Classroom Management and Design

As the 19th century American philosopher and poet Ralph Waldo Emerson quoted “If you only learn methods you will be tied to them, but if you learn principles you can devise your own methods.” One way and I believe the best way to provide accountability for what I know and am able to do as a teacher for classroom management plan is addressing Organization, Discipline, Instruction, and Motivation in all classrooms.


The main issue in a classroom management is students’ engagement throughout the lesson. Repeated research has validated that active student participation and engagement with each other are vital for effective learning and promoting improved retention of information and vocabulary. Teacher lecture will only result in a 5% retention level, reading a 10% level. Practice by doing can result in a 75% retention level and students who teach material to each other will retain 90% (PWC). Classroom management consists of three critical factors of consistent discipline, quality instruction (assessment) and effective motivation. Consistent discipline and quality instruction go hand in hand. Good classroom management provides the structure and expectations for effective lesson delivery. Good assessment drives lesson plan and quality lesson plan promotes student engagement which ultimately will reduce time spent on CM. These all must function together. Self-assessment is a valuable commodity for any teacher – when beginning the profession. It takes skill and practice to build a firm foundation. The more a teacher spends time in effective application of these key factors, the less time is needed in classroom management and thus maximizing actual teaching time.


Organization:
• Organize a safe environment for learning
• Create an effective harmonious classroom by using various instruments.
• Know the academic, social and cultural backgrounds of their ESL students
• Use proper body language and word selection especially with ESL students and their diverse cultural backgrounds.
• Acquire plenty of information about students including family backgrounds, countries of origin and levels of education.
• Pay close attention to the federal mandates of students IEP’s.
• Accommodate special necessities for special education and also ESL students.
• Plan ahead, be consistent and be proactive. Prevent, earn respect and limit unexpected surprises.
• Set the physical learning environment according to different levels and grades to maximize learning, motivation and students’ interaction.
• Do not preach or lecture. Facilitate learning and engage students


Discipline:
• Manage your classroom with Day One.
• Show no fear
• Be ready to offer information about yourself in a professional and exemplary way.
• Get to know students from the very beginning.
• Integrate interactive instruction with communicative skills that include discipline strategies.
• Obtain discipline through proximity and non-verbal communication
• Make a clear distinction between the “helpless hand raiser” and the student who requires help
• Take the time to help the dysfunctional student in classroom by achieving a realistic and mutually satisfying conclusion for both you and the student.

Instruction:
• Make meaningful instruction and engage students all the way through the lesson.
• Relate the lesson with students’ lives. Teach and make it fun and watch students learning on the run.
• Have both the agenda and syllabus ready. Distribute an approved course syllabus and guide students for note taking through the agenda.
• Incorporate instructing strategies into one’s teaching profession.
• Observe students use of language in other contexts.
• Do not water the instruction down. Instead differentiate and scaffold learning.
• Use pre-planned handouts, guided instruction, visual and graphics, simplify language and use realia for students of lower grades. Make learning more precise and comprehensible
• Scaffold by means of comprehensible input, modeling, visuals, supplemental materials and pairing with selected students ( in case of special or ESL presence)
• Create cooperative learning for IEP and ESL students as well as understanding heart
• Generally remove scaffolding when students reach learning goals.
• Employ collaborative problem solving with a student displaying helpless behavior
• Give repetitive modeled SOLs and WIDA tests to students to prepare them for the real high stakes tests and provides them with more language proficiency.
• Recognize and assess if your instruction is in lieu with other elements of teaching.
• Offer help and model learning yourself
• Teach partner teaching, engage student pair work in teaching each other
• Instruct along with continuous feedback both for yourself and students.
• Be ready for change and try out new strategies in teaching
• Seek feedback and do not be self- critical

Motivation:
• Take extra time to encourage or seek alternatives to make subject matter more comprehensible
• Maintains a wonderful balance of structure and flexibility as well as a great incentive system
• Foster a culture of success and promote diligence.
• Create a safe environment, active learning and high expectations to encourage success.
• Apply proactive incentives in any classroom or subject area.
• Develop intrinsic motivation and a love of learning in all students.
• Instill confidence and inspire potential
• Promote cooperative learning
• Create a culture of success
 
Cited works

Cary, S. (2007). Working with English Language Learners..

Cushman, K. (2003). Fires in the Bathroom. New York: The New Press. (Middle School)

Greene, R. (2008). Lost at School.

Jones. (2007). Tools for Teaching. Santa Cruz: Frederick H. Jones & Assoc. .

Vogt. Short, D. (2008). Making Content Comprehensive for English Learners. Pearson Education Inc.

Prince William County Public Schools Website: http://pwcs.schoolfusion.us/modules/cms/pages.phtml?pageid=102442&sessionid=ee4cd95828fa8b0bda2de1fcee11106b

Goal-Setting Policy for Virginia Adult Education and Literacy Programs, Policy 3.1