CLASSROOM MANAGEMENT

I.

Definition
Classroom management is the term educators use to describe methods of preventing misbehavior and dealing with it if it arises. In other words, it is the techniques teachers use to maintain control in the classroom. Classroom management is one of the most feared parts of teaching for new teachers. For the students, lack of effective classroom management can mean that learning is reduced in the classroom. For the teacher, it can cause unhappiness and stress and eventually lead to individuals leaving the teaching profession.

II.

Styles of Classroom Management

1. The authoritative style is characteri ed by behavioral principles, high e!pectations os appropriate behavior, clear statements about certain behaviors are acceptable and others not acceptable, and warm student"teacher relationship. #. The authoritarian style is often seen as punitive and restrictive, and students have leader a say in their management, nor are they since to need e!planations. $. The permissive style is characteri ed by a lack of involvement. %. The indulgent style presents an environment where there are no demands on the students of any sort, and the students are actively supported in their efforts to seek their own ends using any reasonable means.

III.

Advantages of Classroom Management

1. &afety If a teacher has control of her classroom, it is less likely that a fight will break out or violence will occur. 'y establishing clear and consistent standards of behavior teachers can ensure that their classes are organi ed and productive, and that students do not have the opportunity to engage in fights or inflict harm on another student. (dditionally, by punishing students who name call or are disrespectful to others, teachers reduce the likelihood that verbal conflicts will escalate and become physical. #. )elationship 'uilding

Through effective classroom management, teachers can build healthy and mutually respectful relationships with their students, and allow students to build these positive relationships with their peers. *ffective classroom management ensures that students interact appropriately, allowing for them to create and strengthen relationships. $. +reparation for ,orkforce -any students eagerly look forward to adulthood, thinking that they will be free of the restrictive rules and guidelines that they follow in school daily. .owever, as any adult knows, succeeding in the adult world is all about following rules. To be a productive citi en, you must follow laws, abide by workplace restrictions and follow community regulations. Classroom rules help prepare students to successfully follow the rules that will dictate their actions later in life. I. II. III. I/.

Types of Classroom Management

1. &upporting 0ood 'ehavior 1bserve your students and look for appropriate behavior. (lso, praise and encourage such behaviors when displayed by their students. This is one of the most effective tools in the classroom management toolbo!. ,hen students reali e that their behaviors are being noticed and approved, they generally strive to replicate those behaviors in the classroom. #. +reventing Inappropriate 'ehavior In addition to encouraging good behavior in the classroom, it is also important to prevent inappropriate behavior whenever possible and there are different ways to achieve this goal. 1f course, if certain in appropriate behaviors seem to repeat themselves in the classroom, you should find an appropriate consequence for the behavior. If possible, you should not choose consequences that have no relation to the misbehavior. $. 0uiding and )edirecting -isbehavior 1f course, it is impossible to prevent each and every occurrence of inappropriate behavior and it is unreasonable to e!pect to do so. &tudents and teachers alike are only human, and will make mistakes.

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Theories of Classroom Management

1. &kinner 2 'ehavioral -anagement 3 The practice of providing consequences for both positive and negative behavior. #. Carl )ogers 3 *!periential 4earning and &elf"(ctuali ation 3 *!periences need to be relevant, non"threatening and participatory 3 Teachers need to be real, empathetic, understanding, and pri e students 3 (ll students strive for self"actuali ation and self"fulfillment.

$. 5acob 6ounin 3 *ffective Teaching includes group alerting and accountability, high participation and smooth transitions 3 *ffective teachers are 7with it8, use the ripple effect, overlapping, and they don8t 7dangle8, 7flip flop or get distracted. %. (lfie 6ohn 3 79oing to8 classes include compliance, punishment and rewards, grading and reliance on marks or test results 3 7,orking with: classes include active participation, high interest, discovery, and love of learning. ;. 5ere 'rophy 3 0ood teaching includes enthusiasm, instructional goals, organi ation, and teacher as problem"solver 3 0ood teachers present the concepts, include discussions and activities and give tasks to practise working with new knowledge. <. .arry ,ong 3 7The *ffective Teacher8 videos and 7The First 9ays of &chool8 book 3 Important aspects of a class are teacher readiness, meeting students, a seating plan, 7bell work8 and immediate feedback. =. -endler and Curwin 3 To motivate students> be a role"model. nurture responsibility not obedience, be fair, give natural and logical consequences, be private, try for win"win situation, control anger, diffuse power struggles and develop a plan. ?. ,illiam 0lasser 3 &teps> build a relationship, focus on behavior not person, give student responsibility and evaluation, develop a plan, student commits to plan, follow"up and follow"through, move beyond class if necessary. @. Fred 5ones 3 The teacher systematically strengthens desired behavior while weakening inappropriate behaviour by using pro!imity control, negative reinforcement, incentives, body language and peer pressure. 1A. Thomas 0ordon 3 Teacher *ffectiveness Training BT.*.T.C

/I.

Example Classroom Management in !apan

1. .ome"room teachers In elementary schools in 5apan, therefore, home"room teachers have to make their own annual plans on classroom management and then proceed to manage their classes on the basis of the annual plan. Therefore, classroom management by home"room teachers ranges from subDect instructions to e!tracurricular activities. &tudents develop individually by e!ercising their own abilities, personalities, and by improving self"confidence in class. (t the same time, they develop social group skills by cooperating or discussing with classmates with differing personalities and abilities. In classroom management, teachers provide guidance for students individually as well as for the whole class as a group. $

#. Class obDectivity 6ey class obDectives are to develop student groups that function to enhance individual growth and that have positive impacts on the education of individual students. &tudents themselves help to determine the obDective of their classes. The obDectives can be slogans or mottos for each student who belongs to the class. Formulating and pursuing such obDectives have an important function in creating orderly classroom conditions where groups function in both learning and living conte!ts. $. Class activity &tudents who are in charge of class activities have their names recorded on the wall in a classroom along with the kind of activities they have to perform. 'y demonstrating that all students share a variety of classroom tasks, the responsibility and desire of students to participate actively in class activities increases. B1C B#C B$C /arious tasks B%C ( student who has done his duty can record it with a color seal. %th grade, B;C &tudents responsible for school lunch introduce interesting information about today lunch menu. <th grade B<C &tudents responsible for school lunch help clean desks used for serving lunch. B=C B?C &tudents decide allocation of tasks through discussions. %. Eon"attendance at school B1C ( free school located in Tokyo rents this school building from a Tokyo city office paying money. B#C )egular meeting on Friday afternoon> all students attend, Doin in and decide their activities or other topics BtopicsF art festival, cleaning up before summer vacation, a free school schedule while summer vacation, lodging at free school B$C Timetable B%C (t the back of the roomF making home page for this free school, on the floorF translating documents into *nglish which will be announced at events in 0erman, on the deskF self"study B;C *!ercising playing the guitar B<C +laying video game This free school established in 1@?; was authori ed as an E+1 by the Tokyo city office in 1@@@.

/II.

Re"ards and Conse#$en%es

1. &atti 'a"ver( )ristol *+is%onsin, S%hool- *ach child in the class receives a GcheckbookG with a specific amount of money "" say H#AA "" deposited in it. If a student doesnIt complete a homework assignment, he or she might have to write a GcheckG for H;A. If a student breaks a classroom rule, perhaps he or she will owe H#;. Jou can use any behavior youId like to encourage. (t the end of the week, students purchase privileges based on the amount of money they have left. #. Gret%hen Lee *San !ose( CA,- 1ne technique I use with my <th and =th graders is to bring in a stopwatch "" the bigger, the better. I announce that theyIre going to be given # minutes to talk. For every additional minute, they will lose ; minutes of their lunch period. I start the stopwatch as soon as the students come in or any time during the day they when get out of hand. I Dust peer at it very dramatically until someone notices and calls out G&heIs timingKG I keep timing until they settle down. In the si! years IIve used it, IIve rarely had to keep a class in for lunch more than once. $. Mary .aas( &rofessor of Ed$%ational Theory and &ra%ti%e at +est /irginia 0niversity- If a particular class is very noisy or disruptive, you might try bringing in a tape recorder and placing it where it can be seen by the students. Turn the recorder on and record the class. Jou can use the recording in a number of ways> 1. (naly e it to find out who is causing the problem. #. 0ive the class a qui , see how they score, then let them hear the tape of the class and have them make suggestions to improve learning. $. ,ith your Gevidence,G talk to individual students or their parents %. Ellie Depe"- ,hen youIve had a successful day with students on task, reserve the last 1A or #; minutes for games. BIf you like, you can gradually work to a game once a week.C ,inners can be rewarded with points or small pri es. The trick is that they have to earn this activity, and one personIs misbehavior can cause the rest of the class to forfeit it. 1f course, the games should reflect your subDect matter.

CONCL0S1ON
Classroom management is one of the most feared parts of teaching for new teachers. For the students, lack of effective classroom management can mean that learning is reduced in the classroom. For the teacher, it can cause unhappiness and stress and eventually lead to individuals leaving the teaching profession.
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Classroom -anagement has % styles that are The authoritative, The authoritarian, The permissive, The indulgent, and $ types that are &upporting 0ood 'ehavior, +reventing Inappropriate 'ehavior, 0uiding and )edirecting -isbehavior. The advantages in managing classroom are creating a safe class, building relationship in the classroom, and preparing for ,orkforce. In 5apan, the e!ample of classroom management has rules such as .ome" room teachers, Class obDectivity, class activity, and Eon"attendance at school. &ome e!perts recommended to use reward and consequences technique that can be tried for educators to have classroom management and discipline class.

RE'ERENCES
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