Classroom Behavior Management

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Table of Contents

Introduction
Class Management Methods
Conclusion
References

Introduction

In order to achieve positive outcomes in the educational arena, teachers ought to be able to organize the classroom and manage the behavior of their students. Despite extensive research that does not correlate managed behavior and effective instruction, well managed classroom behavior provides a suitable environment for good instruction it is not a guarantee. On the other hand, in an effort to reduce classroom behavior, teachers should adopt highly effective instruction strategies (Ingersoll & Smith, 2003).

Class Management Methods

Researchers have found out the important components of classroom management, which involves beginning the school calendar year with an emphasis on management, organizing the classroom in a favorable way to effective management, and finally identifying and putting into action rules and operating procedures (Emmer & Worsham, 2003). Of all the variables in the findings from 134 separate meta-analyses, classroom management had the largest effect on student achievement. This makes insightful sense – students are not able to learn in an untidy, poorly managed classroom. Research not only supports the importance of classroom management, but it also sheds light on the dynamics of classroom management (Stage and Quiroz, 1997).

Class room management anticipate teachers to be the driving force in the class room, while cooperation focuses on the students and teacher functioning as a team. Teachers are expected to establish clear learning goals through communicating, learning objectives at the beginning of a course unit; continually and systematically revisiting the purpose and providing summative feedback regarding the aims.

The effective teacher-student relationships are illustrated by teachers being able to show clear purpose and guidance regarding both academics and student behavior. Also, teachers are expected to exhibit cooperation and be aware of high-needs students the class should establish rules and procedures through discussion and mutual consent by teacher and students. These rules and procedures should be well designed and clearly communicated while teachers are expected to acknowledge students’ behavior, strengthening acceptable performance and rebuking unacceptable action (Espin & Yell, 1994).

Improving the ability of teachers to effectively manage classroom behavior needs a systematic approach to teacher preparation and ongoing professional development. Ideally, ongoing training is important, especially for new teachers, since effectively managing the classroom is much more difficult for them. Teachers must focus on effective instructional strategies to prevent academic and behavior difficulties and thereby facilitate increased student achievement (Espin & Yell, 1994). The ‘train-and-hope’ approach to professional development assumes that teachers will successfully and accurately implement content learned in professional development seminars (Sugai and Horner, 2006).

Conclusion

In conclusion, the ability of teachers to organize classrooms and manage the behavior of their students is critical to positive educational outcomes. Wide-ranging teacher groundwork and proficient progress in effective classroom organization and behavior management is therefore needed to improve outcomes for students in general and special education.

References

Espin, C.A., & Yell, M.L. (1994). Critical Indicators Of Effective Teaching For Pre-Service Teachers: Relationships Between Teaching Behaviors And Ratings Of Effectiveness. Teacher Education and Special Education.

Sugai, G., & Horner, R. (2006). A Promising Approach to Expanding and Sustaining School-Wide Positive Behavior Support. School Psychology Review.

Emmer, E. T., Evertson, C. M., & Worsham, M. E. (2003). Classroom management for secondary teachers (6th ed.). Boston: Allyn and Bacon.

Stage, S. A., & Quiroz, D. R. (1997). A Meta-Analysis of Interventions to Decrease Disruptive Classroom Behavior in Public Education Settings. School Psychology Review.

Wubbels, T., Brekelmans, M., van Tartwijk, J., & Admiral, W. (1999). Interpersonal relationships between teachers and students in the classroom. In H. C. Waxman & H. J. Walberg (Eds.), New directions forteaching practice and research (pp. 151–170). Berkeley, CA: McCutchan.

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Classroom Behavior Management

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