As I'm out observing classes at all levels and in all schools, I find that one area that stands out as being of utmost importance and one that can effect student learning more than anything else is classroom management.
When it comes to classroom management, and how to manage a classroom effectively, I think that most of what is practised in the classroom comes from trial and error on the part of teachers. I can remember back to my undergraduate days when the university I attended offered one classroom management class as part of my teacher eduction program. For the most part, that class was an arbitrary attempt to have use think about classroom management issues before we even go into the classroom and started teaching and working with students.
Since that time, I have come to understand and appreciate the importance of classroom management in a different way. For the most part, I have learned the hard way be trying things, making mistakes, and learning from them to have better classroom management when working with students in a classroom. That said, I have also found some interesting literature along the way that has helped me improve the way I operate as a classroom teacher, how I manage my physical space, how I establish classroom rules and procedures, etc. The best information, however, has come from The Art and Science of Teaching by Robert J. Marzano. Some of you may recognize his name; and if you have read any of his work, you will appreciate where I'm coming from. He breaks down teaching in a way that helps teachers dissect the approaches, make sense of them, and work to improve certain aspects of what they do. I highly recommend reading The Art and Science of Teaching. It has changed the way I think about teaching and has improved my personal teaching practice.
Anyway... when it comes to classroom management, Marzano presents some simple and easy things to consider that will improve a teacher's overall effectiveness as it relates to classroom management. Here are few key categories that relate to the topic, where I will provide some of the salient points made in the book (bolding and italics for mine for effect):
When it comes to classroom management, and how to manage a classroom effectively, I think that most of what is practised in the classroom comes from trial and error on the part of teachers. I can remember back to my undergraduate days when the university I attended offered one classroom management class as part of my teacher eduction program. For the most part, that class was an arbitrary attempt to have use think about classroom management issues before we even go into the classroom and started teaching and working with students.
Since that time, I have come to understand and appreciate the importance of classroom management in a different way. For the most part, I have learned the hard way be trying things, making mistakes, and learning from them to have better classroom management when working with students in a classroom. That said, I have also found some interesting literature along the way that has helped me improve the way I operate as a classroom teacher, how I manage my physical space, how I establish classroom rules and procedures, etc. The best information, however, has come from The Art and Science of Teaching by Robert J. Marzano. Some of you may recognize his name; and if you have read any of his work, you will appreciate where I'm coming from. He breaks down teaching in a way that helps teachers dissect the approaches, make sense of them, and work to improve certain aspects of what they do. I highly recommend reading The Art and Science of Teaching. It has changed the way I think about teaching and has improved my personal teaching practice.
Anyway... when it comes to classroom management, Marzano presents some simple and easy things to consider that will improve a teacher's overall effectiveness as it relates to classroom management. Here are few key categories that relate to the topic, where I will provide some of the salient points made in the book (bolding and italics for mine for effect):
Establishing Rules and Procedures
"Regardless of how well behaved students in a given class might be, they still need rules and procedures. Although rules and procedures should be established at the beginning of a school year, there are many times throughout the year when students need reminders or when rules and procedures must be added or altered. Without effective rules and procedures, teaching (and consequently learning) is inhibited" (Marzano, 2007, p. 117).
"The creation of rules and procedures is an important aspect of classroom management" (p. 118).
"A classroom that is chaotic as a result of poor management not only does not enhance learning, it might even inhibit it" (p. 118).
"It is just not possible for a teacher to conduct instruction or for students to work productively if they have no guidelines... inefficient procedures and the absence of routines for common aspects of classroom life... can wast large amounts of time and cause students' attention and interest to wane (Emmer, Everston, and Worsham, 2003, p. 17, as cited in Marzano, p. 118).
"Although the terms are used somewhat interchangeably, rules and procedures have important differences. Both refer to stated expectation in terms of student behaviour. However, rules identify general expectations or standards, and procedures communicate expectations for specific behaviours" (Emmer, Everston, and Worsham, 2003, as cited in Marzano, p. 119).
"The research shows that the beginning of the school year is the most appropriate time to establish rules and procedures... their study, [Emmer, Everston, and Worsham], found that the more effective teachers spent a great deal of time establishing and reinforcing rules and procedures, whereas first-year teachers spent relatively little time" (p. 119).
"The creation of rules and procedures is an important aspect of classroom management" (p. 118).
"A classroom that is chaotic as a result of poor management not only does not enhance learning, it might even inhibit it" (p. 118).
"It is just not possible for a teacher to conduct instruction or for students to work productively if they have no guidelines... inefficient procedures and the absence of routines for common aspects of classroom life... can wast large amounts of time and cause students' attention and interest to wane (Emmer, Everston, and Worsham, 2003, p. 17, as cited in Marzano, p. 118).
"Although the terms are used somewhat interchangeably, rules and procedures have important differences. Both refer to stated expectation in terms of student behaviour. However, rules identify general expectations or standards, and procedures communicate expectations for specific behaviours" (Emmer, Everston, and Worsham, 2003, as cited in Marzano, p. 119).
"The research shows that the beginning of the school year is the most appropriate time to establish rules and procedures... their study, [Emmer, Everston, and Worsham], found that the more effective teachers spent a great deal of time establishing and reinforcing rules and procedures, whereas first-year teachers spent relatively little time" (p. 119).
Management of Physical Space
"Thy physical arrangement of the classroom is often overlooked when designing effective rules and procedures" (Brophy, 2006; Weinstein, 1979, as cited in Marzano, p. 121).
"The physical setting of the classroom conveys a strong message regarding a teacher's approach to managing instruction and learning. Obviously, the teacher should consider the classroom's physical design before students come to class" (p. 121).
"Desk arrangements should provide access to any student within four steps form where the teacher spend most of his time. The arrangement should also allow easy storage of and access to materials and a clear traffic pattern for student movement. Finally, the physical arrangement should provide for flexibility in organizing students" (p. 121).
"The physical setting of the classroom conveys a strong message regarding a teacher's approach to managing instruction and learning. Obviously, the teacher should consider the classroom's physical design before students come to class" (p. 121).
"Desk arrangements should provide access to any student within four steps form where the teacher spend most of his time. The arrangement should also allow easy storage of and access to materials and a clear traffic pattern for student movement. Finally, the physical arrangement should provide for flexibility in organizing students" (p. 121).
Examples to Consider
General Classroom Behaviour
Elementary Level:
Secondary Level:
Use of Materials and Equipment
Elementary Level:
Secondary Level:
Group Work
Elementary Level:
Secondary Level:
Seat-work and Teacher-Led Activities
Elementary Level:
Secondary Level:
Elementary Level:
- Politeness and helpfulness when dealing with others
- Respecting the property of others
- Interrupting the teacher or others
- Hitting or shoving others
Secondary Level:
- Leaving the room
- Returning to the room
- Fire and disaster drills
- Split lunch period
Use of Materials and Equipment
Elementary Level:
- Distributing materials
- Collecting materials
- Storage of common materials
- The teacher's desk and storage areas
- Students' desks and storage areas
- Use of the drinking fountain, sink, and pencil sharpener
Secondary Level:
- Distributing materials
- Collecting materials
- Storage of common materials
Group Work
Elementary Level:
- Movement in and out of the group
- Expected behaviours of students in the group
- Expected behaviours of students not in the group
- Group communication with the teacher
Secondary Level:
- Movement in and out of the group
- Group leadership and roles in the group
- The relationship of the groups to the rest of the class or other groups in the class
- Group communication with the teacher
Seat-work and Teacher-Led Activities
Elementary Level:
- Student attention during presentations
- Student participation
- Talk among students
- Obtaining help
- Out-of-seat behaviour
- Behaviour when work has been completed
Secondary Level:
- Student attention during presentations
- Student participation
- Talking among students
- Obtaining help
- Out-of-seat behaviour
- Behaviour when work has been completed
Summary
I realize that this is a lot to consider when standing back and analysing the overall effectiveness of your approach to classroom management; however, taking the time to reflect on it and improve on it, on an ongoing basis throughout the year, will be a benefit to you and your students as you work and learn together.
In order to summarize what I have shared here, here are a few questions to reflect on as it relates to the salient points made by Marzano. The hope is that it will steer you to reflect on things that could make an immediate impact and/or improvement as it relates to your approach to classroom management:
I would very much appreciate responses to this post should anyone feel inclined to respond or corroborate on what was said. I think that an engaging professional dialogue on the subject of classroom management could further enhance our understandings and improve our approaches.
Cheers.
Ryan
References
Brophy, J.E. (2006). History of research in classroom management. In C.M. Everston & C.S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (p. 3-43). Mahwah, NJ: Lawrence Erlbaum.
Emmer, E.T., Evertson, C.M., & Worsham, M.E. (2003). Classroom management for secondary teachers (6th ed.) Boston, MA: Allyn & Bacon.
Marzano, R.J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: ASCD.
Weinstein, C. (1979). The physical environment of the school: A review of the research. Review of Educational Research, 49, p. 557-610.
In order to summarize what I have shared here, here are a few questions to reflect on as it relates to the salient points made by Marzano. The hope is that it will steer you to reflect on things that could make an immediate impact and/or improvement as it relates to your approach to classroom management:
- Do my students know what my rules and procedures are? If not, what could I do to help them know what they are?
- How have I arranged my classroom? Are the desks arranged in a way that would allow me to easily get to all students in my class so that I can easily and regularly check on individual student understanding?
- What kind of rules, procedures, and routines have I set up in my class - especially with regards to important transition times (start of day/class, entering or leaving the class individually or as a group, and end of day/class)? What can I do to make these times for efficient so as to have more time for instruction and/or learning?
I would very much appreciate responses to this post should anyone feel inclined to respond or corroborate on what was said. I think that an engaging professional dialogue on the subject of classroom management could further enhance our understandings and improve our approaches.
Cheers.
Ryan
References
Brophy, J.E. (2006). History of research in classroom management. In C.M. Everston & C.S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (p. 3-43). Mahwah, NJ: Lawrence Erlbaum.
Emmer, E.T., Evertson, C.M., & Worsham, M.E. (2003). Classroom management for secondary teachers (6th ed.) Boston, MA: Allyn & Bacon.
Marzano, R.J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: ASCD.
Weinstein, C. (1979). The physical environment of the school: A review of the research. Review of Educational Research, 49, p. 557-610.