Importance of Developing a Positive Climate in the Classroom

When considering the many roles a teacher plays in the classroom Marzano in his book “Classroom management that works” describes “Well managed classrooms provide an environment in which teaching and learning can flourish.” (Marzano, 2003) The final goal of developing a positive classroom climate is to improve student learning and develop positive behavioral characteristics in every student.

However this all depends on the effectiveness of the school as a whole and individual teacher effectiveness. Research has proven that highest student achievements are attained through highly effective schools and highly effective teachers. It is also said “Even if the school they work in is highly ineffective, individual teachers can produce powerful gains in student learning.” (Marzano, 2003)

Classroom management is the foundation to student learning. It determines success or the failure of teaching. “The most important point to bear in mind is that almost all surveys of teacher effectiveness report that classroom management skills are of primary importance in determining teaching success, whether it is measured by student learning or by rating. Thus, management skills are crucial and fundamental.” (Marzano, 2003)

The key areas in developing classroom management are described by (Marzano, 2003) as;

-Establishing rules and procedures for  the classroom

-Disciplinary interventions

-Developing teacher student relationships

- Mental set

 In this reflection I would like to focus on how establishing these classroom management areas will affect student learning particularly in the Secondary School as my area of teaching includes students in this age group and students with learning and behavioral difficulties. I have the unique opportunity of having a view of varied classroom management techniques used by teachers in a variety of class settings because of the inclusive learning support we provide in our school. Hence this study has proven many strategies that truly work and those that do not work in classrooms.

ABC and 123: Classroom Management Strategies. (2011, August 16). Retrieved December 20, 2014, from http://www.abcand123learning.com/2011/08/classroom-management-strategies.html

“Probably the most obvious aspect of effective classroom management involves the design and implementation of classroom rules and procedures” (Marzano, 2003).

The teacher identifying inefficient classroom procedures and developing rules and procedures that affect student learning and behavior positively is a must. This can be done by way of negotiating classroom rules vs. rigidly imposed rules. Engaging students in designing the rules enable them to have a clear understanding of expectation than enforcing the rule on them.

I would like to highlight some rules that would be most effective in classes. Firstly  the setting of clear expectations for behavior, secondly stating what is required of students during group work, thirdly student expectations at beginning of class and end of class.

Long-Crowell, E. (n.d.). Classroom Management Techniques. Retrieved December 20, 2014, from http://education-portal.com/academy/lesson/classroom-management-techniques.html#lesson

For example in the classrooms I have observed where there are no clear rules and guidelines the class is often chaotic, students misbehaving and the teacher constantly shouting over the student voices to get the class back in order. This presents a disorganized learning environment for all students. Setting the lesson at the start by posting the day’s agenda on the board, recording homework to be done on the student diary immediately sets students down to the preliminaries of the lesson.

When group work is planned effectively taking note of the various learning abilities and student characters all students achieve maximum learning. The students increased in interaction with content and with each other.

For e.g. I have observed one Math lesson where the teacher appointed various roles to the students in the group – Task manager-[reads the task and directs], Reporter [shares the outcome of the task], Supplier [gathers all necessary material for the task], Questioner [the one who can ask questions from the teacher]. This immediately brought the students to take their roles seriously and much learning was accomplished.

“Disciplinary interventions should include a healthy balance between negative consequences for inappropriate behavior and positive consequences for appropriate behavior.” (Marzano, 2003))

Teacher reactions which come positively are powerful when dealing with negative and positive consequences. Interventions for misbehavior should be consistent at all times. Providing consistent consequences enable students to know teacher expectations are not just mindless words and it is serious. Research has proven communicating with the home has powerful negative and positive consequences. (Marzano,2003)In my opinion the student’s family approach to their child’s learning is essential for this to be effective. The more concerned parent will take it positively and the other will disregard as a common occurrence. At the same time the student can face negative consequences with regard to this and hence it will not be a successful disciplinary action.

“Without the foundation of a good relationship, students commonly resist rules and procedures along with the consequent disciplinary actions” (Marzano, 2003) Student teacher relationships must bring flexibility, consideration and patience on the part of the teacher. The teacher must be mindful of not taking the “We- they” stand where the student does not feel that the teacher is a partner in his/her learning. Optimal student teacher relationship requires “equal parts of dominance and equal parts of cooperation.” (Marzano, 2003) This has to be both academic and behavioral. At OSC the students during 3 way conferences recognize their strengths and set learning goals for further improvement. And these goals are reviewed at the start of the next 3 way conference. I believe this personal goal setting in each subject area with the teacher, student & parent gives clarity and purpose and guidance for the student. Thus they are able to celebrate successes during the term. Making special efforts to build positive relationships with high need students such as socially inept students, perfectionists, students with attention deficit issues is important. Strategies such as the teacher befriending them , helping them to see the other side of their situation, suggesting positive learning and behavioral mechanisms and reviewing them regularly will enable a positive change for the student and enhance successful classroom management.

Lastly but not least is having the mental set to recognize mindfulness vs. mindlessness in managing the classroom. A teacher’s ability to be “with-it” and have “emotional objectivity” will enable effective handling of disruptive behaviors.In my area of work forecasting problems that will come with students in learning support is a norm. Planning where would the students be seated in class that is least disruptive to them and others, having to think on my feet when situations occur to calm behaviors, walking around the class  and ensuring each student is on task, spending time with each student and being alert to behaviors are key skills that are required in my field. Being able to not react personally and emotionally disengage from varied disruptive behaviors, and looking after myself in terms of being able to laugh about something to relieve the stress , I believe will help me to develop as an efficient classroom manager in the future.

 

References

Marzano, R., Marzano, J., & Pickering, D. (2003). Classroom management that works research-based strategies for every teacher. Alexandria, Va: Association for Supervision and Curriculum Development.

Marzano, R. J. (2007). The Art and Science of Teaching. Alexandria VA: Association for Supervision and Curriculum Development (ASCD). 

ABC and 123: Classroom Management Strategies. (2011, August 16). Retrieved December 20, 2014, from http://www.abcand123learning.com/2011/08/classroom-management-strategies.html

Long-Crowell, E. (n.d.). Classroom Management Techniques. Retrieved December 20, 2014, from http://education-portal.com/academy/lesson/classroom-management-techniques.html#lesson