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| Title | "The Key to Classroom Management" taken from "Educational Leadership" (ASCD publication Volume 61 September 2003 issue) |
| Category | CLASSROOM MANAGEMENT |
| Important ideas discussed in the book This article reinforces the idea that classroom management has the largest effect on student achievement as a result of a comprehensive literature review. Research not only supports the importance of classroom management, but it also sheds light on the dynamics of classroom management. Firstly, there has to be a balance between teacher actions that provide clear consequences for unacceptable behaviour and teacher actions that recognize and reward acceptable behaviour. Secondly, there need to be important components of classroom management like beginning the school year with a positive emphasis on management, providing a conducive environment for learning or implemention rules and operating procedures. Thirdly, there needs to be quality teacher-student relationships. Research has shown that the quality of teacher-student relationships is the keystone for all other aspects of classroom management. These relationships can be characterized by specific teacher behaviours which are outlined below: 1) Exhibiting appropriate levels of dominance: - Establish clear expectations and consequences - Establish clear learning goals - Exhibit assertive behaviour 2) Exhibiting appropriate levels of cooperation: - Provide flexible learning goals - Take a personal interest in students - Use equitable and positive classroom behaviours 3) Being aware of high-needs students: - Passive students who fear relationships and failure - Aggressive students who are 1) hostile, 2) oppositional 3) covert - Students with attention problems 1) hyperactive 2) inattentive - Students who are perfectionists and driven to succeed at unattainable levels - Socially inept students Why are they important? What relevance has these ideas to education in general, and teachers, teaching and learning in particular? There is a common misconception that effective teacher-student relationships have a lot to do with the teacher's personality or even whether the students view the teacher as a friend. Teacher-student relationships should not be left to chance or dictated by the personalities of those involved. Instead, by using strategies based on sound pedagogical research, teachers can influence the dynamics of their classrooms and build strong teacher-student relationships that support student learning. What questions should we ask ourselves with regards to these ideas expressed? 1. Is classroom management more than just instilling discipline in the classroom? 2. What are my values and beliefs that drive my ability to manage the class? Name: Suzanna Ramos Organisation: Teachers Network Email: SUZANNA_JEYANTHI_RAMOS@MOE.GOV.SG Date Submitted: September 2003 | |
| Date Posted: 04/10/2003 02:28:07 PM |
"The Key to Classroom Management" taken from "Educational Leadership" (ASCD publication Volume 61 September 2003 issue) You are here.
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