Time For Teachers To Let Go Classroom Management And Focus On Classroom Interactions
By Ms. Swaleha Sindhi
03 March, 2015
Countercurrents.org
Introduction
Classroom management, often called classroom discipline, has been a priority for teachers in schools all over. Educators have consistently rated discipline as one of the most serious obstacle to promote effective teaching. Although there is no agreed-upon definition of classroom management, the framework offered by Evertson and Weinstein (2006) represents a current and widely accepted view. According to Evertson and Weinstein, classroom management has two distinct purposes: “It not only seeks to establish and sustain an orderly environment so students can engage in meaningful academic learning, it also aims to enhance student social and moral growth”. The effect that teachers have over their students relates directly to how they learn, what they learn, how much they learn, and ways they interact with one another and the world around them.
It is believed that learning takes place within a web of social relationships as teachers and pupils interact both formally and informally, it is thus, important for administrators and teachers to create an environment in the school and classroom that will provide effective learning experience for students and make the students feel happy and safe in the school. Though, it is argued that classroom interactions and students outcomes are more important than the discipline and management of class, however some scholars quote that teachers are socialized to accept that the mark of a good teacher is that s/he is able to control the class (Tylor, 1987). The amount of control that teachers have in the classroom is often perceived by the administration as a measure of the quality of an effective teacher. They interpret this classroom management style as evidence that the teacher is in control and must be doing a good job (Edward, 1997). This reflects the importance of classroom management and discipline in schools more than anything else.
The New York City public school, found in their survey that educators believe the secret to effective discipline is proactively building relationships, not reacting punitively to student misbehavior. Their key findings highlighted teachers' belief in positive approaches that emphasize social and emotional learning over punitive discipline: Most teachers feel that educators can address even major threats to safety, such as gangs, fights, and student conflict, only by building positive relationships within the school and that classroom-management training, conflict resolution, guidance counseling, and mediation are effective for improving discipline.
In India at present, school rules, norms and conventions define permitted ‘good’ and ‘proper’ behaviour for individual and groups of students. Maintaining discipline in schools is usually the prerogative of teachers and adults in positions of authority (often the sports teacher and administrators). Schools induct students as ‘Class Monitors’, ‘Corridor Monitors’ and ‘House Prefects’ and delegate the responsibility of maintaining ‘order’ and ensuring control. Punishment and reward play an important role in this. Whether deducting the house points, deducting the sports points earned by individual students or deducting their test and assignment marks. Those who implement rarely question the rules or the implications that ensuring compliance may have for children’s overall development, self-esteem and also their interest in learning. It is therefore important for schools and administrators to involve children in evolving rules, so that they understand the rationale behind a rule, and feel a sense of responsibility in ensuring that it is followed. In this way they would also learn the process of setting codes of self-governance and the skills required to participate in decision making and democratic functioning.
Teachers Professional Autonomy
Teachers must create a climate to encourage students share their thoughts and feelings about school events this will help to establish social and emotional skills in the classroom. It is important for the teachers to ensure that they keep few rules as possible and create only those rules that they can reasonably follow. Forming strict discipline rules does not help teachers just as humiliating students for breaking rules is not advisable. Sometimes having a noisy class with good amount of interactions taking place is more important as such interactions keep the class lively and participatory. For promoting social and emotional skills in the classroom, teachers must be given enough autonomy and freedom to plan their classes. Teacher autonomy is essential for ensuring a learning environment that addresses student’s diverse needs. As much as the learner requires space, freedom, flexibility, and respect, the teacher also requires the same. Currently, the system of administrative hierarchies and control, examinations and planning are followed more by the schools, than to explore ways and means to bring positive changes in student’s learning and bring productive classrooms.
Some tips for new teachers
• Engage students in the process of discipline
• Consistent Expectations
• Reinforce positive Behaviour
• Respect dignity of Students
• Be unbiased
Conclusion
Most of teachers plan to create calm and productive classrooms. But such sight is not seen in all the classes. Things don’t always go as planned with teachers. Teachers might be using great selection of classroom management tools to get students attention. But sometimes when teachers are so focused on classroom management, entire period is spent trying to get students on task. This proves to be exhausting for both teachers and students, so in cases where teachers are teaching some heavy subjects when they need to put their energies towards content then they can give classroom management a back seat. If most of the class is ready to learn and there are minimal distractions, then teachers can give themselves permission to focus on the content. Thus, a teacher is expected to use different strategies and bring a balance in classrooms.
(Ms.Swaleha Sindhi is Assistant Professor in Department of Educational Administration, The M.S.University of Baroda, Vadodara, Gujarat,Email:[email protected])
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