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Classroom management is a term used by many teachers to describe the process of ensuring that lessons run smoothly despite disruptive behaviour by students. The term also implies the prevention of disruptive behaviour. It is possibly the most difficult aspect of teaching for many teachers and indeed experiencing problems in this area causes some to leave teaching altogether. It is closely linked to issues of motivation, discipline and respect. A large part of traditional classroom management involves behaviour modification; that is, establishing rules and procedures at the beginning of the school year. It also involves being consistent in enforcing these rules and procudures. There needs to be positive consequences when rules are followed, and negative consequences when rules are broken. There are newer perspectives on classroom management that are more holistic and comprehensive. One example is affirmation teaching, which guides students toward success in helping them see how their effort pays off in the classroom. Affirmation teaching avoids traditional threats, bribery, or persuasion, and relies instead upon creating an environment where students are successful as a result of their own efforts (studying for an examination, for example).
Methods Delaney Cards One method of classroom management is the Delaney Card. This small card was used extensively in the New York Metropolitan region in the 60s and 70s. It is still in use by a small number of teachers. Tools for Teaching Tools for Teaching is a classroom management method created and taught by Fred Jones (educator) on speaking tours and in the eponymous book series Tools for Teaching. Positive Classrooms developed by "Dr. Bob" DiGiulio (educator) sees positive classroom management as the result of four factors: how teachers regard their students (spiritual dimension), how they set up the classroom environment (physical dimension), how skillfully they teach content (instructional dimension), and how well they address student behavior (managerial dimension). See also | ||||||||
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