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    Teacher As Classroom Manager: 1. Create Clarity

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    Qambar
    A well-managed classroom is essential for student learning and achievement. Good classroom managers [1] create clear expectations and a sense of purpose, [2] apply rules consistently, and [3] engage students through meaningful, active learning rather than passive lessons. They also [4] address students' basic psychological needs for competence, belonging, and autonomy to prevent misbehavior stemming from boredom or lack of engagement. Finally, good managers [5] facilitate bonding between students to encourage cooperation and [6] directly teach classroom procedures and behaviors to guide students.

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    Teacher As Classroom Manager: 1. Create Clarity

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    Qambar
    314 views3 pages
    A well-managed classroom is essential for student learning and achievement. Good classroom managers [1] create clear expectations and a sense of purpose, [2] apply rules consistently, and [3] engage students through meaningful, active learning rather than passive lessons. They also [4] address students' basic psychological needs for competence, belonging, and autonomy to prevent misbehavior stemming from boredom or lack of engagement. Finally, good managers [5] facilitate bonding between students to encourage cooperation and [6] directly teach classroom procedures and behaviors to guide students.

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    Teacher as Manager

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    A well-managed classroom is essential for student learning and achievement. Good classroom managers [1] create clear expectations and a sense of purpose, [2] apply rules consistently, and [3] engage students through meaningful, active learning rather than passive lessons. They also [4] address students' basic psychological needs for competence, belonging, and autonomy to prevent misbehavior stemming from boredom or lack of engagement. Finally, good managers [5] facilitate bonding between students to encourage cooperation and [6] directly teach classroom procedures and behaviors to guide students.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    314 views3 pages

    Teacher As Classroom Manager: 1. Create Clarity

    Uploaded by

    Qambar
    A well-managed classroom is essential for student learning and achievement. Good classroom managers [1] create clear expectations and a sense of purpose, [2] apply rules consistently, and [3] engage students through meaningful, active learning rather than passive lessons. They also [4] address students' basic psychological needs for competence, belonging, and autonomy to prevent misbehavior stemming from boredom or lack of engagement. Finally, good managers [5] facilitate bonding between students to encourage cooperation and [6] directly teach classroom procedures and behaviors to guide students.

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    Teacher as Classroom Manager

    Most of the outcomes desired in classrooms depend to a great extent on the teacher’s
    ability to be a good classroom manager. A class where students are disorderly and no
    rules guide behavior, chaos is bound to happen. In contrast, well-managed classrooms
    facilitate an environment where learning can flourish. Clearly, classroom management
    by individual teachers can have a major impact on student behavior and academic
    achievement.
    So what do good classroom managers do? The answer – They create an environment
    which promotes learning, motivation, and collective function. Thus, a great deal of what
    we might call classroom management style comes from attitudes and pedagogical
    choices. Here are a few classroom management techniques which will help teachers
    assist their students in positive behaviors.

    1. Create Clarity

    Clarity within the classroom has been found to correlate positively with student
    achievement, level of engagement, and student satisfaction. For this, students need to
    clearly know, what is expected out of them. Without clarity, they are forced to guess and
    end up creating a vacuum in expectations, which students try to fill with their own ideas
    of conduct. Additionally, the teacher needs to infuse a sense of positive intention and
    movement to the class. When the class experiences the deliberate movement toward a
    goal they are much less likely to be bored, distracted, or likely generate a negative
    feeling of lack of purpose.

    2. Be Consistent

    Along with clarity, if the element of consistency exists in a classroom, things will run
    relatively smoothly. The consistency of one’s actions promotes or detracts the notion of
    whether a person is trustworthy. Part of being trusted by students is being reliable.
    When our decision-making process is perceived as too subjective or random, students
    lose trust. The loss of trust usually translates into a loss of commitment on the part of
    the student.
    Also, when teachers are working with a student or a class to help shape behavior
    patterns, reinforcing of more functional behavior is necessary. In many cases, even a
    small amount of contradictory reinforcement can undermine efforts. Consistency helps
    clarify the cause and effect positive thinking. Inconsistency confuses it.

    3. Incorporate Pedagogy

    When a teacher provides students with a curriculum defined by monotonous tasks and
    exclusively teacher-directed learning, they should expect problems. Students subjected
    to these types of passive learning often use disruptive behavior to achieve a sense of
    control, engagement, satisfaction, and fun. On the other hand, students who are
    engaged, challenged, and see a real-world value to their work will be much more
    interested in learning than creating problems.
    When students feel successful, they associate that success with the source – the
    teacher – and when they are bored and unsuccessful, so they again associate that
    experience with the teacher as well.

    4. Satisfy Basic Needs

    If students’ basic needs for power, competence, belonging, freedom, and fun are not
    met by the teacher they find ways to meet those needs by other means. Often those
    other means include display of unwanted and/or problematic behavior.
    When teachers create engaging learning activities that create a sense of “psychological
    movement” in the class, a good portion of the reasons for misbehavior and lack of
    interest are removed and replaced with reasons for students to invest and enjoy their
    time in class.

    5. Facilitate Bonding

    In general, a teacher acts as the primary force in the room helping students become
    responsible to one another while developing the group’s capacity to function. And while
    classroom rules answer the question: “What am I supposed to do in here?” bonding
    answers the question: “What, if I did it, would help the class function more effectively,
    and best ensure my success?”
    Few students feel a sense of ownership over rules. However, bonds by their very nature
    are owned by those who share them, and therefore are much more likely to lead to
    responsible behavior.

    6. Teach Procedures

    If students do not know how to behave, listen, smoothly transition from one thing to
    another, interact respectfully, work cooperatively in a group, resolve conflict, process
    failures, line up, or continue to perform when the teacher leaves the room, etc., it is the
    teacher’s responsibility to effectively tutor them in these important aspects. The teacher
    should think about teaching classroom procedures in the same way as thinking about
    teaching any other content.
    As teachers become more effective at staying in the moment, keeping their attention on
    what they can do to improve the situation, and take on an attitude of appreciation for
    their students, not only will they be able to deal with problems more effectively, but also
    end up having fewer to deal with in the first place.
    5. Facilitate Bounding
    1) I appreciate positive bounding in classroom.
    2) Do you think that bounding is a way to help generating a participating
    atmosphere?
    3) I interact with every learner in class & provide them opportunity to work in
    groups / peer.
    6. Teaching procedure
    1) Do you think it is a teacher responsibility to deal with learners problems,
    other than classroom related issues?
    2) I use different strategies to inculcate positive behavior in students.
    3) I try to promote learners personal, social & emotional skills.

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