The Importance of Effective Classroom Management and Design

The Importance of Effective Classroom Management and Design​

By: Guadalupe Cisneros
Texas Woman's University
Master of Education
Dr. Jones

Children should have space to move and have freedom in the classroom. My ideal class and classroom would be a lower-level grade in an elementary school. I realize that may not always be the case; however, I will base my ideas on a Kindergarten classroom because I focus on early childhood development. The layout will be with tables that form groups, perhaps in sets of four to five children. I have chosen this setup style because it is designed to facilitate hands-on learning. I have used this layout, which works well once the children are settled into the everyday classroom routine. In this more contemporary setup, the children can socially interact.

Students should be allowed to move about the room with a purpose. I believe that students should be given the responsibility and accountability for the classroom and its success. It has been studied "When children's psychological needs are fulfilled through daily interaction and socialization in the classroom setting, they are more likely to be engaged in learning, develop academic and socioemotional skills, and experience adaptive psychological wellbeing" (Wang, M. et.al, 2020). If an environment is provided for the student to fulfill their needs, the answer lies in the child's needs, not the adult in the classroom. I have seen this happen too often when children are restricted to their desks or tables for extended periods; it becomes a brewing place for misbehavior; however, if children are engaged and kept busy, the classroom becomes an authentic learning environment.

Naturally, there are pros and cons to the table group layout. On the positive side, I have stated that his layout promotes social interaction; in return, children help each other. The lessons will tend to be engaging. In the last classroom I taught, having the students in this sitting arrangement allowed me to differentiate their achievements. The students practiced sharing more efficiently, so resource sharing was developed. Then you have the negative side, which could include there can personality clashes I had that happened several times, and it can be disruptive and cause behavior problems. Then there are the students who like to distract others, and I realize if my classroom had been a small space, this type of format would not have worked.

Establishing the Environment
The beginning of a school year can be exciting and intimidating at the same time. Having the classroom properly organized is essential for a successful school year. When I observe, I first want to see if the room is inviting. I want to know if the teacher's heart is there, and you can always tell if it is. Simple touches make a big difference when a room environment is warm and clean, no matter where you are or what room you have been assigned. The last school I worked at was a low-income preschool. The school was housed in an older church building, so you can imagine that much of the furniture and items around the room were not very inviting. I have always believed that it is not how much stuff you put in the classroom but how you put it. Coming from a Montessori background, I do not believe in clutter classrooms. "Ensure all teaching materials, stationery, and resources are neatly labeled and easily accessible. Creating a welcoming and stimulating learning environment that impacts student engagement" (Lektorich, 2023).

On the first day of school, I would provide the students with clear expectations of classroom procedures and rules. The students would be able to decide collectively on some rules for the classroom, which can be posted throughout the room. Children need to take ownership of their behavior. I remember a chat I had with a student once regarding why she wasn't following the class' procedures, and she responded they're not my procedures; they're yours. I always made it a rule to allow the students to come up with the rules, and if they did not follow them, it was their rules they were breaking, not mine.

The expectations I would establish are what we learned through love and logic. I want my students to feel free to do anything that does not cause a problem for anyone else. I teach when there are no distractions or other issues. I listen to students who raise their hands. I listen to one person at a time. Please treat me with the same respect I treat you. If someone causes a problem, I will do something. What I do will depend on what happened and what the person is willing to do to solve the problem. (Delisio, 2023).

Brooke Lektorich suggests that teachers prepare curriculum and lessons beforehand, familiarize themselves with student rosters and records, prepare parent-teacher communication, and have all of the school's policies and procedures in place (Lektorich, 2023).

Building Relationships
Having a close relationship with students can be a determining factor for students having a successful year. We have learned that a positive classroom environment is built on respect and support. I believe the student sees the teacher as a role model, a trusted adult, and someone the student can count on for support.

A study on building better relationships with students cited humor, respect, working hard in class, and open communication with students (Wilkins, 2014). When I read this study, I was surprised that humor was at the top of the list; however, it makes sense because sometimes we take this too seriously, and as teachers, we need to learn to laugh a little. I remember last year when I was sitting down doing my homework during my break, a student asked me what I was doing. When I shared that I was working on my homework, she laughed and yelled out; the teacher is doing homework. From this perspective, I could have been offended by the children laughing, but I wasn't. I laughed, and then they became interested in what kind of student I was. They asked me if I was a goodie or baddie, and I replied goodie, of course, I don't get in trouble and winked.

Among some things I could do to build a relationship with my students would be acknowledging their feelings, ensuring support, using positive tone, valuing each student, and noticing body language. Teachers continue to establish and sustain trust by sharing weekly reflections, introductions, and an "All about me bag" (Alber,2017). And I believe communication is an essential tool.

Managing Behavior
Encouraging Appropriate Behavior
Students need to know what they are doing right just as much as what they are doing wrong. I would encourage and reinforce positive behavior by not being judgmental, praising the student's accomplishment or behavior, not their achievement, when compared with others, being sincere and credible, delivering immediate praise nearby, and utilizing a variety of verbal and written praise. Sometimes, we focus too much on what children are doing wrong when there is so much, they can do right if we give them a chance.

Discouraging Inappropriate Behavior
Several ways to discourage and redirect inappropriate behavior include physical proximity, non-verbal cues, and direct eye contact. Staying close to children who could misbehave lets the student know that the teacher is there for support. When the teacher uses signal non-verbal cues, the student can see that she is aware of their behavior and prepares to act if needed.

Specific corrective strategies that could be used to redirect students are specific praise, empathy, reality statements, and prompt self-control/cool-down time. When a student is verbally and publicly scolded and berated, those strategies do not work and cause more inappropriate behavior.

Maintaining the Environment
As the school year progresses, reminding students of classroom rules is essential. This is not only because students, especially younger children, tend to forget; if it is out of sight, it is out of mind. In the classroom that I had the opportunity to observe, the teacher constantly reminded the students of appropriate and inappropriate behavior.

A teacher should always be vigilant and open to change. Modifying those plans and procedures that do not work. Sometimes, we can get carried away with writing and making plans, especially with the lower grade levels, and we become frustrated when the students do not comply. I have also learned that what might have worked with one class may not work with another.

Things will not always go our way; even the best-prepared lessons and curriculum can fail. I know how discouraging it can be when, as a teacher, you are all excited about a topic or a lesson, and the students have no interest whatsoever. There will be setbacks; we cannot take them personally as teachers. It was not the right time or moment for that particular lesson, and we must be flexible and ready to try again at another time. Something else I have learned is that when something doesn't work out, it is not my fault or the student's; there will be another time and another opportunity for that lesson.

In conclusion, I hope my students will remember my class fondly. When one of my students is asked, do you remember a teacher that made an impression in your life? They will remember their time in my classroom. Even though it has been many decades, Mrs. Turner, my fifth grade Texas History teacher, made the most impact on my life. Mrs. Turner was an empathetic teacher, and she loved what she taught because when we walked into her classroom, she had well-thought-out lessons and made history fun. I remember how she moved about the room and actively listened to our thoughts and questions. I recall the maps and posters on the wall. I believe that is the key to being a successful teacher; she was engaged in our learning experience, patient, and treated us with respect. I am unsure if she is still alive today, but if she is, I hope she is glad to hear that one of her students is doing a Master's in Education and that she was a great model to follow.









References

Alber, R. (2017, August 16). Relationships matter more than rules. Edutopia. https://www.edutopia.org/article/relationships-matter-more-rules

Delisio, E. R. (2023). Home. Practicing Love And Logic Can Mean Happier Schools | Education World. https://www.educationworld.com/a_admin/admin/admin536.shtml

Lektorich, B. (2023). Home. Education World.

https://www.educationworld.com/teachers/teachers-back-school-checklist-10-things-prepare-day-one

Wang, M.-T., Degol, J., Amemiya, J., & Parr, A. (2020, June 22). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review. https://www.sciencedirect.com/science/article/abs/pii/S0273229720300186

Wilkins, J. (2014). Good Teacher-Student Relationships: Perspectives of Teachers in Urban High Schools. American Secondary Education, 43(1), 52–68. http://www.jstor.org/stable/43694202