UNIT FOUR: CLASSROOM MANAGEMENT IN MORAL EDUCATION

4.1 Classroom practice and management in moral education

Classroom management is defined in this chapter as a developing meta-competency that focuses

on leading classrooms – children, staff and parents – toward achievement of moral and learning
goals that the teacher has set or helped formulate.

Classes and their social, physical, and temporal characteristics are important contexts that impact
children’s development; as such, they need to be understood, operated, and led by teachers.

Doyle (1986, 2006) presented the following characteristics of classrooms

A. Multidimensionality (varied events and persons);

B. Simultaneity (having to deal with many events happening at the same time);

C. Immediacy (the need for immediate intervention in many classroom events, leaving little time
for reflection);

D. Unpredictability (the unexpected nature of many events, i.e., uncertainty must be factored into
the planning);

E. Publicness (many events are witnessed by people who are not directly involved in them); and

F. History (actions and events have pasts and futures).

Furthermore, classes include numerous children from diverse socioeconomic and cultural
backgrounds, as well as differing in temperaments, personalities, interests, academic skills, and
their expectations from school. Parents and families play the most important, direct role in
children’s development and are critical stakeholders through their relationships with their
children, the teaching staff, other parents and children, and the functioning of the class.

Although definitions of classroom management differ, most relate to the ability of teachers to
create and maintain order in their classrooms, involve the students in learning, and win their
cooperation (Emmer & Stough, 2001). The working definition that appears in the Yearbook of
the National Society for the Study of Education is, “The provisions and procedures necessary to

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establish and maintain an environment in which instruction and learning can occur” . A broader
definition of classroom management was proposed by Doyle: “The actions and strategies
teachers use to solve the problem of order in classrooms.

Doyle’s definition, in addition to relating to activities, also relates to the strategies of teachers –
a definition that hints at the influence of cognitive functioning on classroom management, but
does not address the goals of education in the classroom.

Further extension of the definition can be found in Jones (1996,) who identifies five key
elements that affect the efficacy of classroom management:

1. An understanding of current research and theory in classroom management and students’

psychological and learning needs;

2. The creation of positive teacher-student and peer relationships;

3. The use of instructional methods that facilitate optimal learning by responding to the academic
needs of individual students as well as the classroom group;

4. The use of organizational and group management methods that maximize on-task behavior;
and

5. The ability to use a range of counseling and behavioral methods to assist students who
demonstrate persistent or serious behavioral problems.

In light of revised research, Evertson and Weinstein (2006) suggest that classroom
management should include the following concepts:

1. Positive teacher-student relationships are the core of effective classroom management;

2. Classroom management has at its heart a social and moral curriculum;

3. strategies that rest exclusively on external reward and punishment are not optimal for
promoting academic and social-emotional growth and self-regulated behavior; and

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 4. To create orderly, productive environments, teachers must take into account student
characteristics such as age, developmental level, race, ethnicity, cultural background,
socioeconomic status, and ableness.

Approaches to classroom management

Creating an environment conducive to learning requires effective classroom management and

discipline. As an educator, it's essential to employ evidence-based tips and strategies to manage
classroom behavior effectively. In this article, we'll go through these strategies and explore how
they contribute to fostering a positive and productive learning atmosphere. With the right
techniques, educators can ensure their classrooms are safe, supportive, and conducive to
learning.

1. Establish Clear Expectations: A Foundation for Classroom Harmony

To put this strategy into practice, teachers should establish a set of clear and concise expectations
for behavior in the classroom. This includes rules, routines, and consequences. These
expectations should be communicated consistently and reinforced throughout the school year.

Teachers can introduce expectations through a collaborative discussion with students at the
beginning of the school year. This can involve brainstorming positive behaviors, discussing the
reasons behind each rule, and collectively agreeing on the consequences for not adhering to
them. This participatory approach fosters a sense of ownership and responsibility among
students.

Practical Example:

For instance, a teacher may expect students to raise their hands before speaking in class. This can
be communicated through a visual display in the classroom, such as a hand-raising poster.
During the initial weeks, the teacher consistently reinforces this expectation, providing positive
feedback when students follow it.

Measuring Success:

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Success in establishing clear expectations can be measured through consistent observations of
student behavior. A reduction in disruptive incidents and an increase in positive engagement are
indicators of the effectiveness of this strategy.

Benefits:

 For Students: Clear expectations create a safe and predictable learning environment,
promoting a sense of security and focus on learning.

 For Teachers: Reduced disruptions allow teachers to spend more time on instruction,
fostering a more effective and efficient teaching environment.

 For Learning: A classroom with well-established expectations provides a conducive

space for optimal learning, where students can confidently engage in academic activities
without unnecessary distractions.

Positive Reinforcement: Cultivating a Culture of Success

Positive reinforcement stands as a powerful and evidence-based strategy. It involves

acknowledging and rewarding good behavior and creating a positive culture that encourages
students to thrive academically and socially.

Teachers can communicate positive reinforcement strategies clearly to students, explaining the
behaviors that will be recognized and the corresponding rewards. Creating a visual display in the
classroom, such as a "Wall of Achievements," helps make these positive behaviors tangible and
visible to all students.

Sharing the positive reinforcement system with the school community fosters consistency and
support. This can be achieved through newsletters, school assemblies, or announcements
highlighting students' positive achievements.

Practical Example:

For instance, a teacher may implement a token system where students earn tokens for exhibiting
positive behavior. These tokens can be exchanged for small rewards, creating a direct link

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between positive actions and tangible benefits. Verbal praise and public recognition in class are
also effective ways to reinforce positive behavior.

Measuring Success:

Success in positive reinforcement can be measured by tracking changes in student behavior over
time. A reduction in disruptive incidents, an increase in active participation, and improvements
in the overall classroom atmosphere are indicators of the effectiveness of this strategy.

Benefits:

 For Students: Positive reinforcement enhances students' self-esteem, motivation, and

sense of accomplishment, fostering a positive attitude towards learning.

 For Teachers: A classroom culture that emphasizes positive reinforcement creates a

more enjoyable and collaborative teaching environment. It also encourages teachers to
focus on recognizing and reinforcing positive behavior rather than solely addressing
negative incidents.

 For Learning: A positive and supportive classroom environment enhances the overall
learning experience. Students are more likely to actively participate, engage with the
material, and develop a genuine interest in academic pursuits.

3. Consistency is Key: The Pillar of Predictability in Classroom Discipline

Consistency is a fundamental principle in effective classroom discipline, emphasizing the

importance of a uniform and unwavering application of rules and consequences.

To implement consistency effectively, teachers must establish clear and fair rules and
consequences and apply them uniformly. This creates a predictable and reliable environment for
students. Teachers should communicate rules and expectations clearly at the beginning of the
school year and reinforce them consistently. This can be achieved through regular reminders,
visual aids in the classroom, and discussions about the rationale behind the rules.

Practical Example:

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For example, a teacher may establish a rule that homework is due at the beginning of each class.
If a student fails to submit homework on time, the consequence might be a brief discussion with
the teacher, a note to parents, and a plan to catch up on missed work. Consistency comes into
play when this rule is applied uniformly to all students, without exceptions.

Measuring Success:

Success in maintaining consistency can be measured through ongoing observation and tracking
of student behavior. A reduction in incidents of non-compliance, increased adherence to rules,
and a positive change in the overall classroom atmosphere are indicators of the effectiveness of
this strategy.

Benefits:

 For Students: Consistency gives students a sense of security and predictability,

promoting a focused and conducive learning environment.

 For Teachers: A consistent approach reduces the need for constant rule enforcement,
allowing teachers to concentrate on instruction and building positive relationships with
students.

 For Learning: A predictable environment supports effective teaching and learning.

Students can confidently engage in academic activities, knowing the rules are
consistently applied, fostering a more efficient and productive learning experience.

4. Build Positive Teacher-Student Relationships: Nurturing Connections for Effective

Classroom Discipline

Cultivating positive teacher-student relationships stands out as a basis for effective classroom
discipline. The significance of these connections goes beyond the academic
environment, influencing both student behavior and learning outcomes.

Building positive relationships involves creating a classroom environment where students feel
seen, valued, and supported. It is an ongoing and intentional process contributing to a positive
and trusting atmosphere.

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The importance of positive teacher-student relationships should be communicated within the
school community. Sharing success stories, organizing parent-teacher conferences, and involving
students in school events create a positive image of the teacher-student bond. Keeping parents
informed about the efforts to build positive relationships is crucial. Teachers can communicate
through newsletters, emails, or dedicated parent-teacher sessions, emphasizing the collaborative
partnership between home and school in supporting students.

Practical Example:

For example, a teacher might start the school year with a "Getting to Know You" activity,
allowing students to share their interests, goals, and challenges. During class, the teacher might
incorporate these personal insights into lessons or engage in casual conversations with students
about their extracurricular activities. Acknowledging students' individuality and expressing
genuine interest in their lives fosters a positive and trusting relationship.

Measuring Success:

Success in building positive teacher-student relationships can be measured through qualitative

assessments, such as students' feedback, observations, and changes in classroom dynamics.
Improved student engagement, increased participation, and a sense of belonging are indicators of
the effectiveness of this strategy.

Benefits:

 For Students: Positive teacher-student relationships contribute to a supportive learning

environment, fostering emotional well-being, motivation, and a sense of belonging.

 For Teachers: Building positive relationships creates a more enjoyable and collaborative
teaching experience. Teachers are better positioned to understand and address individual
student needs, leading to improved classroom management.

 For Learning: A positive classroom atmosphere enhances overall learning outcomes.

Students are more likely to actively engage in lessons, ask questions, and seek guidance
when positive relationships are established.

5. Proactive Strategies: Anticipating Success for Effective Classroom Discipline

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Proactive strategies in classroom discipline involve anticipating and preventing misbehavior
through a thoughtful and strategic approach. This proactive stance aims to create an environment
that minimizes opportunities for disruptive behavior and fosters positive engagement. Proactive
approaches align with the principles of positive behavior support, emphasizing prevention rather
than reaction.

To implement proactive strategies effectively, teachers can focus on creating an environment that
naturally encourages positive behavior. This involves designing engaging lesson plans,
incorporating interactive activities, and fostering a positive classroom culture. Communicating
the proactive approach to students involves setting clear expectations for behavior and explaining
the benefits of a positive and engaging classroom environment. Encouraging student
participation, providing choices, and emphasizing the relevance of lessons contribute to a
proactive culture.

practical Example:

For instance, a teacher may design lesson plans incorporating hands-on activities, group
discussions, and real-world applications of the material. Interactive learning will capture
students' interest and provide opportunities for positive engagement. Additionally, establishing a
classroom routine that includes brief moments of mindfulness or reflection can contribute to a
positive and calm atmosphere.

Measuring Success:

Success in proactive strategies can be measured through qualitative and quantitative assessments.
Qualitatively, teachers can observe changes in student engagement, the overall atmosphere in the
classroom, and the frequency of disruptive incidents. Quantitatively, tracking attendance,
participation rates, and student surveys can provide data on the impact of proactive strategies.

Benefits:

 For Students: Proactive strategies create an engaging and positive learning environment,
fostering a sense of enjoyment and relevance in their education.

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  For Teachers: Teachers experience a more satisfying and efficient teaching environment
with fewer disruptions and increased student participation.

 For Learning: A proactive approach enhances the overall learning experience. Students
are more likely to be motivated, actively engaged, and open to the learning process.

5. Teach Social-Emotional Skills: Nurturing Emotional Intelligence for Enhanced Classroom

Discipline

Teaching social-emotional skills involves integrating crucial aspects of emotional intelligence

into the curriculum, providing students with the tools to navigate their emotions, relationships,
and behaviors. Research consistently supports the positive impact of teaching social-emotional
skills on student behavior and academic success. Such skills are linked to increased academic
performance and reduced behavior problems.

To integrate social-emotional skills effectively, teachers can incorporate lessons and activities
focusing on self-awareness, self-regulation, and empathy into their curriculum. This involves
creating a classroom environment that fosters emotional intelligence.

Practical Example:

For instance, a teacher may incorporate a weekly "emotional check-in" where students are
encouraged to share their feelings and experiences. This can be done through written reflections,
group discussions, or even creative expressions like art or journaling. By providing a platform
for students to express themselves, teachers foster self-awareness and create an environment that
values emotional well-being.

Measuring Success:

Success in teaching social-emotional skills can be measured through both qualitative and
quantitative assessments. Qualitatively, teachers can observe changes in student interactions,
self-expression, and overall emotional well-being. Quantitatively, surveys, behavior logs, and
academic performance data can provide insights into the impact of social-emotional learning.

Benefits:

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  For Students: Teaching social-emotional skills equip students with essential tools for
navigating challenges, improving self-esteem, and fostering positive relationships.

 For Teachers: Educators benefit from a classroom environment where students are more
emotionally aware, leading to improved communication, reduced conflicts, and a more
positive teaching experience.

 For Learning: Integrating social-emotional learning enhances the overall learning

environment. Students are better equipped to manage stress, collaborate effectively, and
engage in the learning process with a positive mindset.

4.3. Role of the teacher in the constructivist classroom managements

In a constructivist classroom, teachers play a crucial role in facilitating learning experiences that
align with the principles of constructivist theory. Here are some key roles that teachers typically
take on in a constructivist classroom:

1. Facilitator of Learning: Teachers act as facilitators of learning rather than simply

providers of information. They create an environment where students are encouraged to
actively construct their own knowledge through exploration, inquiry, and collaboration.

2. Guide and Mentor: Teachers guide students in their learning journey by posing thought-
provoking questions, providing feedback, and offering support as students work through
problems and projects. They serve as mentors who help students develop critical thinking
skills and metacognitive awareness.

3. Encourager of Inquiry: Teachers encourage students to ask questions, seek answers,

and explore topics of interest. They promote a culture of inquiry where students are
motivated to investigate, analyze, and evaluate information independently.

4. Designer of Learning Experiences: Teachers design learning experiences that are

hands-on, interactive, and authentic. They create tasks and projects that challenge
students to apply their knowledge in real-world contexts and make connections between
new information and their existing understanding.

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 5. Collaborator and Co-Learner: Teachers collaborate with students as co-learners in the
classroom. They engage in dialogue, share ideas, and learn alongside students, fostering a
sense of shared responsibility for the learning process.

6. Scaffold for Learning: Teachers provide scaffolding to support students as they engage
in challenging tasks. They offer guidance, resources, and assistance as needed, gradually
reducing support as students gain confidence and competence.

7. Assessment for Learning: Teachers use formative assessment strategies to monitor

student progress, identify misconceptions, and adjust instruction accordingly. They focus
on assessing understanding and growth rather than simply measuring performance on
standardized tests.

8. Cultivator of a Positive Learning Environment: Teachers create a positive and

inclusive learning environment where students feel safe to take risks, express their ideas,
and engage in meaningful discussions. They promote a culture of respect, collaboration,
and mutual support among students.

4.4. Characteristic features of the constructivist classroom management

1. Create real-world environments that employ the context in which learning is relevant.

2. Focus on realistic approaches to solving real-world problems.

3. The instructor is a coach and analyzer of the strategies used to solve these problems.

4. Stress conceptual interrelatedness, providing multiple representations or perspectives on the

content.

5. Instructional goals and objectives should be negotiated and not imposed.

6. Evaluation should serve as a self-analysis tool.

7. Provide tools and environments that help learners interpret the multiple perspectives of the
world.

8. Learning should be internally controlled and mediated by the learner.

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Elements of constructivist classroom managements

The key elements of the constructivism model of teaching include active learning,
interdisciplinary connections, problem-based and project-based learning, cooperative learning,
individual perception and thinking, discovery and logical reasoning, and the development of
cognitive, affective, psychomotor, and experiential potentials.

Constructivism emphasizes the shift from passive listening and memorization to active learning,
experimenting, exploring, and discovering cause and effect relations. It focuses on the process of
acquiring meaningful knowledge and skills, adopting positive attitudes, cultural values, and
competencies.

Constructivism also highlights the importance of students' individual perception, memory,

thinking, imagination, and logical reasoning in the learning process. Additionally, constructivism
encourages teachers to change existing teaching methods, create scenarios, and guide students
from the perspective of their psychology. It also promotes the combination of top-down
explanation by teachers and bottom-up construction by students in vocabulary teaching. Overall,
constructivism aims to create a dynamic and interactive learning environment that engages
students and helps them apply their knowledge in real-life situations.

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