Tutorial 3: Classroom Management
Introduction
The aim of this session is for you to become acquainted with a variety of strategies that
may be used to manage a class. Bezzina (2001, p.19)1 offers the following characteristics
of a well managed classroom:
• students are deeply involved with their work
• students know what is expected of them
• there is little wasted time or disruption
• the climate of the classroom is work-oriented but relaxed and pleasant.
The above characteristics can be achieved by careful consideration of how to use room
space effectively, including the desk arrangement (see Tutorial 2); the provision and
organisation of materials, and the structuring of lessons (see Tutorials 5 – 7). The
planning of intrinsically motivating lessons cannot be stressed enough, since this is a
crucial contribution to a calm and task oriented atmosphere!
An important aspect of class management is the prevention and tackling of inappropriate
behaviour. In this Tutorial we will focus our attention specifically on this aspect. During
your observation you will have the opportunity to observe teacher-student interaction and
strategies employed to manage the classroom. During the tutorials you will analyse and
discuss these observations.
Aims & objectives
By the end of this session you should be aware of:
•
•
1
the contribution of the various rules and routines that the teacher employs in the
classroom in order to ensure the smooth running of the day
ways in which the teacher prevents and deals with undesirable behaviour within
the classroom
Bezzina, C. (2001). On Becoming an Effective Teacher: An Introductory Handbook. .Malta: Indigo
Books.
Issues to consider
Classroom routines
Routines are established procedures that direct and coordinate how students move and
how events occur (Cruickshank et al, 2003)2. In Tutorial 2, you became aware of some
rules and routines. In this tutorial you will continue to reflect on these in more detail in
order to appreciate their contribution to ensuring a calm learning environment. If students
are familiar with the processes necessary to get a particular task done, they are more
likely to complete it in an orderly manner. Cruickshank et al (ibid) suggest that there are
three types of classroom routines:
• Management routines. These involve non-academic matters such as the
distribution of copybook and transitions between activities. (For example, the
students know that the day always begins with the collection of homework, or that
between two lessons, the textbooks on their desks should be changed).
• Activity routines. These spell out how each kind of activity will be conducted in
terms of location, duration, participants and materials. (For example, computer
work is carried out in pairs; Art lessons are held in the Art room and require
tidying up afterwards).
• Instructional routines. These refer to what the teacher will do while teaching;
such routines relate to the teacher’s own style of teaching and render the flow of
the lesson more predictable and efficient. (For example, the children know that
the teacher likes to start a Religion lesson with a discussion, or to include in a
mini-whiteboard activity in a maths lesson).
1. List/mention examples of the above types of routines involved in classroom
management.
2. Have you noted any of the above mentioned routines in action during your
previous visits to the class? Do you think the routines were effective?
Monitoring Students’ Behaviour
Traditionally, classroom management has focused on how teachers react after students
misbehave; that is, the emphasis was on discipline (Cruikshank et al, 2003). For today’s
classroom, management should include both proactive (preventive) and reactive
(disciplinary) management strategies (Cruikshank et al (ibid p.382).
2
Cruickshank, D. R., Bainer Jenkins, D. and Metcalf, K.K. (2003). The Act of Teaching. Boston:
McGrawHill.
Proactive strategies include routines for movement around the class and rules for
positive behaviour. Bezzina (2001, p.38) lists some features of good rules:
• A rule should be clear, specific and easy to follow
• A rule should be simply stated
• A rule should deal with observable behaviour
• A rule should have a penalty for breaking it!
Cruikshank et al (2001) suggest that a rule is best stated positively rather than negatively.
For example, “Listen carefully when the teacher is explaining” is better than “Don’t talk
while the teaching is explaining”. While it is helpful to have the rules written on a chart,
they lose their effectiveness if not enforced. Never give an instruction that you don’t
mean to enforce!
Rewards and positive reinforcements can also be helpful in maintaining appropriate
behaviour. Two examples of strategies are praising appropriate behaviour or awarding
stickers for effort.
Reactive strategies are sometimes necessary when, despite the teacher’s effort to manage
the classroom positively, a child acts in an inappropriate way. An effective teacher deals
with misbehaviour as quickly as possible, although sometimes it may be best to ignore a
minor distraction. Some ways of reacting are the following: shaking your head, making
eye contact, using facial expressions, moving closer, gesturing and so on (Cruikshank et
al, 2001). Teachers sometimes choose to use verbal reprimands or a ‘time-out’ strategy.
However, Cruikshank et al advise that, in general, punishment should be used sparingly
and after careful consideration. Furthermore, it should be in relation to the inappropriate
behaviour. (For example, the act of disrupting a group work activity might be punished
by asking the student to compensate for the work). If unrelated, punishments maybe seen
by the student to be arbitrary and the teacher may be considered to be ‘unfair’.
1. Why is it important that a code of appropriate behaviour is established in the
classroom?
2. What rules would be suitable for Early Years children? For middle and upper
Primary children?
3. What reasons might there be for a student misbehaving?
4. List some proactive strategies that a teacher might use.
5. List some reactive strategies that a teacher might use.
Observation tasks and activities
Classroom routines
1. Observe, describe and reflect on the effectiveness of the various routines used in
the classroom. Distinguish between management, activity and instructional
routines.
2. Ask the teacher why she/he finds these routines helpful.
3. What would you do differently if you were in charge of the class?
Monitoring Students’ Behaviour
1. Are classroom rules posted anywhere in the classroom? Are they clear and
positively formulated? Speak to the teacher about the written or unwritten class
rules. (How were they developed and established? Does she/he consider them
effective?)
2. Reflect on the proactive strategies your class teacher implements in order to
manage the class.
3. Note any reactive strategies used by the teacher in particular situations. Do you
consider them to be effective? What other strategy might you have used in these
situations?
4. Ask the teacher her/his advice about how to cope generally with inappropriate
behaviour. She/he might refer to a particular student in the class you are observing
and/or draw on previous experiences with other classes.
5. With the teacher’s permission ask a few students about their classroom rules. If
these are not written, then you might mention some rules to them based on your
observations and /or teacher’s feedback regarding class rules. (e.g. Do they know
what the class rules are? Do they feel that the rules are necessary? Do they find
the rules difficult to adhere to? How do they feel when classmates do not follow
the rules?).
6. How is bullying dealt with by the teacher/the school?