Classroom Management

Classroom management Reflect on the practical approaches that are offered in two officially endorsed documents: The report of the practitioners group on school behaviour and discipline chaired by Sir Alan Steer (2005) and the School Ofsted report. Examine these in light of your reading of the theory and background research underpinning these reports. Analyse how your future development as a classroom practitioner has been (and continues to be) informed by blending these reports with your own further evidence on behaviour management. 1 Introduction

`An individual who lives in an environment that is a good match for his needs and abilities will likely be more productive and tend to reflect the character of that environment.` (Taylor, 2004) The environment of the classroom and the way in which it is ordered and controlled undeniably has a decided impact on the learning outcomes of children within all socioeconomic groupings. As Taylor suggests, the environment of the classroom- and regulation of it- has the most positive impact on the learner when it is tailored to their individual needs. This may seem like a gargantuan task considering circumstances wherein an average class holds over 25 diverse young individuals. However, a proactive approach to classroom management is much more likely to allow teachers to achieve success with such classes. Such an approach requires flexibility of practice and thinking, together with reflection consistent with the structure of Gibbs` model. It is important that a distinction is made between theoretical concepts and practical application. Concepts on their own cannot result in significant change or improvement but must be reviewed, observed, trialled, reflected upon and -depending upon specific outcomes- either adopted or, if necessary, reluctantly dismissed. In classroom management, where such a plethora of information is available but which is so varied in its recommendations, teachers have the opportunity to synthesise theory and practice; to adopt and adapt models for classroom management. As Capelet al (2013) note: `teaching is a continuously creative and problem solving activity.

2 Successful integration of theory

Numerous studies have sought to understand and explain the practice of managing a classroom and outline the effective (or ineffective) strategies whereby a successful classroom ethos and behaviour can be attained. Not all strategies, however, can claim to work effectively with all learners in all situations all the time. Nonetheless, (Tauber, 2007) points out that If you are using classroom management theories and techniques that are successful for `most children most of the time in most situations, then the majority of students are more often "on task"[...]`. In my teaching practice I have assimilated theoretical approaches and, as a matter of course, left some by the wayside. The approaches that are still evident and still being developed in my classroom management are those that work for the majority of the class or can be adapted to suit the individuals within the class without affecting the progress of the lesson. 2.1 The collective perspective

`By engaging students in discussions of `what kind of class` they want to be, you can encourage them to elicit qualities that they think necessary to enable all members of the class to succeed. `(Capel et al 2013). The importance of the `the collective perspective` (Capel et al 2013) has been pivotal in my development of classroom management. Considering this, primarily, I created a `Vision Statement` in which the students outlined what they wanted to achieve and how their expectations of me, and mine of them, would get us to this point. Amongst other aspects Capel, Leask and Turner identify` respect and attention` as conducive to effective classroom management. `Every pupil has the right to personal respect[...] and when addressing the class at the teacher`s invitation each pupil has the right to be heard; [...]when the teacher speaks all must pay attention.`(Capel et al 2013) My own management decisions have drawn upon this idea of mutual respect and, to put if perhaps a little blandly, kindness. My students are keenly aware of how important it is to me that they all enter and leave my classroom as good, proactive and kind members of society. This includes supporting one other and celebrating achievements together; treating everyone with a positive and non judgemental attitude; and leaving any social disputes at the door. This is very much easier said than done. However, I address breaches of these expectations immediately. In particular I use my own attitude to model behaviour. I ensure that I open doors and politely thank or greet students with a smile. Consequently, students are aware that I expect the same attitude and actions from them. I stress that we are a team and my `one rule` enforced from day one: `one voice`, reiterates this . If either I or another student are addressing the class then there should not be any other voices interrupting. This has worked well in lessons and i have seen a decrease in classroom interruptions. I have reinforced the rule by reminding students who volunteer, `not to start talking until everybody is showing them their full attention.` This then puts the onus on their peers to fall quiet because of the expectation of member of their class, rather than because I have ordered them to do so. 2.2 Persuasory influences: I believe: you believe

In addition to `observational learning` Bandura`s studies particularly note `persuasory influences-the effect of other people`s confidence and doubt.` ( Lefrançois, 2012) Early on in my own classroom management I ensured that I wove this concept into my practice by maintaining high expectations of my students. In a recent assessment scenario with a low ability English set, for example, I spoke beforehand about how impressed I had been with their work and how this assessment was a fantastic opportunity to prove how well they were doing to the rest of the school. This projection of confidence appeared to be effective in creating a quiet atmosphere for the assessment and, to all standards, hard working students. I was particularly pleased with the result of this positive strategy as particular individuals, not satisfied with subsequent results , came to me to ask for feedback and a chance to re-do the assessment to attain higher levels as well as articulating personal targets exceed those set by the school. By exhibiting high expectations and rewarding the ambitious, I have seen a change in attitude in this class which has consequently impacted positively in the management of the classroom as a whole. 2.3 When theory backfires

Bandura and Skinner both illustrate that changes of behaviour come from learners` understanding of the relationship between what came before, and what- as a consequence -comes after, their actions. In other words, the student is able to synthesize learnt outcomes and anticipate what might result from certain behaviours. Skinner`s theory however, emphasises the importance of instantaneous rewards when students exhibit a desired behaviour. While I have tried to accommodate this within a `behaviour for learning` approach whereby the reward is intrinsic (the sense of achievement resulting from names on the board for a valuable contributions, for example, has worked well with small classes) I have not always found more overt Skinnerian method to be effective. I created a prize pot for all my classes however, students appeared embarrassed by attention they received from peers when they were offered the choice of sweets or pencils or other items. On many an occasion they spurned such rewards and I feel that in these classes this attitude was then (In a Banduran way) observed and perpetuated. I now primarily use this prize reward system with my year 7 group. 3 Reports

As thinking and general attitudes about learning have shifted, so too have attitudes towards behaviour management within the classroom. Garner comments that the trend has been towards an approach promoted by `behaviour for learning`. This, he stipulates, `encourages you to link pupil behaviour with their learning, via three interlinked relationships: how pupils think about themselves; how they view their relationship with others; and how they perceive themself as a learner, relative to the curriculum. (Garner, 2013) This methodology favours a pupil-centred approach and, stressing preventative management strategies, revolves less around discipline and what Garner calls `control`. (Garner, 2013). This theoretical approach has parallels with the Steer report (2009) which highlights the importance of addressing poor behaviour before it has a chance to escalate. In light of this, explaining the consequences of poor behaviour is now a strategy I implement regularly. I agree with such reports in that the crucial `lessons in behaviour` that occur when students are led to understand the repercussions and impact of their behaviour is far more effective than simply expecting students to stop a particular behaviour because they have been commanded to do so. "The most common forms of misbehaviour are incessant chatter, calling out, inattention and other forms of nuisance that irritate staff and interrupt learning." This comment by Ofsted`s annual report (Steer report, 2005) rings true with my own experience in school to date. In particular I have struggled with a year 8 top set group (with whom I did not predict classroom management problems). Due to one individual`s medical condition I was based the other side of the school for this set`s lessons and, as a consequence, often arrived at the room after pupils. I found that this, and my lack of time to set up, meant that I struggled to control behaviour and that routines were harder to enforce. Steer states that teachers should `use commonly agreed classroom management and behaviour strategies; such as a formal way to start lessons [...] all pupils being greeted by the door, brought into the classroom, stood behind their chairs, formally welcomed[...] (Steer, 2005) In School X, teachers follow a policy whereby students stand behind their desks and respond to the teacher`s greeting. With this particular class I have repeated this procedure until it was completed to a standard with which I felt happy. In addition to this I have adopted the practice of asking students to line up outside quietly until I arrive (a practice that I do not demand with other classes). This has enabled me to control the entry of the class and to greet students on their way in; as a consequence I have been able to monitor school rules of dress and behaviour as well as enforcing as sense of difference between the outside and inside of the classroom. In order to `induce students to a state of wanting to learn` (Burden,2000) I have also created a bank of `do now` activities. These have no right answer but, like `thunks`, invite the students to engage their minds and prepare to be questioned on what they think. School X was judged Oustanding by Ofsted in 2013 who praised the fact that `Learning provides pace and progression through a range of activities that make full use of independent and collaborative strategies.(School X Ofsted 2010) Variability between a range of learning styles is outlined by the Steer report as a mode of classroom management. The premise being that when students are engaged and motivated by a range of activities that complement their learning styles, learning is better managed. Relating this to my own lessons, I have endeavoured to vary the level of independence within activities and include an range conducive to differing learning styles. For example, with a top set year 10 class I initially colour coded and structured a SPEED writing task for the students and then in a subsequent lesson asked groups to construct these paragraphs as a team using different coloured paper so that I could see who had written which section. I believe that such activities are developing teamwork skills and peer assessed learning however, I did find the task a struggle to monitor and consequently I plan to adapt this and structure it more heavily in future. 4 Development of School practice and Conclusion

Margaret Ross speaking at the University of Manchester: `strategies are irrelevant- it`s how you use them.` (Ross, 2013) I am well aware (particularly when frantically tidying away dictionaries after a rushed `good afternoon and thank you `) that my time and resource management is an aspect that I could develop further. McBer (2000) outlines this area as crucial and it is clear that a sense of order and care can be attained through careful consideration of these factors. I intend therefore to schedule class monitors for books and create a routine for their distribution. The Steer report (2005) suggests that ` planning homework carefully and setting it early in a lesson can significantly increase the number of pupils who subsequently have a clear understanding of what is expected of them.` I am aware that this is particularly beneficial for SEN students. As I have many SEN student I believe that altering my practice in accordance with this recommendation will be extremely beneficial and will improve the structure and management of the lesson as a whole. ` It is not about how much experience teachers have had or how much they have read about managing classrooms, it is about the degree to which they are able to draw upon their experiences and their reading to `test` elements of both in developing their practice. (Haydn,2007 ) My understanding of Haydn`s comment is that classroom management is at its most effective when it is not allowed to stagnate. As mentioned at the beginning of this essay, classroom management must take the individual into consideration and as individuals we are not often in a state of stasis but of constant flux. Good classroom management therefore stems from observation of other teacher`s practice and of a regular re-evaluation of what is supporting learning and what is presently failing to do so. In essence then my statements for improvement above are simply the first steps in a long term program of proactive learning around classroom management.

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Bibliography 1. Burden, P., 2000.Powerful Classroom Management Strategies: Motivating Students to Learn. Corwin Press, Inc. 2. Capel, C. Leask, M. Turner, T., 2013. Learning to teach in the sec ondary school. Routledge. 3. Cooper P and Dufour B (2007) Positive Approaches to Disruption in School. Sage Publications. 4. Haydn, T., 2007. Managing Pupil Behaviour: Key Issues in Teaching and Learning.Routledge 5. Lefrançois, G.,2012.Theories of Human Learning, 6th ed.: What the Professor Said. Wadsworth. 6. McBer, H. Research in teacher effectiveness: A model of teacher effectiveness [Online} Available at: http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eorderingdownload/rr216.pdf [accessed 21 October 2013]. 7. Tauber, R., 2007. Classroom Management: Sound Theory and Effective Practice. Praeger Publishers. 8. Taylor, G., 2004. Practical Application of Classroom Management Theories Into Strategies.University press of America.

. Steer report 2005 . Ofsted report St John Bosco 2010