I bet you can’t guess who’s going
to talk with you this week. After
looking over my previous blogs, I had a chuckle about the repetitive nature of
my opening line. So, I thought I would
offer a few sentences to you before beginning with my introduction. Well, it’s Timothy Hunnicutt again. We are concluding week 7 in EDAT 6115. This week, we read Chapter 11 from Robert E.
Slavin’s (2012) book, Educational
Psychology (10thedition). The
weekly readings and discussions revolved around learning environment,
particularly through classroom rules and instructor management techniques.
Slavin (2012) states, “Providing an
effective learning environment includes strategies that teachers use to create
positive, productive classroom experience” (p. 316). Furthermore, Slavin (2012) speaks of the need
for educators to maximize the time that students spend learning, through methods
such as starting class on time, developing routines, minimizing instructional
disruptions for disciplinary problems, and presenting interesting and
interactive lessons. I have found that
these principles are essential to maintaining classroom management and
establishing an appropriate learning environment. If my lessons are boring or void of student
involvement, I am more likely to have disciplinary problems with my students. I also have seen the need to use proper planning
so that transitions keep instructional momentum moving along steadily.
The readings offer several ideas on
how to establish proper classroom management.
Beginning the year with clear classroom rules and procedures are
essential to developing classroom management (Slavin, 2012). It is also important for teachers to follow
through on rules and procedures and develop consistency with consequences
(Slavin, 2012). I have seen several
colleagues struggle with classroom management because the teacher failed to
consistently follow through with ensuring that students followed classroom
rules. Furthermore, I believe that a
student’s first impression of a classroom is very important. Therefore, I strive to set the tone of my
room by clearly establishing rules, routines, and procedures at the beginning
of the year.
Slavin (2012) offers several ideas
that can assist educators with classroom management. One suggestion for dealing with minor
disruptions is the use of non-verbal clues, like eye-contact and proximity, to
redirect student behaviors (Slavin, 2012).
I use this strategy a great deal in my room. I will often stand beside a student’s desk if
they are misbehaving. As I move toward
the student, I never stop giving instruction. By simply moving near the student, I have
found that the behavior will often cease without interrupting the lesson. Slavin (2012) also suggests praising students
who are behaving appropriately. This can
be accomplished with verbal praise and providing incentives for well-behaved
students. Educators can also benefit
from using verbal reminders to students when they are misbehaving (Slavin,
2012). I will often use this strategy,
by simple telling a student, “Sally, I notice your behavior, and this is the
only time that I will remind you to correct it.
If you cannot do so, you will be given consequences.” I have found that these verbal reminders are
very effective. However, they are only
effective when the students understand that the teacher will follow-through
with consequences. Finally, Slavin
(2012) suggests that educators remove students from the classroom and/or
contact parents if the inappropriate behaviors are serious. I use these strategies a few times a
year. I do not overuse this strategy
because I want the students to respect the severity of these actions.
Slavin (2012) mentions that the
best way to manage a classroom is to prevent misbehaviors before they
happen. As mentioned earlier,
establishing clear classroom rules and procedures are effective in preventing
inappropriate behaviors. Also, Slavin
(2012) recommends sending weekly reports home to parents so that they are aware
of their child’s behaviors through the week.
This is a strategy that we do not use in our middle school. However, we do send home progress reports
every 4 weeks. These reports include
student grades and comments on behavior.
Slavin (2012) also lauds the effects of individual behavior plans for
students who constantly have behavior problems.
We use these plans with several students in our school. I have found that this strategy is quite
effective. It provides the students with
clear expectations, and the plan provides a uniform strategy that can be used
by all teachers. Overall, Slavin (2012)
suggests that the best preventative measure is including rules that praise
positive behavior. I agree that it is
essential for students to recognize that they are appreciated and trusted to
perform and behave as young adults.
Our weekly discussion revolved
around classroom management techniques that are used by classmates. I found this discussion very informative and
helpful in comparing my management strategies with my peers. I found that the common thread among peers
was the need for teachers to follow through with consequences and maintaining
classroom rules. I completely agree with
my colleagues’ assessments. I feel that
students crave boundaries and consistent reactions to students’ behaviors. Also, several peers mentioned the use of
non-verbal cues in maintaining instructional momentum while correcting inappropriate
behaviors. I agree that non-verbal cues
are very effective and essential to proper classroom management. When a teacher can correct a behavior without
disrupting the class, all students receive the benefits.
The concept of classroom management
is very important to me. I think that
having classroom management means that an educator can effectively teach a
lesson where all students stay on task while they meet the learning objectives
of the lesson. I believe that a teacher
cannot be remotely effective unless they have good management skills. Classroom management means that an educator
has properly planned interesting and effective lessons, taken the time to understand
the needs of all students, clearly established classroom rules and procedures,
and consistently follows through with praises and consequences for students’
behaviors.
I agreed with all of the strategies
that were put forth by Slavin (2012) in this chapter. I feel that it helpful for teachers to
develop practices that help prevent negative behaviors. I also feel that Slavin’s (2012) repetition
of the need for consistency and clearly established rules are vital to all
educators. I also feel that Slavin
(2012) identified an essential component to classroom management that is often
overlooked, effective lessons. Often,
teachers focus too much on developing consequences and procedures for students
when they should focus more on developing lessons that keep students
on-task. I have noticed that when my
lessons are interactive and enjoyable to my students, I rarely have behavior
problems. I feel that educator
consistency and effective lessons are the two most crucial components of
classroom management.
One thing that I read in this
chapter, and I plan to use in my classroom is the inclusion of student input in
classroom rules and procedures. I have never
including students in developing my classroom rules, but I can see the positive
outcomes of doing so. If students are
involved in creating the classroom rules and procedures, they will have a
greater sense of ownership with maintaining an appropriate learning
environment. I could have students
develop hand signals that they may use to represent needs. I could also have students pick incentives
that would motivate them to maintain the classroom rules. If the students feel involved, I believe that
our learning environment will progress and improve.
Overall, the concepts of classroom
management that were presented in the weekly readings and discussion helped
confirm my own management techniques. I
have often used non-verbal cues, verbal reminders, and immediate consequences
for serious misbehavior. By reading
Slavin’s (2012) recommendations and my peers’ ideas, I am more confident that
my strategies are necessary and beneficial to my students. Moreover, I have long held the belief that
ineffective lessons often contribute to behavioral problems. From this week’s readings and discussions, I
have seen that other educators share this belief. Therefore, I will strive to improve my
instructional planning and develop lessons that engage my students and promote
a positive learning environment.
This was my favorite week in the
class so far. Having a history of
working with at-risk youths, I have often been asked about my classroom
management strategies. The weekly
readings and discussions helped fortify assumptions and theories that I have
based on observations and teaching experiences.
I feel that classroom management is the most crucial aspect of effective
lessons. I also enjoyed submitting my
classroom rules and procedures for the weekly assignment, and I enjoyed reading
my peers’ classroom rules and procedures.
This was a very informative and enjoyable week. I look forward to talking to you again next
week.
Slavin, R.E.
(2012). Educational psychology: Theory
and practice (10th ed.). Boston, MA:
Pearson Education
Pearson Education
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