first draft November 2003
When I think of managing a classroom, I see myself managing by wandering around, being 'with' my students. Sometimes simple proximity can reduce the amount and severity of the misbehaviour. Essentially I believe that students are “good” and deserve respect.
I work from a strengths perspective that is based on the following assumptions:
All students have the capacity to be successful
All students want to enjoy their time in the classroom
If students show up, it is up to me to ensure they are provided with a safe environment
Most behaviour challenges can be prevented by room arrangement and communication
Variables such as time of day, subject, classroom will affect the behaviour of students and teacher
Classroom management is a cooperative venture and requires the student’s active participation
Classroom desk placement, group formation, even posters and students’ work can contribute to the environment where students want to be. My classroom has space set aside for sharing and for displaying work.
My desk is an example of a welcoming space, kept tidy, with perhaps a fish bowl and a small vase of flowers. Music is playing quietly when the students arrive and I provide opportunity for classroom talk to catch up how they are and what they are up to. It’s all about building a community of learners and a space they have an ownership in.
One of the key prevention strategies is to ensure that my students know what to expect everyday, without falling prey to boredom. My students will know that I greet them by name and an agenda is either written on the board or on flipchart paper. An introductory activity always opens the class. We can discuss recent events; have a warm up activity or some other ritual that brings us together as a unified group.
Although I have a curriculum and objectives that I must cover, all unique gifts and talents are celebrated within my classroom. The lessons will provide opportunity for all types of learners to be challenged and to be successful.
The goal of discipline is to create self-discipline, which equals responsibility. This is accomplished by:
Setting clear and consistent rules and guidelines within the classroom. This can be done and is most effective when students provide input in establishing the rules.
Encouraging students to be as independent as their individual development permits. Students develop at different rates and times and as a teacher I need to be aware of what works for all students individually and collectively.
Providing students with choices. When students have a voice in what they can do, they are more likely to be actively engaged in their work and less likely to demonstrate undesirable behaviour.
Providing opportunities for individual as well as group experiences that are student-centred and process oriented.
Modeling appropriate manners, self-respect and respect for others. Students will be very perceptive to how I behave in class and if my behaviour is consistent with what I am asking of the students.
There are essentially three types of discipline:
1.Preventive: preventing misbehaviour is my preferred method. By providing a stimulating and varied curriculum that involves students, there will be greater opportunity for successful behaviour and thinking.
2. Supportive: supportive discipline is catching students’ attention. Eye contact and proximity will also help students get back on track. It is always respectful and is typically only known to the student involved.
3. Corrective: eventually all the best laid plans will falter somewhat and some rules will be broken. I deal with undesirable behaviour quickly and firmly. I use redirection, alternatives, temporarily withdraw privileges, and ask how I can help.
A major component of my classroom management plan involves constant reassessment and evaluation about what is working or what is not. I ask myself, am I evaluating the students’ behaviour objectively and are my expectations and methods age and stage appropriate.
Bennett, B. & Smilanich, P. (1994). Classroom management: A thinking and caring approach. Toronto: Booktation Inc.
Biehler, R.F., Snowman, J., D'Amico, M., Scmid, R.F.(1999). Psychology
applied to teaching (1st Canadian ed.). Toronto: Houghton Mifflin
(pp.518-556).
Brownlie, F. & King, J. (2000). Learning in safe schools: Creating classrooms where all students belong. Markham: Pembroke Publishers.
Charles, C.M. (1999). Building classroom discipline (6th ed). Boston:
Allyn & Bacon.
Goodrich Andrade, H. (2000). What do we mean by results: Using rubrics
To promote thinking and learning. Educational Leadership, 57, 5.
Kohn, Alfie. (1998). What to look for in a classroom. San Fransisco:
Jossie-Bass.
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