My Own Classroom Management System

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Table of Contents

The Hypothetical Classroom
Room Arrangement for a Preschool Classroom
References

An effective teacher is a good planner. She anticipates everything and anything that can happen to her classroom. Thus, it is essential that she comes up with a classroom management system to cover everything she needs to do and remember.

Classroom management involves not only the management of student behavior but everything that goes on in the class… from preparation for the class day, to what transpires during the day and even up to when the students leave, to the nitty-gritty of the physical environment which must be conducive to maximize the learning of her students (Crosser, 2002).

Of course, a teacher can only do this if she is adept in developing a program developmentally suited for the age and grade level of her students.

The Hypothetical Classroom

As a teacher of very young students, I am aware of how curious and active they are and how exploration and play are essential in their learning and development. Thus, I need to provide them with an environment that respects their nature as well as guide them in the proper behavior expected in a school setting. I am designing a classroom for the preschool class of twelve 5 years olds half of whom are girls and half are boys. This class is from middle-class families with young and educated parents.

In a particular research, it was found out that when the quality of the physical environment declined, teacher restriction and control increased, the teacher’s behavior became less friendly, the students became less interested and involved, classroom rules increased, and conflict among children increased. It was likewise observed that the learning environment influences, and directly contributes to, children’s behavior and levels of learning. The physical environment should reflect the goals and expectations of the teacher.

It will also dictate somehow to the children how they will behave in the classroom (Brewer, 2001).

Room Arrangement for a Preschool Classroom

Rationale of the Classroom Design

The physical environment should be one that is open and stimulating in order to encourage children to participate, explore, and learn. “A stimulating environment provides the teacher with many opportunities to observe where a child’s interests lie as well as those areas the child may be tentative in exploring” (Greabell and Forseth, 1981). The environment should also be flexible and spontaneous to accommodate children’s play which is essential in a preschool classroom. This implies that teachers should allow for adequate space and an array of creative materials. Furniture should be child-sized, durable, comfortable, and organized in such a way that would be easy to rearrange depending on varying classroom needs. Basic classroom furniture includes tables and chairs, shelves, cubbies or similar storage units, sofas, and pillows.

An appropriate early childhood classroom can be formed by partitioning a room into learning centers. A learning center refers to a particular corner where related learning materials are organized within a classroom. Organizing the room into learning areas provides children with various choices. The arrangement of shelves, tables, and other similar furniture is useful in defining these centers. Examples of learning centers that can be found in preschool classrooms include areas for Blocks, Art, Music and Movement, Literacy/Library, Dramatic Play/House Area, Science Math, and Sand and Water.

The room environment is conducive to social interactions as reflected in the way the desks are positioned. They are clustered into small groups. Chairs face each other.

Also, space is reserved for the groups to convene to discuss or work together. It also promotes equity, in that even handicapped students will not be restricted in getting around in it.

Special implements of such handicapped students such as wheelchairs or specialized equipment to aid them may be considered in the planning of space and seat arrangement to ensure the comfort and accessibility of such children.

The storage of the materials is also well planned.

Materials are easily accessible that no time is wasted in searching for them when needed. Everything has its place and the students are expected to bring the materials back to their proper place after use. This teaches the students order.

Without order and organization in the classroom, the student’s learning will be gravely affected as the concentration will be difficult in a messy and disorganized environment.

Each available space is maximized and utilized well.

Each material in the classroom is carefully chosen to serve a particular purpose. Desks seat children and house their personal things, storage cabinets become the repository of various materials, shelves are home to books, bulletin boards and walls become display areas and the plants and animals encourage students’ care and responsibility.

Personal Philosophy of Management/Discipline

The organization seen in the physical environment is also translated to the management of student behavior. My classroom management plan involves the use of rules, routines, and procedures my students have been trained to follow. I believe these structures are essential in helping them grow up within certain bounds even if they are regarded to live out their natural independence. Being a democratic teacher, I encourage my students to participate in the creation of class rules at the beginning of the school year and the consequences of breaking them will likewise be decided by them. This rule-making activity is documented on poster paper and signed by everyone to signify their agreement and then the final poster may be tacked on the bulletin board to serve as a reminder for everyone. Whenever anyone breaks a rule, the teacher or any member of the class can conveniently refer the rule-breaker to the agreed-upon rules and consequences of breaking them. Engaging the students in this activity gives them a sense of responsibility, accountability, and respect for being asked their contribution to a class agreement.

Very young children also need routines in their daily lives. “Routines are the backbone of classroom life. They facilitate teaching and learning” (Shalaway, 1997, p. 25). It structures the activities and helps students know what to expect and how to behave during transitions.

Reflection of My Philosophy

My philosophy on classroom management was initially very idealistic and more teacher-directed than I care to admit. I stressed the need for organization and emphasis on good behavior as seen from the adult perspective. Rules and procedures were handed down to the children without question or consideration for their own opinions. Such a philosophy was developed from the sheer desire for a class that would function smoothly, to the teacher’s expectations and standards. However, in designing a classroom management plan for much younger children, I realize that sticking to such a philosophy may backfire, as preschool is the foundation stage of all human development.

Introducing rewards for good behavior or active school performance may encourage students to rely on external motivation instead of igniting their own internal drives to behave well and succeed academically. Although for younger children, rewards are needed intermittently since they need concrete reinforcement for good behavior. Once they feel the fulfillment of being good students, these external rewards shall eventually be phased out in place of internal rewards such as a warm feeling of pride and boost in self-esteem.

Classroom Rules

Some rules I shall add to my classroom management system are as follows. One is to return things where they belong. Everything is labeled in the classroom with picture or print labels not only for students to know where each thing belongs, but also to expose them to early reading. Aside from teaching them organization, their pre-reading skills are likewise practiced. I must make sure that at the end of every activity, I allot time for them to “pack away” to the tune of a certain children’s song and expect them to be done when the music stops playing. Another rule is to show respect for others. That can translate to listening to someone when he speaks and not interrupting, asking permission to borrow another person’s possession and not just grabbing it at a whim, to being considerate in waiting for one’s turn and not hogging the limelight all the time. During the discussion, young children are so eager to recite that it becomes a big issue for them if the same children are called upon all the time.

So I have devised a way to give each child a chance to participate in the discussion and call on those who may be too shy to recite. The younger they learn the value of respect for others, the deeper it is to ingrain it to their characters. A third rule is to share. Young children may have a difficult time with this rule, but they need to learn this value – whether it is sharing food, toys, books, school materials, etc. It helps them gear focus more on others and away from their egocentricity. This third rule corresponds to the second rule in developing the socio-emotional self of the child.

The fourth rule I want to add is using kind words and the proper tone of voice. They are reminded to use the magic words “please”, “thank you”, “I’m sorry”, “you’re welcome” whenever necessary. Also, they are made aware of using soft voices indoors and can express themselves more loudly outdoors. Early communication skills are taken into consideration when planning a good early childhood program. The last rule is to clean up their own mess. If they accidentally spill their drink or paint cups, there are sponges and mops accessible to them to use. If they scatter toys all around, they are responsible for picking them up and putting them in the right places and will be required to stay after school to complete the task, if need be. This is to develop their responsibility for their actions and serves as a preventive measure against mess. This rule supplements the first rule in helping children develop organization skills and the value of cleanliness.

Family Involvement

Communication and correspondence between home and school are open. Students are given feedback on their performance, and parents are updated with reports of what their children are learning in school and how they are doing. This is made possible letters I shall send home explaining the topic of study and a standing invitation for the parents to participate in the students’ activities. The usual Parent-Teacher Conferences are scheduled periodically to communicate to parents their children’s progress in school and to discuss special concerns. The homework I give the children usually involves parent participation. This gives parents a role in monitoring their children’s schoolwork.

I intend to make my classroom management system more democratic without losing the essence of discipline and organization.

Then, it would create a more conducive learning environment for my students.

References

Brewer, J. (2001) Introduction to Early Childhood Education. Allyn and Bacon.
Crosser, S. (2002), “Managing the Early Childhood Classroom”. Young Children, 2002
Shalaway, L. (1997) Learning to Teach…not just for Beginners. Scholastic Professional Books.

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