Education and Classroom Management
Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despitedisruptive behavior by students. The term also implies the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers; indeed experiencing problems in this area causes some to leave teaching altogether. In 1981 the US National Educational Association reported that 36% of teachers said they would probably not go into teaching if they had to decide again. A major reason was "negative student attitudes and discipline".(Wolfgang and Glickman)
According to Moskowitz & Hayman (1976), once a teacher loses control of their classroom, it becomes increasingly more difficult for them to regain that control (Moskowitz & Hayman, 1976, p. 283)). Also, research from Berliner (1988) and Brophy & Good (1986) shows that the time that teacher has to take to correct misbehavior caused by poor classroom management skills results in a lower rate of academic engagement in the classroom (Berliner, 1988, p. 310; Brophy & Good, 1986, p. 335). From the student’s perspective, effective classroom management involves clear communication of behavioral and academic expectations, as well as a cooperative learning environment (Allen 1986).
Classroom management is closely linked to issues of motivation, discipline and respect. Methodologies remain a matter of passionate debate amongst teachers; approaches vary depending on the beliefs a teacher holds regarding educational psychology. A large part of traditional classroom management involves behavior modification, although many teachers see using behavioral approaches alone as overly simplistic. Many teachers establish rules and procedures at the beginning of the school year. According to Gootman (2008), rules give students concrete direction to ensure that our expectation becomes a reality (Gootman, Marilyn E., 2008, p.36). They also try to be consistent in enforcing these
According to Moskowitz & Hayman (1976), once a teacher loses control of their classroom, it becomes increasingly more difficult for them to regain that control (Moskowitz & Hayman, 1976, p. 283)). Also, research from Berliner (1988) and Brophy & Good (1986) shows that the time that teacher has to take to correct misbehavior caused by poor classroom management skills results in a lower rate of academic engagement in the classroom (Berliner, 1988, p. 310; Brophy & Good, 1986, p. 335). From the student’s perspective, effective classroom management involves clear communication of behavioral and academic expectations, as well as a cooperative learning environment (Allen 1986).
Classroom management is closely linked to issues of motivation, discipline and respect. Methodologies remain a matter of passionate debate amongst teachers; approaches vary depending on the beliefs a teacher holds regarding educational psychology. A large part of traditional classroom management involves behavior modification, although many teachers see using behavioral approaches alone as overly simplistic. Many teachers establish rules and procedures at the beginning of the school year. According to Gootman (2008), rules give students concrete direction to ensure that our expectation becomes a reality (Gootman, Marilyn E., 2008, p.36). They also try to be consistent in enforcing these