to do’.
There are
various forms of planning (formal and informal
plan, a brief ‘running order’)[1],
which teachers use, since they find it very helpful during their careers. Some
experienced teacher have the ability to enter into the classroom without a planning lesson. However,
the majority of teachers plan their lesson in advance, so that they can find
themselves more prepared and familiar with the subject matter in question.
Following
Scrivener’s argumentation, whenever the teachers plans their lesson, they should consider if their learners would enjoy
the lesson as well as if they are going to benefit from it. Furthermore, the
teaching point, thus the topic of the lesson, should be the director of the
plan. Beside this, the activities that are going to take place, the procedure
of the session and the materials used, should also be part of their planning.
Timing and room organization, are additional variables included in the concept
of classroom management and therefore in the process of planning.
However,
above all, the whole plan should be based upon its initial aim, which is the
reason why the seminar runs. The aim directs the lesson since it defines what
your learners ought to have achieved by the end of the lesson.
It is true
that planning enables smooth running of the lesson. According to Jeremy Harmer,
‘planning strongly suggests a level of professionalism and a commitment to the
kind of preparation [students] might reasonably expect. [However], lack of plan
may suggest the opposite of these attributes.’ Inevitably, effectiveness is
associated with planning and vice versa. Nevertheless, teachers should follow a
general rule:
‘Prepare
thoroughly. But in the class teach the learners not the plan.’
Promoting Positive environments
A teacher
should always be able to generate a pleasant atmosphere within the classroom.
It has been mentioned above, that a teacher should always try to involve
students into activities that are not extremely difficult so that progress can
be achieved.
Providing
conditions for successful work, the teacher ought to give clear and immediate
feedback. By recognizing success and by giving public recognition of
achievement to students, individual self esteem is highly promoted.
Effective
communication is also a factor of great importance, which builds the foundation
for effective classroom management. A teacher ought to face his learners as
different, nevertheless, equally respectful individuals that have ‘a voice’ within
the community of school. This is the reason why they should ask for students’
account in every decision that is required. Needless to say, humiliation,
sarcasm and insult should be excluded from teachers’ memorandum.
Another
aspect of classroom management that contributes to effective learning is the
way which students are evaluated. In order to give written feedback, a teacher
should always consider some basic rules. A student’s progress very much depends
upon his encouragement that is reinforced through his remarks. Feedback should always include positive as
well as negative comments, which should indicate how a mark could be improved. The
teacher should ensure that he/she links
the given grade to the comments, as well as that his/her feedback does not
convey any personal judgment. Getting his feedback, the student should also be aware
of the criteria and the expectation for the standard of future work.
In general
terms, the purpose of written feedback is to provide information to students
about their performance and progress, to give guidance for improvement and to
encourage them for prospective success.
For many
teachers, the organization of the classroom is not a predominant factor to
consider, when planning their lessons. Nevertheless, it has been stated that
the atmosphere, in which teaching takes place, could have an influence of great
importance in students’ performance.
Firstly, the
arrangement of the desks is very effective within the classroom. Changing
seating arrangements can help students interact with different people, change
the focus from the teacher when appropriate, allow a range of different
situations to be recreated within the classroom, as well as simply adding some
variety to the predictability of sitting in the same place every time.
In a circle
or horseshoe arrangement, learners can very much interact with each other.
Therefore, it is worth taking time to arrange the seating in the classroom,
since this is a factor that effects students’ interaction and helps teachers to
monitor the learners effectively.
Secondly,
besides seating, a pleasant and welcoming environment can be a pole of attraction
rather than repulsion for learners. Consequently, an effective teacher should
also consider the seating within the classroom, whether he/she wants to
approach perfection with his/her planning.
Whatever the
teachers plan and consider for their lesson, they should follow the curriculum
context. Having the curriculum in mind, the activities in combination with the
demands of the lesson, will be realistic, meaningful and achievable. Moreover,
monitoring and assessment, feedback and correction should closely follow the
general held instructions so that justice within the school community can be
approved.
Another
aspect that ensures students’ rights is the proper division between teacher ΤΤΤ-(Τeachers’
Talking Time) and student STT-(Students’ Talking Time). As the definition of
the effective teaching describes, ‘teaching is only one factor in the learning
process’ and therefore, students should equally have the opportunity to
participate in discussion during sessions.
It is
necessary for the teacher to consider the value of fairness and hence to be
consistent with an individual student and fair in working with all learners.
This is the reason why ‘punishment’ has to be carried out so that the wrongdoer
will not fall out of line again.
‘Successful
classroom management involves not only responding effectively when problems
occur, but preventing the frequent occurrence of problems.’ Therefore, the
teacher has to be proactive and take preventive measure in order to anticipate
problems. The teacher should stop unacceptable behavior before it escapes, and
thus, spotting incidents in the making. Whatever trouble he/she has to face, they
should not lose their temper, however, they should stay calm and take the
control of the situation in their hands.
As far as teachers’
expectations are concerned, teachers ought to be clear and precise over their
expectation as well as to communicate them accordingly. It has been argued that
the rules and the standards that direct classroom community have to be agreed
from both sides, with the intentions to promote an appropriate and acceptable
climate in the classroom, which will be a motivating factor for students’ performance.
Finally, the
setting of the communication boundaries is a prerequisite over which the
positive atmosphere can be sustained. This is why they have to be clear and
unambiguous so that everyone will be able to correspond to the classroom
community effectively.
It can be
concluded that the concept of classroom management is a very complex one, which
demands sophisticated approach and focus. A gifted teacher has the capacity to
consider multiple variables that could affect his/her lesson, before entering
into the classroom. However, in the same way, a good teacher could also be
trained to achieve excellence by learning basic aspects of classroom
management. A teacher always plays an influential and determinant role in
pupil’s lives. A teacher becomes the prototype of the students from their early
age and this determines the boundaries
of obligation on individual teachers, to base their lesson on morality and
perfection.
We need to
know the principles of classroom management, if we want to design courses
effectively. It is not a matter of optional choice, it is a matter of
requirement.
Perhaps the
overriding consideration to keep in mind is that schools are there for the
benefit of children, and if they choose not to avail themselves of this benefit,
we must look not only at children themselves, but at the way in which this benefit
is being packaged.
References
Scrivener,
J.( 1994), Learning Teaching, Oxford, United Kingdom, Macmillan Ltd.
Cohen,
L.Manion, L. and Morrison, K. (1996), A guide to teaching practice 4th
Edition, Great Britain, Bell and Bain Ltd.
Fontana,
D.(1995), Psychology for Teacher, Great Britain, Palgrave Publishers Ltd. And
PBC Books.
‘Small Group
Teaching and Marking’, Centre for Staff Training and Development, Paper, 2001
Despina Grivaki
Director of Studies & School Owner
BA in English Culture and Language Studies
MA in Organisation Planning and Management In Education
[1] A formal lesson plan often
contains two parts: an outline of the procedure of the lesson (activities,
timing) and background information
(aims, material, predicted problems).
An informal lesson plan is mainly based on
notes about the procedure that the teacher plans to follow.
A brief 'running order’ is the simplest type of
lesson, used by many teachers, ‘a running order’ of the activities, perhaps
with a note of specific language points or materials that will be used.
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