AfrinKhan
STRATEGIES FOR EFFECTIVE CLASSROOM MANAGEMENT
In a well-managed classroom, there is a strong sense of classroom management where learners feel safe and respected and have the desire to learn. In a well-managed classroom, learners also know what is expected of them, learners can make the choice to follow those expectations or not. It is always possible that learners do not behave the way a teacher expects them to. This subtopic puts light on strategies for effective classroom management in order to give you more insights in achieving desired learner behavior.
The teacher as a model:
Teachers have an important role in instilling desired behavior of learners. as they should be models/exemplary in behavior. This is possible by attending school regularly and punctually, having knowledge of and enforcing school rules and regulations without fear or favor. Knowing each learner as an individual and keeping learners busy by giving them meaningful work to do and involving them in school/class activities to avoid idleness and redundancy.
Teachers should also involve learners in making class rules; practice democracy and involve learners in problem solving, observe and assess their learners carefully, make learners feel loved and that their time at school is put to good use, make the learners to understand and enjoy what they are doing at school, be firm, unbiased and objective, refrain from using harsh word and unfair punishment, and be consistent in the way learners are handled.
Desired learner behavior:
If learners do not behave the way a teacher expects them to, punishment is commonly used to achieve desired behavior. Learners are commonly punished for giving wrong answers, failures, coming late, truancy, vulgar language, etc. Most forms of punishment hurt, embarrass and frustrate learners rather than discipline them. Therefore, punishment is not the best way of inculcating discipline because discipline backed by punishment leads to hostility and depending on adult authority to behave.
However, where punishment cannot be avoided, it should be equitable to the offence committed with a genuine desire to teach the learner self-control and good behavior. It should be appropriate to the age and character of the learner as well as the change of behavior desired. A teacher who uses consistent discipline strategies exhibits more effective classroom management than an inconsistent teacher. This is because classroom discipline refers to the strategies a teacher uses to manage learner behavior and attitude during instructional time.
Alternative for desired behavior of learners:
As most forms of punishment embarrass and frustrate learners rather than discipline them, teachers must look at alternative means to achieve desired behavior of learners.
Guidance and counselling will make the learner feel cared for, valued and loved; isolation will cause sense of embarrassment and guilt leading to behavior reform; changing position in class to minimize bad influence and peer pressure; assigning leadership roles to stubborn learners will lead to create a sense of responsibility. Depriving interest, while others engage in something interesting or are set free will make the learner think through their misconduct.
Discipline is essential and cannot be separated from teaching
For the most part, how you teach will determine behavior, for instance:
• A flexible, classroom set up
• Discipline as feedback and as learning
• Peer involvement in rules and enforcement
• Class meetings emphasizing the affective dimension of the classroom
• Pairing, partners, and cooperation
• Adding movement, music, humor, and “chance” elements to the lessons
Rewarding learners
Motivating your learners to learn and to participate can be very hard. Some teachers have their hands full with class management and they don’t even get to teaching. In order to stimulate learning and to motivate good behavior, lots of teachers use rewards for learners. Rewarding is a type of behavior management that focuses on rewarding what is done well by learners. Teachers focus less on reprimanding learners for misbehavior and more on rewarding good behavior and accomplishments.
Learners are motivated to achieve and conform to appropriate behaviors when either intrinsically or extrinsically rewarded. Those Learners who prefer intrinsic motivation enjoy, personally challenging projects and accomplishing educational tasks just for the love of learning. On the other hand, learners who prefer extrinsic motivation look for fame, grades, and praise. The type of reward given to learners must be fair and consistent for all learners but also must vary for each task. Advantages of rewards are the following:
• Promote appropriate behavior
• Increased motivation for full effort on classroom tasks
• Positive leaner welfare
• Boosted self-esteem
• Higher learner achievement
Types of rewards
Teachers can offer many types of rewards to learners, but they all fall into the categories of compliments, symbols, tokens and prizes.
Praise
Verbal praise is the most common form of rewards that teachers offer learners. It consists of complimenting learners when they behave in a way that is positive. When offering praise, make sure to offer it promptly, so the emotional impact of the action is still present. Furthermore, be specific with praise. Let the learner know exactly why what she/he did was admirable, and that your words aren’t empty and automatic.
Symbolic rewards
Symbolic rewards are rewards in the form of objects that represent exemplary performance of character or achievement. Perhaps the most common form of symbolic reward is the gold star. Others could be the inclusion of the learner’s name or photograph on a bulletin board or poster. Symbolic rewards operate similarly to praise in that they are public demonstrations of favor toward a learner. Symbolic rewards, unlike praise, have the ability to last longer than a single spoken statement, and can serve as reminders for learners to maintain their good standing.
Token rewards
Tokens are physical rewards that represent value, or a form of currency that can be redeemed for a prize such as a voucher, extra free time or outings.
Tangible and activity rewards
Tangible rewards and activity rewards are awards you supply directly to the learner, without the step of symbols or tokens in between. A tangible reward is a prize for positive behavior or achievement, and includes items such as school supplies or other physical objects. Activity rewards are intangible prizes, such as getting to be line leader or being the teacher’s helper, being a team captain during activities.
As rightly quoted by Josef Albers ”Good teaching is more a giving of right questions than a giving of right answers”
Afrin Khan
SME & Homeroom Teacher
SES Rushikul
