Classroom management
Such disruptions may range from normal peer conflict[1] to more severe disturbances of the social class dynamics, such as bullying among students,[2] which make it impossible for the affected students to concentrate on their schoolwork and result in a significant deterioration of their school performance.
[7] From the student's perspective, effective classroom management involves clear communication of behavioral and academic expectations as well as a cooperative learning environment.
[8] Until recently, corporal punishment was widely used as a means of controlling disruptive behavior but it is now illegal in most schools.
It is still advocated in some contexts by religious leaders such as James Dobson, but his views "diverge sharply from those recommended by contemporary mainstream experts" and are not based on empirical testing, but rather are a reflection of his faith-based beliefs.
[9] According to studies, taboo physical punishments like spanking or procedures used in Asia in the classroom such as standing, do not make students or children more aggressive.
[11] Some characteristics of having good teacher-student relationships in the classroom involves the appropriate levels of dominance, cooperation, professionalism, and awareness of high-needs students.
Dominance is defined as the teacher's ability to give clear purpose and guidance concerning student behavior and their academics.
Assertive teacher behavior also reassures those thoughts and messages are being passed on to the student in an effective way.
Teachers using the preventive approach offer warmth, acceptance, and support unconditionally – not based on a student's behavior.
Fair rules and consequences are established and students are given frequent and consistent feedback regarding their behavior.
Rather than a consequence, the group should decide how to fix the problem through either class discussion, peer mediation, counseling, or by one-on-one conversations leading to a solution to the situation.
An intervention technique created by William Purkey, used by the teacher that gives students the level of management needed.
[19] Assertive discipline is an approach designed to assist educators in running a teacher-in-charge classroom environment.
Assertive teachers react to situations that require the management of student behavior confidently.
[20] The standards and rules set in place by assertive discipline are supported by positive reinforcement as well as negative consequences.
More than a set of strategies or practices, CRCM is a pedagogical approach that guides the management decisions that teachers make.
It is a natural extension of culturally responsive teaching, which uses students' backgrounds, rendering of social experiences, prior knowledge, and learning styles in daily lessons.
Teachers, as culturally responsive classroom managers, recognize their biases and values and reflect on how these influence their expectations for behavior and their interactions with students as well as what learning looks like.
There is extensive research on traditional classroom management and a myriad of resources available on how to deal with behavior issues.
Conversely, there is little research on CRCM, despite the fact that teachers who lack cultural competence often experience problems in this area.
The intention is to prompt and develop within youth a desire to become responsible and self-disciplined and to put forth effort to learn.
The most significant characteristics of DWS are that it is totally noncoercive (but not permissive) and takes the opposite approach to Skinnerian behaviorism that relies on external sources for reinforcement.
Instructors can demonstrate a suitable level of strength by giving clear learning objectives, they can also pass on fitting levels of participation by giving learning objectives that can be changed based on the classes needs.
In positive classrooms student participation and collaboration are encouraged in a safe environment that has been created.
The goal of classroom management, to Kauchak and Eggen, is to not only maintain order but to optimize student learning.
During engaged time, students are participating actively in learning activities—asking and responding to questions, completing worksheets and exercises, preparing skits and presentations, etc.
The time it takes for the teacher to do routine tasks can severely limit classroom instruction.
Teachers can consider the ways in which each strategy is able to be best integrated into their instruction in order to avoid potential conflicts or negative student responses.
[35] The teacher may raise his or her voice or increase adverse consequences in an effort to make the approach work.
To avoid this, teachers should communicate expectations to students clearly and be sufficiently committed to the classroom management procedures to enforce them consistently.
