Classroom+Management

__**Environmental Classroom Management**__ (Rocco Napoli)

In order for children to access educational content effectively, the classroom environment must be structured, organized, consistent and safe. A significant portion of an educator’s craft must be dedicated to developing effective classroom management strategies. In addition to establishing a connection of respect and relevance with the students, multiple environmental strategies exist that will an enable an educator to increase compliant behavior and simultaneously minimize non-compliant behavior.

During my first two years of training, I have tried numerous methods of creating a secure and structured system of management in the urban classroom setting. Many of these methods failed but overtime I made progress, which bolstered student achievement and learning. This section of the site will examine the philosophy of classroom environment management and some effective strategies.

Classroom management should center on an eclectic approach and use various techniques to bolster student self-esteem, self-efficacy, and ownership of learning (Kellough & Kellough, 2007). During my brief teaching experience, I have worked hard to incorporate aspects from both the assertive discipline and logical consequences models in my classroom. The assertive discipline approach offers the notion that students should be able to choose how to behave in the classroom, that expectations should be stated clearly and firmly, and that the line for what constitutes for inappropriate behavior should be clearly defined (Canter & Canter, 1992). When students have a choice in controlling their behavior and they are given a voice in which to express this choice they feel empowered and are more likely to choose compliant behavior. Their need to assert anonymity is satisfied and therefore will be less likely to rebel. Dovetailing smoothly with the assertive discipline approach is the logical consequences method, which indicates that students need to understand the rules and their logical consequences clearly (Dreikurs & Cassel, 1972; Dreikurs, Grunwald, & Pepper, 1982). In addition, understanding the goals that lead to non-compliant behavior (attention, power, revenge, and assumed adequacy) is a necessary factor in developing an effective classroom management plan (Nelsen, 1987; Nelson, Lott, & Glenn, 1993).

Classroom management strategies that work include providing simple, non-negotiable, consistent choices and positive reinforcement for motivation. For example, after warning a student about disruptive behavior during a lesson, I told the student that if the behavior continued, I would call his parents and describe to them in detail how their child chooses to behave in the classroom. When the non-compliant behavior continued, I immediately told that the phone call would be made that evening. I followed through with the phone call and had a lengthy discussion with the students’ mother about classroom behavior. After admonishments from me and from the student’s mother the disruptive behavior dissipated. Further disruptions were quelled by providing the student with the same choice. Inevitably, the student chose to comply. This is one specific example, but the formula remains the same: provide a clear, simple choice of consequence; do not allow for negotiation; follow through with consequence; be fair; and consistent. The students respond well to this simple plan for classroom management.

Further, I found that positive reinforcement for compliant behavior motivates student engagement and minimizes non-complaint behavior. For example, when students are reluctant to participate in class they tend to find a way to disrupt the lesson. Perhaps this stems from boredom or fear of being perceived in negative light by fellow classmates. I used a sticker system in which students who volunteer and offer an answer that we can discuss in class earn a sticker. The student with the most stickers at the end of the week earns a prize or a privilege. For instance the student might earn ten minutes of computer time or a “no homework” pass. In class, I have asked questions of the students and received no volunteers. Yet, asking the same question moments later with the promise of a sticker yielded multiple volunteers. The lack of volunteers after the initial question revealed the fact that student engagement was low. The positive reinforcement of the stickers, at the very least, helped to motivate student participation. This system is simple, yet effective.

Another classroom management strategy that I have employed over the last two years is creating and posting a set of classroom rules and routines with guided student input. Below is a set of classroom rules designed with one of my classes:

1. Respect your teacher, your classmates, and your school. 2. When one person is speaking, the rest of us are actively listening. 3. Be prepared! Come to class on time, bring your homework, assignments, and supplies to class everyday. 4. Cell phones, iPods, and other electronic devices are for after school use. Turn them off while in class. 5. Eating food and chewing gum in class are disruptive to the learning environment and may attract insects and rodents. Leave food and gum out of the classroom.
 * Rules**

By allowing the students to take part in sculpting the rules, the students feel that they have some control over the classroom and their behavior in the room. This also helps the teacher to assess how the students believe they learn best, which is an invaluable piece of data. Further the purpose of each rule was discussed with the class. The discussion allows the students to see the relevance for the rules. The purpose supporting Rule “1” stems from the goal of promoting a safe learning environment in which students feel free to discuss issues presented in the texts without worrying about criticism from other students or providing a wrong answer in front of the teacher during class discussion. Additionally, the rule is meant to prevent all types of physical and emotional attacks students may be apt to inflict upon each other. Rule “2” is aimed at nullifying the penumbra of classroom chatter and promoting listening skills. It is important for students to realize that learning does not only stem from the teacher, but that it may also occur while listening to a fellow classmate’s point of view. Rule “3” is designed to save classroom time and promote efficiency. It is also meant to promote and teach student responsibility. Rules “4” & “5” are designed to promote classroom efficiency and hygiene. Additionally, these rules create a professional environment, which establishes that the classroom is a place to do work and not to text message a friend, listen to music, or eat lunch.

In addition to classroom rules, orderly, maintainable classroom routines need to be established and maintained. Below are a couple of example routines that have used effectively in the classroom.

1) __Arriving to class on time__: In order to ensure that my students arrive to class on time I have a short quiz that is collected promptly after the first ten minutes of class. On days in which no quiz is offered, the students are required to turn in the “Do Now” assignment for credit. If students fail to show up to class on time and do not take or complete the quiz/”Do Now,” the students’ final grades are negatively affected.

2) __Absence/missing assignments and/or handouts__: A small section of the room is dedicated to a filing system that allows previously absent students to retrieve any handouts or assignments distributed in class that week. The files will be marked Monday through Friday and the material will be changed every Tuesday. Once the material has been replaced, the previous material will no longer be available to the student.

Another strategy I have used to effect classroom behavior is a “Behavior Chart.” A behavior chart is a board that lists the names of the students in the class. Next to each name is a series of four box sets. If the student’s behavior is inappropriate, the student will receive an “X” in the box next to his/her name. If the student demonstrates appropriate behavior and is an engaged in class, the student will receive a “√” in the box next to his/her name. When the student acquires three “X’s,” the student will lose five points off of his or her participation grade. When the student acquires three “√’s,” the student will earn five points toward his or her participation grade. Students, who have lost points, may have the opportunity to regain the points by sustaining appropriate behavior for a full week. I have found that this strategy is effective yet time consuming. Some classes respond better to this system than others. The main goal of classroom management is to know your students and to be flexible in your approach.

Finally, a simple seating plan helps to control non-compliant behavior. It also establishes the teacher’s role of authority of the space and indicates to the students that the teacher is in charge. I have set up my classroom in a horseshoe pattern. This style provides a clear and unobstructed view of student behavior and activity. When the students know that I can see what they are doing at all times, the desire to misbehave is stifled. Additionally, this arrangement allows students to engage in class discussions with each other more readily.

In summation, without controlling the environment and providing a secure and strict environment in which to learn, educating young minds and individuals is impossible. Every educator must find a way to reach his students. Every class will have a different personality, but when it comes to classroom management strategies that work certain common denominators are always present: fairness and consistency.

__**Practical Tips for Interpersonal Classroom Management**__ (Anthony Jones)

At a fundamental level, classroom management is all about respect. The students must respect your authority as the teacher or you will not be able to command their attention long enough to teach them anything. The following tips are designed to earn your students respect throughout the course of the year. Many of these strategies come from Harry and Rosemary Wong’s //The First Days of School// (1998), which is the holy bible for all beginning teachers and should be committed to memory before setting foot in a classroom.

__Tip #1:__ Make Eye-Contact. It is extremely important to make and maintain eye-contact with students when you are speaking with them throughout the school year. This might sound simple, but it can be very difficult to maintain eye-contact with your students during your first few days of teaching because of how nervous you are. Shifty eyes are the first sign to students that they have a teacher who is unsure of himself and his material. If the students sense this, they are much less likely to buy in to the teacher’s lessons and—as a result—learn less.

__Tip #2:__ Speak Clearly. There is no need to yell in the classroom but it is crucial that a teacher speak with a clear, assertive voice. One sure sign of a nervous teacher is a stream of rambling, vague instructions that confuse students or (even worse) send them mixed messages about what they need to do. If a teacher speaks this way, students will quickly tune him out and are more likely to ignore directives—no matter their importance. Students appreciate clarity and are more than happy to follow a teacher who sounds competent.

__Tip #3:__ Dress Professionally. For better or for worse, first impressions often stick. Therefore, it’s important to greet your students from the onset in a professional manner that shows how seriously you take your job. This will help students understand that you’re there not to be their buddy, but an adult who plans to work with them toward their goal of self-improvement. Professional attire communicates this message visually and naturally reinforces Tip #1 and Tip #2.

__Tip #4:__ Choose Your Words Wisely. Teachers are what they repeatedly do—students know this and they judge their teachers based on their actions. Therefore, it’s incredibly important to say what you mean and follow up on what you say. Do not make empty threats, do not rant, and do not bluff. If you do these things and get exposed, your students will lose a great deal of respect for what you say. This loss of respect will undermine everything else that you try to do in the classroom. Therefore, be careful and be prepared to back up any claim that you make.

__Tip #5:__ Set and Maintain a Strong Classroom Culture. It’s extremely important to set high standards for classroom behavior and then hold students accountable to those standards. Without boundaries, many students will behave chaotically. Such behavior is detrimental to student learning as well as the teacher’s peace of mind. Therefore, the teacher must uphold the rules and enforce consequences. This sends the message to students that they must mold their behavior to fit within a classroom culture that creates a stable learning environment for all students. Consistency is crucial here. If a teacher sets up a classroom culture but does not maintain it by not enforcing the rules, then a power vacuum will likely ensue that will undoubtedly give rise to chaos.

__Tip #6:__ Do Not Take Things Personally. Nothing directed at you as a teacher should be taken personally. Children naturally dislike being told what to do and students often lash out at their teachers. You must take it in stride and not allow yourself to become emotional if this happens to you. By nature, children are reactionary and are likely to understand actions for their short-term consequences and rewards. Teachers, on the other hand, must be visionary and plan for students’ long-term benefit. This requires patience, foresight, and rational behavior—all of which can be hindered by emotional impulse. Teachers must be mentally strong and always remain on a higher plane than their students. Never become emotional or petty because of a perceived personal insult and interact with a child like a child—it is detrimental to the learning environment and models incorrect behavior to students.

__Tip #7:__ Be Positive. No matter how frustrated or upset you become during your first year of teaching, never get negative. If you allow yourself to think and act negatively with your students, the mindset will pervade the entire classroom. Students naturally distrust and dislike a negative teacher; as a result, they are much less likely to take assignments seriously or put forth any real effort into the work. Be firm with the students, but always encourage them to do better with positive affirmations about their ability. For example, if you have a student who is underperforming, the positive affirmation, "Come on John, you know that you can do better than this. You're much more intelligent than this work suggests, but you need to start proving it with the work you do in this class," is much more constructive than the negative comment, "Congratulations, you failed again." This tip is closely aligned with Tip #6 because the less personally you take student actions, the less likely you to get emotionally burned out, which leads to negativity and cynicism.

__Tip #8:__ Act like a leader. This will come with experience in the classroom, but in the meantime you can begin to act like a leader by using a combinations of these tips. Remember, a leader is confident and students instinctually understand if you're confident or not based on the way you carry yourself in class and interact with them throughout the day. Therefore, even if you're very nervous during your first year of teaching, you can show confidence by executing Tips #1-8 on a daily basis. Before you know it, the routines that you develop for interacting with children will become a completely natural process and you wont have to think about it; but before that happens, trust in the tips.

The first two weeks are the most important time to enact the lessons learned in these tips. During the first two weeks, you will have your students’ attention like you will never have it again over the course of the entire school year. If you waste this time, you’ll never get it back and you’ll regret it for the rest of the year. However, if you use these tips to earn your students’ respect and establish your identity as an effective classroom manager, then you will be pleased to see how smooth your daily lessons can be. One effective way to introduce yourself as a confident, competent classroom manager from the onset is by delivering a syllabus designed to communicate expectations for behavior on day one. I've attached one that I've had success with in the past here:. Please feel free to modify it for your needs and use it to promote structure and gain respect in the classroom immediately.