Classroom Management (and Discipline)
To effectively manage their classroom and the learning of the students, teachers develop classroom management plans. Classroom management refers to the structures which are developed and implemented in the classroom to manage behaviour and create a safe, practical and consistent environment.
It is up to teachers to develop their own classroom management plans as each teacher will have different values and beliefs about pedagogy and the ways in which students learn (this is perfectly acceptable). However, it is important to abide by school welfare and behaviour policies. Schools may attach templates for classroom management and individual plans to their policies. The following is an example of a simple pro-forma which may be used to create an individualised classroom management plan:
To effectively manage their classroom and the learning of the students, teachers develop classroom management plans. Classroom management refers to the structures which are developed and implemented in the classroom to manage behaviour and create a safe, practical and consistent environment.
It is up to teachers to develop their own classroom management plans as each teacher will have different values and beliefs about pedagogy and the ways in which students learn (this is perfectly acceptable). However, it is important to abide by school welfare and behaviour policies. Schools may attach templates for classroom management and individual plans to their policies. The following is an example of a simple pro-forma which may be used to create an individualised classroom management plan:
Personal Classroom Management Plan
Overview of Class:
The type of information which would be included in this section would be specific information about the students in the class, such as the amount, age and gender of students in the class, students who may require additional support or have special needs and other relevant information. For example:
There are 24 Stage 2/3 students in the class:
- 14 x males and 10 x females.
- A male student, Sam, with Asperger’s Syndrome, causing…
- Etc.
Overview of Class:
The type of information which would be included in this section would be specific information about the students in the class, such as the amount, age and gender of students in the class, students who may require additional support or have special needs and other relevant information. For example:
There are 24 Stage 2/3 students in the class:
- 14 x males and 10 x females.
- A male student, Sam, with Asperger’s Syndrome, causing…
- Etc.
Personal Philosophy:
The personal philosophy section should contain information about pedagogy, including personal values, beliefs and perceptions of teaching and learning. Whilst a teaching philosophy is a very personal document, values and beliefs may be influenced by theoretical perspectives and this information should be included in the philosophy. An example of a paragraph included in a personal philosophy:
Classroom Management is about establishing a positive learning environment (Arthur-Kelly, Lyons, Gordon & Butterfield 2007). Children develop in the learning environment which their teacher establishes for them and I believe that children learn more effectively in an environment where they feel safe and valued. To be able to create this type of classroom, I feel that it is important to assess the needs, rights and responsibilities of both the students and the teacher. I believe that everyone within the school community has the right to expect courtesy, fairness and cooperation free from disruption and discrimination. This will occur through appreciation, understanding and respect for the needs of all in an environment where quality learning is valued.
The personal philosophy section should contain information about pedagogy, including personal values, beliefs and perceptions of teaching and learning. Whilst a teaching philosophy is a very personal document, values and beliefs may be influenced by theoretical perspectives and this information should be included in the philosophy. An example of a paragraph included in a personal philosophy:
Classroom Management is about establishing a positive learning environment (Arthur-Kelly, Lyons, Gordon & Butterfield 2007). Children develop in the learning environment which their teacher establishes for them and I believe that children learn more effectively in an environment where they feel safe and valued. To be able to create this type of classroom, I feel that it is important to assess the needs, rights and responsibilities of both the students and the teacher. I believe that everyone within the school community has the right to expect courtesy, fairness and cooperation free from disruption and discrimination. This will occur through appreciation, understanding and respect for the needs of all in an environment where quality learning is valued.
Preventative Strategies:
Preventative strategies include behaviour guidelines, routines and practices that help to make teaching and learning activities more manageable and safe within the classroom environment. Preventative strategies may look something like this:
- Behaviour Guidelines (Rules):
- Routines:
It is necessary to ensure that routines are explicitly established and taught through modelling and that students are given several opportunities to practice each one:
Beginning the day; students are to enter the bag room and place bags, hats and any other belongings they will not need throughout the day in their personal space. They then need to walk into the classroom quietly and place any notes or homework in a tray at the front of the room before sitting on the floor. The class is reminded to do this before the roll is taken by the teacher. Students are chosen to change the day and the weather on charts at the front of the room. After this, instructions are given to begin the day and the students are expected to go to their tables or activities in a calm and quiet manner.
Throughout the day; timetables outlining typical daily routines need to be created and familiarized by the students, enabling them to move smoothly from one activity to the next without losing learning time (Chang 2004). Time to pack up and put away materials should be allowed between activity transitions. The students are made aware of the transition with the use of a bell, which they know means pack up tidy up and listen for instructions. When moving throughout the school as a class, the students need to form two lines and walk as quietly as possible, not run. Two students will be chosen each day to hand out any sheets, take messages to the office or any other small tasks.
At the end of the day; allow time at the end of each day for students to present news, discuss any homework and hand out notes. Have the students line up near the door, with the ‘leaders’ chosen for that day at the front of the line. Wait until the final bell goes, ensure that each student collects their belongings and then accompany them out into the school to wait for parents or busses to arrive.
Preventative strategies include behaviour guidelines, routines and practices that help to make teaching and learning activities more manageable and safe within the classroom environment. Preventative strategies may look something like this:
- Behaviour Guidelines (Rules):
- Always be kind, fair and friendly.
- Act safely.
- Show respect for others and for property belonging to me, the school and peers.
- Always follow instructions.
- Routines:
It is necessary to ensure that routines are explicitly established and taught through modelling and that students are given several opportunities to practice each one:
Beginning the day; students are to enter the bag room and place bags, hats and any other belongings they will not need throughout the day in their personal space. They then need to walk into the classroom quietly and place any notes or homework in a tray at the front of the room before sitting on the floor. The class is reminded to do this before the roll is taken by the teacher. Students are chosen to change the day and the weather on charts at the front of the room. After this, instructions are given to begin the day and the students are expected to go to their tables or activities in a calm and quiet manner.
Throughout the day; timetables outlining typical daily routines need to be created and familiarized by the students, enabling them to move smoothly from one activity to the next without losing learning time (Chang 2004). Time to pack up and put away materials should be allowed between activity transitions. The students are made aware of the transition with the use of a bell, which they know means pack up tidy up and listen for instructions. When moving throughout the school as a class, the students need to form two lines and walk as quietly as possible, not run. Two students will be chosen each day to hand out any sheets, take messages to the office or any other small tasks.
At the end of the day; allow time at the end of each day for students to present news, discuss any homework and hand out notes. Have the students line up near the door, with the ‘leaders’ chosen for that day at the front of the line. Wait until the final bell goes, ensure that each student collects their belongings and then accompany them out into the school to wait for parents or busses to arrive.
- Effective Teaching Strategies:
Communication is essential in the classroom. Communication can be both verbal and non-verbal and I think that both are equally important in a learning environment. It is my belief that communication can be used as an efficient tool for developing self-esteem and making it clear to the children that their teacher is interested in what they have to contribute. In my opinion, the key to good communication in the classroom is making the students feel comfortable. They should be taught that learning occurs through making mistakes or getting the answer wrong and encouraged to contribute or ask for assistance. It is also my belief that embarrassing children or putting them on the spot in front of others is not a good way to communicate and should be avoided if possible.
Because students learn in different ways, at different levels and paces, it is important to consider the best way to cater to the needs of individual students and, at the same time, the class as a group. This can be achieved through using a variety of teaching strategies. It is very important to present information or impart knowledge in a way that it is interesting and engaging. Students will be more motivated to listen, participate and engage with material if it is presented in an interesting way, considering their individual needs and taking into account their interests. It is also worthwhile to consider if it would be more beneficial for students to engage in a task or activity in small or large groups, as a class or individually.
- Positive Learning Environments:
Essential to creating a positive learning environment in which children will be motivated, engaged, focused and feel safe is support for the students and their learning. If students are immersed in an environment that is supportive of individual learning styles and pace, is engaging and clearly defines both teacher expectations and their own, they are much more likely to achieve to a high standard and enjoy learning. A quality learning environment should also promote self-esteem and the notion that each student in the class is a valued and important part of the whole. I believe that a teacher should try to make personal connections with each student.
Expectations should be stated at the beginning of a teaching/learning relationship so every member of the class can become familiar with them and they should be both those of the teacher and those of the students. These statements of expectation should provide a guideline of appropriate behaviour and should help to establish a relationship built on trust and respect between the teacher and the students and the students and their peers. Students should be able to feel comfortable enough to ask questions and begin to direct some of their own learning.
I feel that the classroom should be arranged in a way that promotes friendly, co-operative and positive interactions, with children sitting at tables in mixed ability groups, arranged so as to minimise distractions.
Essential to creating a positive learning environment in which children will be motivated, engaged, focused and feel safe is support for the students and their learning. If students are immersed in an environment that is supportive of individual learning styles and pace, is engaging and clearly defines both teacher expectations and their own, they are much more likely to achieve to a high standard and enjoy learning. A quality learning environment should also promote self-esteem and the notion that each student in the class is a valued and important part of the whole. I believe that a teacher should try to make personal connections with each student.
Expectations should be stated at the beginning of a teaching/learning relationship so every member of the class can become familiar with them and they should be both those of the teacher and those of the students. These statements of expectation should provide a guideline of appropriate behaviour and should help to establish a relationship built on trust and respect between the teacher and the students and the students and their peers. Students should be able to feel comfortable enough to ask questions and begin to direct some of their own learning.
I feel that the classroom should be arranged in a way that promotes friendly, co-operative and positive interactions, with children sitting at tables in mixed ability groups, arranged so as to minimise distractions.
Responsive Strategies:
Responsive strategies are the actions a teacher takes in response to negative and positive behaviours. They could be something like:
1. Encourage students who are doing the right thing to motivate others to do the right thing also.
2. Non-verbal communication that indicates misbehaviour; could be simply pausing, a meaningful look or standing physically close to a student.
3. Remind the student or the class of their responsibilities, rights and the rules.
4. Give students alternatives and opportunities to make their own choices or decisions; “You can continue to …, but … will happen, or you could … instead.”
5. If the student decides to ignore this suggestion and continues to misbehave, enforce consequences.
6. If behaviour continues to escalate, calmly remove the student from the class in a manner that takes into account the dignity of the student. After the event discuss privately with the student why what they were doing was inappropriate, irresponsible, took away the rights of others, or breached the rules and other ways the situation could have been handled.
Responsive strategies are the actions a teacher takes in response to negative and positive behaviours. They could be something like:
1. Encourage students who are doing the right thing to motivate others to do the right thing also.
2. Non-verbal communication that indicates misbehaviour; could be simply pausing, a meaningful look or standing physically close to a student.
3. Remind the student or the class of their responsibilities, rights and the rules.
4. Give students alternatives and opportunities to make their own choices or decisions; “You can continue to …, but … will happen, or you could … instead.”
5. If the student decides to ignore this suggestion and continues to misbehave, enforce consequences.
6. If behaviour continues to escalate, calmly remove the student from the class in a manner that takes into account the dignity of the student. After the event discuss privately with the student why what they were doing was inappropriate, irresponsible, took away the rights of others, or breached the rules and other ways the situation could have been handled.
- Rewards/Incentives:
· Encouragement for positive behaviour, not necessarily good results or purely achievement. Should be meaningful.
· Tangible rewards systems such as merit cards, table points, sticker charts, etc. which provide motivation for students to behave in a desirable manner.
· Provide frequent positive feedback, let students know that they are doing a good job and that you notice their efforts and appreciate their hard work.
· Provide students with options and allow them to make choices.
· Give students outlets for expression, create a special place to display student work samples and art.
· Encouragement for positive behaviour, not necessarily good results or purely achievement. Should be meaningful.
· Tangible rewards systems such as merit cards, table points, sticker charts, etc. which provide motivation for students to behave in a desirable manner.
· Provide frequent positive feedback, let students know that they are doing a good job and that you notice their efforts and appreciate their hard work.
· Provide students with options and allow them to make choices.
· Give students outlets for expression, create a special place to display student work samples and art.
- Consequences:
Consequences are the disciplinary actions implemented by the teacher in response to student misbehavior. For example:
1. Natural consequence, for example: a student tips their chair backwards and falls, resulting in embarrassment. This would be a natural consequence, because the hurt and embarrassment alone is sufficient consequence for misbehaviour.
2. Consequences that promote teamwork and inclusivity, for example: telling a student that their actions are affecting the rights of others to learn without distractions, etc. Highlight the concept that every member of the class has both rights and responsibilities to respect these rights.
3. Logical consequence, for example: if students do not complete their work during class, they are required to do it during lunch time or for homework. Logical consequences require students to make right of what they have done wrong.
4. Consequences chosen by the student, for example: “You can sit there quietly without calling out and disturbing others or you can move to another spot in the classroom where you won’t be distracted.” Give alternatives and allow the students to decide in which way they will modify their own behaviour.
5. The student fills out a reflection sheet in which they reflect on what happened and how they could fix and/or act in a more appropriate manner next time.
Special Case:
The special case section details strategies to manage students who may have particular needs or require additional support. An example:
Daniel* has been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). He displays symptoms of hyperactivity and impulsivity (Konza, Grainger & Bradshaw 2006). Daniel finds it difficult to sit still in the classroom and often fidgets which affects his ability to stay on task and sometimes distracts other students in the class. He also has trouble remembering to raise his hand and wait for the teacher’s attention, calling out frequently. I will ensure that Daniel’s work is modified so that it is presented in a way that is engaging for him and appeals to his personality, likes and interests. I will try to break lesson content down so that it is shorter and more meaningful. I will provide a means of reminding him to raise his hand and avoid calling out which is not embarrassing for him and does not single him out.
Strategies to Deal with Bullying:
This section deals with strategies which will be put in place in the event that bullying should occur. Schools will often have whole school discipline plans which include anti-bullying policies and whole school approaches to dealing with bullying. Situations need to be quickly diffused with conflict resolution techniques. For more serious incidents, more serious consequences may need to be employed.
Crisis Intervention Plan:
The crisis intervention section includes information about what to do in emergency or crisis situations such as medical emergencies or occurrence of behaviour which puts student safety at risk. For example:
- Medical emergency- asthma attack; I would send the two students chosen for ‘special jobs’ that day to the office with a pre-prepared laminated card reading ‘medical assistance required in…’ etc.
- Behavioural crisis- I would ask the other students to move sensibly next door in order to minimise the risk to their safety. This also takes away an element of power from the student by not providing them with an audience… etc.
- Arthur-Kelly, M, Lyons, G, Butterfield, N & Gordon, C 2007, Classroom Management: Creating Positive Learning Environments (2nd ed.), Thomson, South Melbourne, Victoria.
- Chang, M 2004, Classroom Management in Photographs, Scholastic, Lisarow, NSW.
- Konza, D, Grainger, J & Bradshaw, K 2006, Classroom Management a Survival Guide, Thomson, South Melbourne, Victoria.
**Management plan pro-forma adapted from EDCM201 Assignment
- Chang, M 2004, Classroom Management in Photographs, Scholastic, Lisarow, NSW.
- Konza, D, Grainger, J & Bradshaw, K 2006, Classroom Management a Survival Guide, Thomson, South Melbourne, Victoria.
**Management plan pro-forma adapted from EDCM201 Assignment
For additional information on classroom management:
- Barry, F & Pickett, L 2010, ‘Creating and assessing positive classroom learning environments’, Childhood Education, vol.85, no.5, p321.
- Brady, L 2003, Teacher Voices: The School Experience, Pearson Prentice Hall, Frenchs Forest, NSW.
- Gardner, DE 2005, ‘Classrooms and Their Impact on Learning’, School Planning & Management, vol.44, no.2, pp44-45.
- Marsh, C 2010, Becoming a Teacher: Knowledge, Skills and Issues (5th ed.), Pearson Australia, Frenchs Forest, NSW.
- McKinney, SE, Campbell-Whatley, GD & Kea, C 2005, ‘Managing student behaviour in urban classrooms’, The Clearing House, vol.79, no.1, pp16-20.
- Barry, F & Pickett, L 2010, ‘Creating and assessing positive classroom learning environments’, Childhood Education, vol.85, no.5, p321.
- Brady, L 2003, Teacher Voices: The School Experience, Pearson Prentice Hall, Frenchs Forest, NSW.
- Gardner, DE 2005, ‘Classrooms and Their Impact on Learning’, School Planning & Management, vol.44, no.2, pp44-45.
- Marsh, C 2010, Becoming a Teacher: Knowledge, Skills and Issues (5th ed.), Pearson Australia, Frenchs Forest, NSW.
- McKinney, SE, Campbell-Whatley, GD & Kea, C 2005, ‘Managing student behaviour in urban classrooms’, The Clearing House, vol.79, no.1, pp16-20.