Supporting learning through effective classroom management practices

Essay
Mackenzie Tourigny-Conroy (103612755)
University of Windsor
Foundations of Practice (Part II): Classroom Practice
05-80-202 (02)
Instructor: Dr. Benedicta Egbo
February 16, 2016

Classroom management is not a concept that is based solely on the teacher. This is something
that depends on the teacher, the students, and the culture of the classroom. There are a number of
strategies that can be used to create a more productive classroom however the effectiveness of
these strategies depends on the teacher, students and culture. Classrooms presently are very
diverse and the increase of inclusion promotes this. The diversity can be a useful tool but it can
also be a hinderance if not approached properly. Using different classroom management
strategies is important from day one to create a positive classroom culture in which students will
choose to not misbehave.
We believe that the more interested a student is in the class, the less inclined they will be
to behave poorly. This is important because teachers can use a variety of instructional strategies
to encourage their students learning but also increase their motivation to learn and in effect their
motivation to behave. We acknowledge that managing a classroom is not simple or easily
defined. It takes understanding of the students backgrounds and abilities as well as their
relationship with their peers. With this knowledge we as teachers can create an optimal learning
environment for our students.

Relevant Classroom Management Theories

With the diversity that is seen in classrooms today, we do not think that there is a single
theory that is superior. Each is relevant in every classroom to an extent, but it is which strategy
would be most effective for that set of students. Some major theories and ideas are the
classifications of authority and relationship between the teacher and the student. These outline

the relationship that promotes positive behaviour from a student and motivation to learn. The
main authorities are referent, expert, legitimate and reward/coercive.

There are three main qualities that make up a teacher, they are relatable, knowledgable
and good at teaching. Together these make up an ideal teacher, and having the positive
relationship plays a large role in this. Students spend most of their childhood years in a
classroom and encouraging them to feel safe and happy can help them focus on learning.
Referent authority describes a relationship in which the students like the teacher and are
encouraged to behave better because of this. This rides on mutual respect and the students would
rather not let the teacher down. This can be very effective because mutual respect is a great
foundation for a classroom and can provide a positive learning environment for the students. This
however should be thought of carefully because the teacher needs to remain authoritative. The
students should not view the teacher as a friend because this can lead to a lack of respect for the
teacher as an authoritative figure.

The next authority is the students view the teacher as an expert. The students obey the
teacher because they see them as knowledgeable and can provide a good learning experience for
them. This can be effective because the students are presented with a prime opportunity for
learning, however this may need to be paired with another authority to be maximally effective.
Another authority this could be paired with is the students view the teacher as legitimate. The
students show good behaviour because they know the teacher has legal authority and they look
up to them for that. The authority may also cause slight fear of the consequences if they do

behave poorly. The two of these would work well together because the students would have
gained respect because the teacher is important, but then be willing to learn because the teacher
is an expert as well.

The last authority is the teacher promotes good behaviour with rewards. This is seen often
in classrooms in which teachers create visible reward systems in which student receive
something once they reach their goal. This is a common and effective method used because
students are encouraged extrinsically to display good behaviour. This however has its downfalls
because students may not gain a mutual respect with the teacher especially if the method is not
consistent. We believe that respect is a fundamental aspect in a classroom, so this authority
paired with another may allow for that. These four authorities do not stand alone, they are
present in every classroom, however the extent may vary. They may all be required to manage an
entire classroom so the teacher can use their own discretion as to what is needed.
Another theory proposed is the achievement goal theory. There are two driving goals in
students which are mastery goal orientation and performance goal orientation. (Linnenbrink,
2005) Using goals and focusing on students positive aspects and achievements can promote an
enjoyment for learning. If a student is more inclined to learn then they will be less likely to show
bad behaviour and disrupt this learning. It was shown that using small groups can be beneficial
in creating this goal achievement because students become accountable to a peer. (Linnenbrink,
2005) This can also provide a self-awareness and responsibility for the student which allows
them to promote their own positive behaviour.

Instructional and Classroom Management practices/strategies that promote student

learning through critical thinking
We believe that one of the key ways to promote positive behaviour within a classroom is
to promote student learning. Students will be less likely to misbehave if they enjoy the class and
are interested in the material they are learning. We think that a great way to have good classroom
management as well as promote student learning is to always have students thinking critically.
This can be a difficult and sometimes time consuming task, but if the students minds are solely
focused on the material then the behaviour will be a positive side effect.
Promoting critical thinking in a classroom can be difficult because you are asking
students to take a risk and possibly fail, but creating a safe environment in which this is okay can
help this. Gradually introducing students to thinking about what they are learning can ease them
into it, especially if it is known that this was not the case before. A simple way to encourage this
is having excess information in the notes provided to them, this forces them to think about the
key ideas of the class.
Another great way to promote critical thinking within the class is questions. There can
never be too many questions because students learn when they are forced to think about an
answer. (Walker, 2003) Taking a risk and answering can be scary for students because they are
afraid of failing, so a tool like whiteboards allows a low stakes way for every student to answer
rather secretly. One thing that is important when asking questions that promote critical thinking
is allowing the time for students to think. The longer a teacher waits, the more the student can
learn from their own mind and the better answers they can come to.

Classrooms should not be teacher-centred in which the student lectures for the entire
period. There should be a good amount of discussion within every class because the students can
learn a lot from each other. (Walker, 2003) This also allows them to think about what they are
learning, share and talk it out while it is still fresh in their minds. Something like a think, pair,
share can allow for students to quickly discuss with a partner then the class about a subject. This
strategies also doubles as a classroom management strategy because it gives the students the time
they need to talk. A lot of students who disrupt class do so because they are restless and the
teacher has been unable to capture their attention, so this provides outlets for students to change
the focus of their attention and use their minds.
Lastly, encouraging responsibility in the classroom can help both student learning and
classroom management. Holding students accountable for their actions and their own learning
can give them a sense of pride. A teacher can use this and help students set goals for themselves
and for the classroom as a whole. This allows the students to be in this self-achieving journey
along with their peers. Another way to use this responsibility as a positive is giving students
choices. Choices again allow students to be a role in their own learning. They also provide a
better learning experience for the students because they are able to choose what best fits them
and their abilities.
Critical thinking is a resource that can be accessed to control student learning and
classroom management. This can be used with many different instructional strategies that
promote the students to focus their attention to the subject. The bonus to promoting critical
thinking in the classroom is it doubles as a classroom management strategy because students are
more involved in their own education and focused on the task at hand.

Strategies for organizing your teaching/learning environment

Organizing the learning environment is important and this needs to be established from
day one because this contributes to the culture of the classroom. Most teachers use rules set out
on the first day to allow students to recognize what is acceptable and what is not. This however is
only effective if the rules are followed and there are consequences if they are not. Straying from
this can lead to disrespect and poor behaviour. A way to avoid this could be holding more general
rules, like respect for each other, because they can be classified by the teachers interpretation
and also provide a sense of maturity and responsibility to the students.
The learning environment should always feel safe and comfortable. This is something
that also needs to be established from day one, and management of this should be strict. Students
can only learn if they feel safe to do so. This means that no tolerance for bullying or discouraging
behaviour should be allowed in the classroom. This will also show the students a that you have
legitimate authority, so they will be less likely to show poor behaviour. Having a caring attitude
can also promote students to feel comfortable within the class and more willing to take chances.
(Shores et al, 1996) With this comes demanding effort and encouraging students to make
mistakes and learn from them. Mistakes can be one of the best learning tools, but they are often
seen as negatives and can lead to lack of effort and acting out in class. This should be harnessed
and used as a positive within the classroom.

Addressing Cultural Needs to Support Classroom Management

Todays classrooms are extremely diverse, and we see a lot of poor behaviour stems from
this. Some students are unable to fit in and understand the environment of the new classrooms.
Some students are also unwilling to accept the students mainly because they do not understand
the culture they come from and the differences they have. We believe that a great way to support
good classroom management is using culturally responsive techniques. (Weinstein et al, 2003 &
2004) Using material that is culturally diverse in a classroom can allow students to feel more
comfortable in the class and with their peers. (Brown, 2004)

Classroom management is not something that can be simply laid out and structured. The
diversity of classrooms presents a challenge for simplicity of this but allows us teachers with a
great learning opportunity of our students and their abilities. Using different strategies are
important to allow students the opportunity to learn in the classroom. Due to this classroom
management does not stand alone, it goes hand in hand with instructional strategies to promote
the best learning experience and classroom for the students.

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