Reflective Journal #7

Description

In this chapter, Slavin describes the practices that contribute to effective classroom management. Classroom management is defined as the methods used to organize classroom activities, instruction, physical structure, and other features to make effective use of time; to create a happy and productive learning environment; and to minimize behavior problems and other disruptions (Slavin, 2018, p. 439). Slavin also includes different strategies for managing routine misbehavior in the classroom.

Analysis

            In order to implement effective classroom management, Slavin suggests starting the year properly, arranging the classroom for effective instruction, setting class rules and procedures, and making expectations of conduct clear to students (Curwin, 2013; Emmer & Evertson, 2012; Evertson & Emmer, 2013; Wentzel & Brophy, 2014; Slavin, 2018, p. 278). When conducting effective classroom management, consistency is key. Teachers whose classes were on task for the majority of the school year most likely engaged in the following during the first few days of school:

·       Have clear, specific plan for introducing students to classroom rules and procedures, and spend as many days as necessary carrying out their plan until students know how to execute the rules and procedures properly.

·       Work with the whole class initially, remain involved with the whole class at all times, rarely leaving students without something to do or without supervision.

·       Spend extra time during the first days of school introducing procedures and discussing class rules.

·       Teach students specific procedures.

·       Use simple, enjoyable tasks as first activities. Materials are well prepared, clearly presented, and varied. Ask students to get right to work on the first day of school and give them instructions on procedures gradually, to avoid overloading them with too much information at a time.

·       Respond immediately to stop any misbehavior.

(Curwin, 2013; Evertson & Emmer, 2013; Weinstein & Mignano, 2007; Wong & Wong, 2004; Slavin, 2018, p. 278)

            Curwin (2013) presents three principles to govern setting class rules at the beginning of the school year. 1) Class rules should be few in number. 2) Class rules should make sense and be seen as fair by students. 3) Class rules should be clearly explained and deliberately taught to students (Curwin, 2013; Slavin, 2018, p. 279). Class rules can be generated with the help of the students or the teacher may give students a set of rules and ask them to provide examples of the rules. When the entire class is able to come up with and discuss rules that are to be followed in class, they feel as if their voice has been heard and it’s not just the teacher giving them his/her rules without the voice of the students.

            To prevent routine misbehaviors, teachers should plan effective lessons and make good use of class time. If students are engaged and teachers are continually moving through the lesson and into student work sessions, students are more likely to remain on task and less likely to misbehave. While these two measures are important for preventing misbehaviors in the classroom, it is still important to have strategies for dealing with problems when they do occur (Bender, 2015; Charles, Senter, & Charles, 2014; Korpershoek et al., 2016; Losen, 2015; WWC, 2014b; Slavin, 2018, p. 280).

            Slavin states, “Many studies have found that the amount of time spent disciplining students is negatively related to student achievement” (Slavin, 2018, p. 280). It is important to deal with misbehaviors immediately and without disrupting the lesson. There are seven strategies used to correct behavior with the simplest intervention; prevention, nonverbal cues, praise of correct behavior, praise for other students, verbal reminders, repeated reminders, and consequences.

            Prevention includes misbehaviors that never occur at all due to the teacher’s effective display of enthusiasm, varied activities, and the ability to keep students interested and engaged. According to Cross, Thompson, and Erceg (2014), creating a spirit in an entire school that is friendly, inviting, and comfortable also reduces motivations to misbehave (Slavin, 2018, p. 281). Different ways of preventing misbehaviors include varying the content of lessons, using a variety of materials and approaches, instituting cooperative learning or project-based learning, breaking difficult assignments into smaller steps, preparing students to work on their own, and short breaks or physical activities are allowed.

             Nonverbal cues include eye contact, gestures, physical proximity, or touching that a teaher uses to communicate without interrupting verbal discourse (Slavin, 2018, p. 443). Slavin states that, “These nonverbal strategies all clearly convey the same message: “I see what youa re doing and don’t like it. please get back to work.”” This cues typically only effect the student who is misbehaving rather than the entire class.

            Praising behavior that is incompatible with misbehavior means praising students who usually misbehave when they have done something right. For example, if a student always gets out of his/her seat without permission and they raise their hand to ask for permission, praise them for raising their hand and getting permission.

            When a student is misbehaving, praising those students who are doing what they are supposed to be doing will likely get that student refocus and stop the undesired behavior.

            Verbal reminders should focus on the misbehavior itself and not the student. The reminder should immediately follow the misbehavior and should be presented in a positive manor. Slavin gives the following example; It is better to say, “John, please attend to your own work” than “John, stop copying from Alfredo’s paper” (Slavin, 2018, p. 282).

            Some students may need repeated reminders if they refuse to comply with a simple reminder. Once students realize that their teacher means what they say and will use appropriate measures to ensure an orderly, productive classroom environment, they are likely to stop the trying misbehavior.

            If the previous stated strategies do not work, consequences must be given. According to Slavin, “A consequence for not complying with the teacher’s request should be mildly unpleasant, short induration, and applied as soon as possible after the behavior occurs” (Slavin, 2018, p. 283). Examples of these sort of consequences include sending the student to a “time out” area, making the student miss a few minutes of recess or some other privilege, keeping the student after school, or calling the student’s parents. Mild consequences communicate to students, “I cannot tolerate that sort of behavior, but I care about you and want you to rejoin the class as soon as you are ready.” After the student completes the consequence, they should be able to rejoin the class with a new slate and there should be no bringing up the misbehavior that occurred.

            In order to create an environment with effective classroom management, teachers must start out the school year right, implementing, modeling, and giving students the opportunity to practice all rules and procedures that have been put in place. If a student misbehaves, teachers should apply the principle of least intervention to ensure the misbehavior does not disrupt the entire class/lesson.

Reflection

How did you feel about this concept?

How is this concept significant concerning the context of your classroom?

How might you use what you learned to become a better teacher?

How might you handle a situation or activity differently based on this learned information?

            While reading this chapter, I was able to reflect on my own classroom management. I always feel like I do a better job of starting out the year right with each new school year. While I go over the rules and procedures of the classroom with my students daily, I do not give them the opportunity to practice or model these rules. I have also only really focused on what students should not be doing instead of the behavior that I wish to see from my students. I want the rules, procedures, and expectations to be clear to all students and ensure that every student has an understanding of what is appropriate behavior and what is not. This means working together with my students so they know I am willing to do whatever it takes to provide a positive classroom environment for each and every one of them to learn, grow, and succeed.

            I particularly took note of the principle of least intervention and how I have implemented some of these strategies in my own classroom. I would like to continue to work on preventing misbehaviors in my classroom by doing my part. When teaching a lesson, I want to feel like I have planned it in such a way that students are interested and engaged to the point where they no longer feel the desire to misbehave. I want to make sure I have done everything in my power to present such lessons because I don’t want to feel as if I could have done more. I want to do the most to begin with in order to prevent misbehavior.

            In the past I have used nonverbal cues such as eye contact and close proximity to stop misbehaviors without disrupting the entire class. However, in my sixth period this past year I felt like it was nearly impossible. There were so many students who presented misbehaviors that I was constantly having to redirect or stop class to handle whatever was going on that day. It got to the point where I asked my disciplinary principal to speak to the class multiple times because I didn’t know what else to do. I sounded like a broken record with the repeated reminders about misbehaviors and the students didn’t care about consequences.

            In the coming years, I wish to use what I have learned in this chapter to update and continue perfecting my classroom management. I know it will never be perfect but I want to feel like I have thought about every angle of starting the year right, presenting rules and procedures so students understand them, and preventing misbehaviors. Each new school year will have struggles of its own but I think I can be more prepared for these future struggles by learning from past experiences and implementing new strategies that have been presented to me. My hope is that my students are able to see and experience a classroom environment that makes them comfortable, where they feel supported, and know that I will do whatever it takes to limit disruptions and continue with learning so they can succeed.

Reference
Slavin, R. E. (2018). Educational Psychology: Theory and Practice (12th ed.). NY, NY: Pearson.