Tips on Classroom Management
Dimensions of Learning Model -
Source: Marzano et al., (1997)
Classroom management and behaviour management have similar objectives to that of Dimension One "Attitudes and Perceptions", in the Dimensions of Learning Model.
Dimension One encourages a positive attitude toward learning within the classroom environment and students perceptions of learning specific concepts to be applied in life.
According to Jones & Jones (2001), "there are (5) five areas of knowledge and skill to attain comprehensive classroom management:
1. A solid understanding of current research and theory in classroom management and on
students' needs.
2. The ability to establish positive teacher-student and peer relationships.
3. Knowledge of instructional methods that optimise learning by responding to the academic
needs of the students.
4. Organisational and group management methods that involve students in the process of
establishing and maintaining behavioural standards.
5. A range of counselling and behavioural methods that involve students in examining and
correcting their inappropriate behaviour.
Questions to consider in relation to these (5) five areas:
1. How do you rate yourself according to the (5) five criteria?
2. How do you respond to the idea of needing "counselling" methods to be an effective
classroom manager?
The A-B-C of behaviour theory consists of Antecedent, Behaviour and Consequence. This theory analyses behaviour management considering what occurred immediately before, during and after the incident. The consequence and consistency of the repeated consequence, against the repetitive nature of the misconduct is vital. Students need to know their consequences ahead of time and they need to be consistent if credibility as the educator is to be established. Students also need a follow up plan to modify future behaviour and a new set of consequences if this modified contract is broken."
There are many ways to deal with repeat offenders. Primarily it’s important where possible, to develop a mutual respect. This way there’s emotion involved and students are more likely to want to perform positively for you. Rule of thumb is when you lose your temper/raise your voice; you lose control of the classroom. If students misbehave refrain from embarrassing them in front of their peers, but rather conduct a teacher/student (one on one) meeting with them after class. This not only gives both parties time to cool down and gather their thoughts, but also shows the student respect which is essentially what you’re asking for from them.
Remember: We lead by example.
At the beginning of the school year, establish the 4 R's - Rules, Rights, Responsibilities and Routines. Students know from day one what is expected of them and what will and won't be acceptable behaviour. Always be consistent in terms of behaviour outcomes. The moment you fail to produce, what students perceive to be an expected response to their inappropriate behaviour, respect and control are jeopardised.
Involve the student in their consequences when new contracts are drawn up. This gives students responsibility to upkeep as well as helping them to remember. Classroom consequences can also be written by involving the class as a whole in the construction process. If correcting students during lesson time, effectively attempt to correct inappropriate behaviour by avoiding attention drawn to the act. For example, a student is repeatedly taping their pen on the desk distracting peers while you are speaking, keep the lesson going as you gradually begin to pace the room. While passing the students desk give a light tap on the corner of the desk with your fingers. In the manner by which you don’t make any noise and in most instances, only the student affected will be drawn to the message you are attempting to convey. Repeat as necessary. If the student continues to disregard your reaction, quietly lean in and in a soft voice state “thank you for refraining to tap the desk Johnny”. This is a polite, closed question that is most likely going to achieve results. You aren’t giving the student an option but you’re polite in your demand just the same. Essentially you're maintaining the ‘respect’ between teacher and student.
Classroom Behaviour Plan Template
DET Responsible Behaviour Plan
Education Queensland Code of Behaviour
1. A solid understanding of current research and theory in classroom management and on
students' needs.
2. The ability to establish positive teacher-student and peer relationships.
3. Knowledge of instructional methods that optimise learning by responding to the academic
needs of the students.
4. Organisational and group management methods that involve students in the process of
establishing and maintaining behavioural standards.
5. A range of counselling and behavioural methods that involve students in examining and
correcting their inappropriate behaviour.
Questions to consider in relation to these (5) five areas:
1. How do you rate yourself according to the (5) five criteria?
2. How do you respond to the idea of needing "counselling" methods to be an effective
classroom manager?
The A-B-C of behaviour theory consists of Antecedent, Behaviour and Consequence. This theory analyses behaviour management considering what occurred immediately before, during and after the incident. The consequence and consistency of the repeated consequence, against the repetitive nature of the misconduct is vital. Students need to know their consequences ahead of time and they need to be consistent if credibility as the educator is to be established. Students also need a follow up plan to modify future behaviour and a new set of consequences if this modified contract is broken."
There are many ways to deal with repeat offenders. Primarily it’s important where possible, to develop a mutual respect. This way there’s emotion involved and students are more likely to want to perform positively for you. Rule of thumb is when you lose your temper/raise your voice; you lose control of the classroom. If students misbehave refrain from embarrassing them in front of their peers, but rather conduct a teacher/student (one on one) meeting with them after class. This not only gives both parties time to cool down and gather their thoughts, but also shows the student respect which is essentially what you’re asking for from them.
Remember: We lead by example.
At the beginning of the school year, establish the 4 R's - Rules, Rights, Responsibilities and Routines. Students know from day one what is expected of them and what will and won't be acceptable behaviour. Always be consistent in terms of behaviour outcomes. The moment you fail to produce, what students perceive to be an expected response to their inappropriate behaviour, respect and control are jeopardised.
Involve the student in their consequences when new contracts are drawn up. This gives students responsibility to upkeep as well as helping them to remember. Classroom consequences can also be written by involving the class as a whole in the construction process. If correcting students during lesson time, effectively attempt to correct inappropriate behaviour by avoiding attention drawn to the act. For example, a student is repeatedly taping their pen on the desk distracting peers while you are speaking, keep the lesson going as you gradually begin to pace the room. While passing the students desk give a light tap on the corner of the desk with your fingers. In the manner by which you don’t make any noise and in most instances, only the student affected will be drawn to the message you are attempting to convey. Repeat as necessary. If the student continues to disregard your reaction, quietly lean in and in a soft voice state “thank you for refraining to tap the desk Johnny”. This is a polite, closed question that is most likely going to achieve results. You aren’t giving the student an option but you’re polite in your demand just the same. Essentially you're maintaining the ‘respect’ between teacher and student.
Classroom Behaviour Plan Template
DET Responsible Behaviour Plan
Education Queensland Code of Behaviour
