by Martha Doennig, SPS Professional Learning Specialist
It seems that a well-managed classroom is like a well-oiled machine; it runs itself. All components are in perfect balance until factors beyond our control interrupt the hum and progress slows, or worst, comes to a screeching halt. The question I would like you to consider is the following: When thinking about managing your classroom, over what factors might you have the most control?
Research points to many contributing factors that create a well-managed classroom. These factors align to the five components of effective classroom management that are embedded in the Department of Professional Learning’s Classroom Management Module. As you consider the following components, think about the balance within your own classroom.
Relationships: From Visible Learning for Teachers, Hattie states that the essence of a positive relationship includes the following: the student sees the warmth, feels the encouragement, understands the teacher’s high expectations, and knows that the teacher understands him or her. How might you know positive relationships exist in your classroom?
Mental Set: From the work of Robert Marzano in Classroom Management that Works, withitness and emotional objectivity are defined within a teacher’s mental set. Withitness can be demonstrated by being aware of what is going on in the classroom at all times, continuously scanning the classroom, intervening promptly and accurately to reinforce behavior, and mentally reviewing situations and taking proactive steps to prevent reoccurrence. Emotional objectivity refers to the ability to maintain emotions and avoid extremes when dealing with particular students or challenging behaviors. When you consider your own withitness and emotional objectivity, what might it look and sound like?
Classroom Environment: Fred Jones, in Tools for Teaching, discusses how classroom environment relates to the inviting feel of the classroom. All classrooms are different, but room configuration for instruction and transitions, proximity, use of visual instructional guides and anchor chart are all contributing factors to inviting classrooms. What are your hunches about how students feel about your classroom environment?
Rules, Procedures, and Routines: In The First Days of School by Harry Wong, rules procedures, and routines are emphasized. Students have a need to know the rules and expectations of behavior and routines. Just as different environments have rules, procedures, and routines, so do classrooms. To honor students, rules, procedures, and routines should be revisited often and practiced when necessary regardless of the age of the students or the time of year. How might you know that the rules, routines, and procedures of your classroom are supporting student needs?
Effective Learning Strategies: There is research to support a spectrum of instructional strategies that have impact on student learning. We know from Hattie’s work in Visible Learning for Teachers that providing students with a clear learning goal and success criteria allow learning to be intentional and focused. In addition, providing students with meaningful feedback, opportunities to process and be engaged, and efficient use of learning time also support positive learning opportunities. When you think about positive learning experiences that you have experienced, what were some things you needed for it to be successful?
Now that you have reviewed the five components of Classroom Management, I encourage you to take a look at the Instructional Configuration that Springfield Public School uses for Classroom Management. This can be used to determine your current level in each area. Feel free to use the following questions to decide what steps you might want to take to maintain healthy management in your classroom upon the arrival of factors beyond your control.
Where do you see yourself currently?
When thinking about the balance of your classroom management, at what level of competence would you like to be?
Why might that be important to you?
What might it look/sound like when you reach that level?
What is the most powerful step you might take?
Costa, A.L., & Garmston, R.J. (2002). Cognitive coaching: A foundation for renaissance schools. (2nd ed.). Norwood, MA: Christopher-Gordon Publishers.
Hattie, John. (2012).Visible learning for teachers: Maximizing impact on learning. New York: Routledge.
Jones, Fred. (2000). Tools
for teaching. Santa Cruz: Fredric H.
Jones & Associates.Hattie, John. (2012).Visible learning for teachers: Maximizing impact on learning. New York: Routledge.
Marzano, Robert J. (2003). Classroom management that works: Research based strategies for every teacher. Alexandria, VA: ASCD.
Wong, Harry K. (1998). The first days of school. Mountain View, CA: Harry K. Wong Publications.