.Classroom management is a
term used by teachers to describe the process of ensuring that classroom
lessons run smoothly despite disruptive behavior by students. The term also
implies the prevention of disruptive behavior. It is possibly the most
difficult aspect of teaching for many teachers; indeed experiencing problems in
this area causes some to leave teaching altogether.
Classroom management is
closely linked to issues of motivation, discipline and respect. Methodologies
remain a matter of passionate debate among teachers; approaches vary
depending on the beliefs a teacher holds regarding educational psychology. A
large part of traditional classroom management involves behavior modification,
although many teachers see using behavioral approaches alone as overly
simplistic. Many teachers establish rules and procedures at the beginning of
the school year. According to Gootman (2008), rules give students concrete
direction to ensure that our expectation becomes a reality.
Classroom management as a process
Evertson and Weinstein characterize classroom management as the actions
taken to
create an environment that supports and facilitates academic and
social–emotional learning. Toward this goal, teachers must develop caring,
supportive relationships with and among students, organize and implement
instruction in ways that optimize students’ access to learning, use group
management methods that encourage students’ engagement in academic tasks,
promote the development of students’ social skills and self–regulation and use
appropriate interventions to assist students with behavior problems.
Dr. Tracey Garrett also describes classroom management as a process
consisting of key tasks that teachers must attend to in order to develop an
environment conducive to learning. These tasks include:
(1) Organizing the physical environment,
(2) Establishing rules and routines,
(3) Developing caring relationships,
(4) Implementing engaging
instruction and
(5) Preventing and responding to discipline problems.
Classroom management as time management
The goal of classroom management, to Kauchak
and Eggen, is to not only maintain order but to optimize student learning. They
divide class time into four overlapping categories, namely allocated time,
instructional time, engaged time, and academic learning time.
Allocated time
Allocated
time is the total time allotted for teaching, learning, and routine classroom
procedures like attendance and announcements. Allocated time is also what
appears on a student's schedule, for example "Introductory Algebra:
9:50-10:30 a.m." or "Fine Arts 1:15-2:00 p.m."
Instructional time
Instructional
time is what remains after routine classroom procedures are completed. That is
to say, instructional time is the time wherein teaching and learning actually
takes place. Teachers may spend two or three minutes taking attendance, for
example, before their instruction begins. The time it takes for the teacher to
do routine tasks can severely limit classroom instruction. Teachers must get a
handle on classroom management to be effective.
Engaged time
Engaged
time is also called time on task. During engaged time, students are
participating actively in learning activities—asking and responding to
questions, completing worksheets and exercises, preparing skits and
presentations, etc.
Academic learning time
Academic
learning time occurs when students
participate actively and are successful in learning activities.
Effective classroom management maximizes academic learning time.
