Classroom mangement and_motivation

A Guide To Managing the Classroom

Environment: Using the Classroom

Management Instructional Approach

and Motivation

Classroom EnvironmentThe Classroom Environment is home away from home for both the

teacher and student. This warm, safe, and caring environment allows

students to “influence the nature of the activities they undertake, engage

seriously in their study, regulate their behaviour, and know of the explicit

criteria and high expectations of what they are to achieve” (Queensland

Department of Education, 2005).

Misbehaviour in the Classroom Environment.

Kyriacou defines student misbehaviour as “any behaviour that

undermines the teacher’s ability to establish and maintain effective

learning experience in the classroom” (1997:121). When students

disrupt the learning environment, it takes up teaching time and affects

the quality of the student learning experience. Therefore it is the

teacher’s responsibility to address misbehaviour in order to maintain a

civil environment conducive to productive learning. Examples of

misbehaviour include:

Talking with others or talking aloud.

Late arrival or early departure from

class.

Making physical or verbal threats.

Continually interrupting the teacher, or

other students.

Loud and distracting noises.

Sleeping in class.

Interfering with teaching

activities.

Harassing classmates.

Causes of Misbehaviour

The Teacher (attitudes, behaviour, expectations)

Students test to see if teachers will enforce rules

Students experience different expectations between home and

school.

Students do no understand the rules.

Mistaken Goal.

Students feel ill, bored or sleepy.

Home Environment accepts or allows has nurtured a different

behaviour.

Students have been previously rewarded with attention for

misbehaviour.

Personality (low-self esstem) and Health Problems (poor eye sight).

Students are copying the actions of their parent(s).

Misbehaviour In the Classroom

ManagementThe Instructional Approach

Classroom

What is Classroom Management

Classroom Management is the process of organizing

and conducting the business of the classroom relatively

free of behaviour problems as well as establishing and

maintenance of the classroom environment so that

educational goals can be accomplished. This approach

brings order and control to the classroom (Moore, K. D.

2012).

Instructional Approach

According to this approach, well planned and well

implemented instructions, will prevent most

classroom problems. Assuming that students

would not engage in disruptive behaviour when

lessons are geared to meet their interest, needs

and abilities. The two models for this approach

are:

2. The Jones

Model

1. The Kounin

Model

The Kounin Model

This model suggest that teachers

are environmentally aware in the

classroom, meaning that they

know everything that is going on at

all times. Secondly teaches have

students involved and doing

something productive at all times.

These teachers are said to have

four basic skills: withiness,

overlapping activities, group

focusing and movement

management.

(Jacob Kounin 1970)

The Jones ModelJones believes that problems

teachers encounter in the

classroom result from massive

time wasting by students.

However he suggest that the

wasted time can be reclaimed

when teachers correctly

implement four strategies: limit

setting, good body language,

incentive systems and giving

help efficiently.

(Frederick Jones 1979)

Instructional Approach

Practical Instructional Strategies for

Classroom Management

The teacher also known as classroom manager, knows that

effective teaching and learning cannot take place in a poorly managed

classroom. The effective teacher performs many functions that can be

organized into three major roles: (1) making wise choices about the

most effective instruction strategies to employ, (2) designing classroom

curriculum to facilitate student learning, and (3) making effective use of

classroom management techniques (Marzano, Pickering, & Pollock,

2001). A list of Practical Instructional Strategies that can be used in the

classroom is as follows:

1. Organizing Classroom and Supplies involves arranging the physical setting of

the classroom for teaching by:

Keeping high-traffic areas free of congestion.

Ensuring students can be seen easily by the teacher.

Keeping frequently used teaching materials and student supplies readily

accessible.

Arranging materials by colour coding everything, using binders and storing items

in boxes.

2. Establishing Classroom Norms and Expectations. Students must understand

and practice the behaviours teachers expect of them in order for appropriate

and cooperative behaviour to become the norm in the classroom. For students to

know of these expectations and begin to adopt them, teachers must;

Make known their expectations to the students and consistently teach and

reinforce the expected behaviours.

Let rules and procedures relate to the expectations regarding behaviour.

Involve students in the democratic process of determining classroom rules.

Practical Instructional Strategies for Classroom Management

3. Fostering Student Accountability. The goal of any accountability system is to

help students develop into independent learners. Accountability is fostered by:

Giving as much responsibility as possible to the students themselves.

Giving clear communication of assignments and work requirements.

Monitoring progress on and completion of assignments.

Giving feedback to Students.

4. Getting Off to a Good Start. The beginning of the school year is an important

time for classroom management because students will learn attitudes, behaviour,

and work habits. Teachers can optimize the first few weeks of classroom time by:

Creating a positive climate in the classroom.

Teaching classroom rules and procedures.

Communicating with parents.

Preparing class wok for absences



5. Planning and Conducting Instructions. Well-planned lessons with a variety

of developmentally appropriate activities support the positive learning

environment that is established. Teachers have to;

Plan Instructional Activities (Group work, individual work).

Prevent Misbehaviour (Withitness and Overlapping).

Maintain group focus (Group alerting, accountability, participation).

6. Managing Cooperative Learning Groups

Strategies and routines that support cooperative learning.

Room arrangement for group work.

Talk and movement procedures.

Group attention signals.

Promoting interdependence within the group, and individual accountability.

Monitoring student work and behaviour.

7. Maintaining Appropriate Student Behaviour

Monitoring student behaviour during class time.

Manage inappropriate behaviour (make eye contact, move closer, use a signal).

Use praise, incentives and rewards to help build and improve the

classroom climate.


8. Communication Skills for Teaching

Constructive Assertiveness-Describe concerns clearly, insist that misbehaviour

be corrected and resist being coerced or manipulated.

Empathic Responding-Listen to the student’s perspective and react in ways that

maintain a positive relationship and encourage further discussion.

Problem Solving-Includes several steps for reaching mutually satisfactory

resolutions to problems; it requires working with the student to develop the plan.

9. Managing Problem Behaviours

Minor Interventions- Use nonverbal cues, get the activity going, use group focus,

redirect behaviour, give the student choices.

Moderate Interventions- Withhold a privilege or desired activity, isolate or remove

student, use penalty, assign detention, use a school-based consequence.

More Extensive Interventions- Use problem solving, use the Reality Therapy

Model, confer with parent, create an individual contract with the student.

10.Managing Special Groups. Strategies for Individual Differences include;

Team Teaching-coordination of schedules, transitional routines, reminding

students what they are supposed to take with them, rules and procedures,

maintaining responsibility for work.

Modifying Whole-Class Instruction-Interactive instruction, seating

arrangement, directions, and assignments.

Supplementary Instruction

Coordinating times with other teachers

staying on schedule.

getting returning students involved again.

In-class aides, content mastery classroom, and inclusion.

Individualized Instruction-Cooperative groups, peer tutoring.

Working with Students with Special Needs

Teaching Lower-Achieving Students

Teaching Higher-Achieving Students


What the Instructional Classroom Looks Like

Motivation& Classroom Management

MotivationMotivation is defined as the internal and external factors that stimulate

desire and energy in people to be continually interested and committed to

a job, role or subject, or to make an effort to attain a goal (BusinessDictionary.com

2014). Classroom Motivation is important, in order for effective teaching and

learning to occur and although students ought to have some measure of

motivation towards succeeding in the classroom, teachers need to be mindful of

their own behaviour, teaching style, design of course, teaching environment,

nature of assignments, informal interactions with students and appearance which

can affect student motivation.

1. Know your students' names and use their names as often as possible.

2. Plan for every class; never try to wing it.

3. Pay attention to the strengths and limitations of each of your students. Reward

their strengths and strengthen their weaknesses.

4. If possible, set your room in a U-shape to encourage interaction among students.

5. Vary your instructional strategies; use lectures, demonstrations, discussions, case

studies, groups, and more.

6. Review the learning objectives with your students. Be sure students know what

they are expected to learn, do, know, etc.

7. Move around the room as you teach.

8. Make your classes relevant. Be sure students see how the content relates to them

and the world around them.

9. Be expressive. Smile.

10.Put some excitement into your speech; vary your pitch, volume and rate.

Practical Ways to Motivate Students

11.Give lots of examples.

12.Encourage students to share their ideas and comments, even if incorrect. You'll

never know what students don't understand unless you ask them.

13.Maintain eye contact and move toward your students as you interact with them.

Nod your head to show that you are listening to them.

14.Provide opportunities for students to speak to the class.

15.Be available before class starts, during break, and after class to visit with

students.

16.Return assignments and tests to students as soon as reasonably possible.

Provide constructive feedback.

17.Be consistent in your treatment of students.

18.Make sure that your exams are current, valid, and reliable. Tie your assessment to

your course objectives.

19.Plan around 15-20 minute cycles. Students have difficulty maintaining attention

after a longer period of time.

20. Involve your students in your teaching. Ask for feedback.

Practical Ways to Motivate Students

What A Motivated Classroom Looks Like

ReferencesCollege of Charleston. (2014, October 13). Retrieved from Classroom Disruption:

http://studentaffairs.cofc.edu/honor-system/classroom-disruption.php

Kurt, E. (2014, October 13). 8 Reasons Why Children Misbehave (With Solutions!).

Retrieved from LIfehack:http://www.lifehack.org/articles/

lifehack/8-reasons-why-children-misbehave-with-solutions.html

McLaughlin, J. (2014, October 14). University of Michigan. Retrieved from

Creating a Positive Classroom Environment: http://sitemaker.umich.

edu/mclaughlin_portfolio/creating_a_positive_classroom_environment.

Moore, K. D. (n.d.). Effective Instructional Strategies From Theorry to Practice.

California: SAGE Publications

References

Taken from Classroom Management for Elementary Teachers, Seventh Edition,

Carolyn M. Evertson, Edmund T. Emmer, and Murray E. Worsham,

Pearson Education, Boston, 2006.

Webster University. (2014, October 13). Retrieved from Classroom Disruption:

http://www.webster.edu/faculty/classroom-disruption.html

Young, D. (2014, October 13). Classroom environment: the basics. Retrieved

from LEAN NC: http://www.learnnc.org/lp/pages/734

Yuan, X. (2014, October 13). How to Deal with Student Misbehaviour in the

Classroom? Retrieved from file:///C:/Users/dee%201/Downloads/16609-

52785-1-SM%20(1).pdf

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