Филологические науки/1.Методика преподавания языка и
литературы
Chyzhykova I.V., Bilinskaya L.I., Bozhok A.I.
Prydniprovsk State Academy of Civil Engineering and Architecture
Effective
classroom management
Many new teachers face the
problem of effective teaching where classroom management plays one of the key
roles. Classroom management is a
term used by teachers to describe the
process of ensuring that classroom lessons run smoothly
despite disruptive 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.
According to Moskowitz and Hayman , once a teacher
loses control of their classroom, it becomes increasingly more difficult for
them to regain that control. Also, research from Berliner and Brophy and Good shows that the time a teacher has to take to
correct misbehavior caused by poor classroom management skills results in a
lower rate of academic engagement in the classroom. From the student’s
perspective, effective classroom management involves clear communication of
behavioral and academic expectations as well as a cooperative learning environment. 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, rules give students concrete direction to ensure that our expectation
becomes a reality.
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They also try to be consistent in
enforcing these rules and procedures. Many would also argue for positive
consequences when rules are followed, and negative consequences when rules are broken. There are newer perspectives
on classroom management that attempt to be holistic. One
example is affirmation teaching, which attempts to guide students toward
success by helping them see how their effort pays off in the classroom. It
relies upon creating an environment where students are successful as a result of their own efforts. By creating this type of environment, students are much more
likely to want to do well. Ideally, this transforms a classroom into a
community of well-behaved and self-directed learners. Classroom management,
as you may notice, is a complex thing and it comprises some elements, for
example classroom arrangement. |
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While good classroom arrangement is not a
guarantee of good behavior, poor planning in this area can create conditions
that lead to problems. We may conclude that: 1) the teacher must be able to
observe all students at all times and to monitor work and behavior; 2) the
teacher should also be able to see the door from his or her desk; 3)
frequently used areas of the room and traffic lanes should be unobstructed
and easily accessible4) students should be able to see the teacher and
presentation area without undue turning or movement; 5) commonly used
classroom materials, e.g. books, attendance pads and student reference materials
should be readily available; 6) some degree of decoration will help add to
the attractiveness of the room. Another way for making effective management
is effective praise, which can be both positive and negative. On the one hand
there is effective praise: 1) is delivered contingently upon student
performance of desirable behaviors or genuine accomplishment; 2) specifies
the praiseworthy aspect of the student′s accomplishments; 3) is
expressed sincerely, showing spontaneity, variety and other non-verbal signs
of credibility; 4) is given for genuine effort, progress, or accomplishment
which are judged according to standards appropriate to individuals; 5) provides
information to students about their competence or the value of their
accomplishments; 6) helps students to better appreciate their thinking,
problem-solving and performance; 7) attributes success to effort and ability,
implying that similar successes can be expected in the future; 8) encourages
students to appreciate their accomplishments for the effort they expend and
their personal gratification. On the other hand we may observe ineffective
praise, which 1) is delivered randomly and indiscriminately without specific
attention to genuine accomplishment; 2) is general or global, not specifying
the success; 3) is expressed blandly without feeling or animation, and
relying on stock, perfunctory phrases; 4) is given based on comparisons with
others and without regard to the effort expended or significance of the
accomplishment of an individual; 5) provides no meaningful information to the
students about their accomplishments; 6) orients students toward comparing
themselves with others; 7) attributes student success to ability alone or to
external factors such as luck or easy task; 8) encourages students to succeed
for external reasons-to please the teacher, win a competition or reward. All these aspects are not a full range of
notions used for effective classroom management, but in any case every
teacher must take them into account and vary according to the specific needs
and requirements.
Teacher′s
personal experience and properly set aims are the necessary things for the
effective management. You should try to apply all of them and decide which
are the most effective and useful for your students and aims. Literature: 1) en.wikipedia.org/wiki/Classroom_management 2) www.apa.org/education/k12/classroom-mgmt.aspx 3) www.adprima.com/managing.htm 4) www.edutopia.org/classroom-management-resource-guide 5) F.H.Johnes. Fred Jones tools for teaching.-2001 6) Kardamis L. Create your dream classroom.-2014 7) Mandel J. Stop the stress in schools.-2014 8) Weinstein S. Middle and secondary classroom management.-2006 |