Classroom Management.

Classroom Management

INTRODUCTION

Classroom management is one of the most controversial areas in education and the main source of stress among educators. The wide array of viewpoints about classroom management is evidenced by its many theories. What is sure is that no classroom management theory will work all the time with all students misbehavior. A theory will work only when an educator fully understands the intricacies of classroom management approaches.

There is no better way to tease out these important issues than to frame them in the form of controversial perspectives.   

BEHAVIOR MANAGEMENT AND CLASSROOM INSTRUCTION

Behavior management takes precious instructional time. Classroom management is the one of the major  sources of teachers stress too, especially when managing students with special needs. Do some teachers experience less stress because of their own positive attitudes and the unique ways that they manage their classroom? If so perhaps these skills can be shared. Some students just don’t seem to care. They are unmotivated. Lack of student’s motivation is a perennial problem, but how should it be handled? Can students be taught how to think like more successful student, or is poor motivated due to lack of support from the classroom community. Most teachers today have at least one disable student in their classroom. 

The following are the some of the tips that can be used in class rooms for Beahvioural management. (All tips Copyright Paul Dix)

Behavior management tip 1

Get in and get out quickly with your dignity intact

We know that to effectively deliver sanctions the message needs to be simple, clear and non-negotiable; in practice it is easy to get caught up in a lengthy argument or confrontation. Focus on moving in, delivering your sanction as discreetly as possible and then moving out quickly. Choose a phrase that you will withdraw on 'I need to see you working as well as you were in yesterday's written task, thank you for listening' or 'I will come back and give you feedback on your work in five minutes'.

Avoid waiting around for the student to change their behaviour immediately; they may need some time and space to make a better choice. Engage another student in a positive conversation or move across the room to answer a question and only check back once the dust has settled. No one likes receiving sanctions and the longer the interaction the more chance of a defensive reaction or escalation. Get in, deliver the message and get out with dignity; quickly, efficiently and without lingering.