Assessing Your Classroom Management Approach
Activity
One: Reflections
Write a short
answer or response to the following questions and statements.
Your response will help you understand the nature of a
well-managed classroom. Note: You may want to probe these questions
with your mentor or a discussion group.
- Do
you use class time effectively and efficiently?
What percentage of class time is “on- task”? Define
“on-task.”
- Consider
the responsibility of teacher
preparation. In
short, what does it mean for a teacher to be prepared
every day.
- Define
a “prepared teacher” from a student’s
point-of-view.
- In
your classroom, what can your students routinely and predictably
expect of you and your teaching?
- Discuss
what it means to present clear and objective-based assignments.
Activity
Two: Self-Assessment. Classroom
management is the manner in which a teacher organizes and controls
materials, lessons, activities, space, students, time and content in
order to maximize student learning.
Below is a check list featuring the major characteristics of
the well-managed classroom. Assess
your own classroom management level by rating each characteristic with
the following scale: Scale: 3=strength; 2=average; 1=weakness
Identify
one change you can make to improve those areas that received a “2”
or “1.”
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3
2 1
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1.
I
foster an
“on-task” learning environment?
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3
2 1
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2.
Students understand
that when they enter my classroom they are going to work
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3
2 1
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3.
Students believe
that my assignments are directed, productive, and enjoyable
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3
2 1
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4.
Students know that
the tasks in my classroom are never presented as punishment
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3
2 1
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5.
Students believe
that work done in my class has a definite purpose and objective
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3
2 1
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6.
My
classroom is a celebratory environment?
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3
2 1
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7.
Students understand
that they will be rewarded and praised for their hard work.
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3
2 1
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8.
Students believe
that my approach to them and their learning is positive.
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3
2 1
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9.
My
classroom is an engaged environment?
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3
2 1
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10.
Students engage
quickly in my assignments
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3
2 1
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11.
Students know
exactly what they are to do.
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3
2 1
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12.
Students are clear
why they are doing each assignment.
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3
2 1
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13.
My
classroom ethos is one of mutual respect.
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3
2 1
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14.
Students know that
they must respect one another.
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3
2 1
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15.
Students are
willing to cooperate with me.
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3
2 1
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16.
Students are
willing to cooperate with their classmates.
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3
2 1
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17.
Students listen
carefully to me.
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3
2 1
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18.
My
classroom procedures are clear?
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3
2 1
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19.
Students know what
they must do to succeed.
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3
2 1
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20.
Classroom rules are
consistent and fairly enforced.
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3
2 1
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21.
Students know how
much time they have to do assignments and how they will be
assessed.
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3
2 1
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22.
My classroom rules
do not appear arbitrary.
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3
2 1
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23.
My
classroom is focused?
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3
2 1
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24.
Assignments don’t
“float” or appear “out of left field.”
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3
2 1
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25.
There is a
consistent routine to handing in assignments.
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3
2 1
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26.
Work time in class
is uninterrupted.
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3
2 1
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27.
Students are
expected to settle down quickly and work in class.
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3
2 1
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28.
My
classroom is a place where assignments are meaningful.
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3
2 1
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29.
“Throw away” or
filler assignments are never given.
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3
2 1
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30.
Classroom work is
not overly repetitive or redundant.
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3
2 1
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31.
Students are clear
about the objectives for each assignment.
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3
2 1
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32.
There
is a sense of humanness in my classroom.
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3
2 1
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33.
Students are
treated as human beings who have good and bad days.
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3
2 1
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34.
Rules rarely if
ever override human concerns.
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3
2 1
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35.
Students understand
that my classroom operates from a set of values.
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3
2 1
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36.
My
classroom is a predictable place.
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3
2 1
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37.
There are no
negative or unexpected surprises.
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3
2 1
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38.
What I say in the
classroom actually happens.
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3
2 1
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39.
Students
stay on task in my classroom.
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3
2 1
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40.
When an assignment
is given, students do it.
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3
2 1
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41.
I expect and
require all students to stay on task.
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3
2 1
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42.
I deal with
disruptions in a timely manner.
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3
2 1
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43.
Student who stay on
task are rewarded.
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Activity
Three: Roundtable. It is exceedingly valuable to learn
classroom management strategies from other teachers, both experienced
and inexperienced. One way
to do this is to establish a classroom
management roundtable. Teachers
who want to participate gather at regular intervals (perhaps every
other week) to have an open discussion about classroom management:
What works, what doesn’t, personal tricks, particular situations,
fears, etc. Have a
volunteer take notes and distribute them after the meeting.
Don’t hesitate to invite educators from other schools.
Be certain to stress the fact that the discussions are not
judgmental. The professional exchange must remain open and honest
so teachers can
relate both their successes and failures.
Select a facilitator who will keep the discussion focused on
classroom management.
Activity
Four: Analyzing Environments. Each
classroom has a particular feel to it. Just the look of a classroom
may give you some clues to a teacher’s management style.
Visit three different classrooms, preferably in your own
discipline or grade level and determine what the environment
“says.” How do these
classroom settings compare to your own?
Imagine that you are a student entering each classroom for the
first time. How does the
setting make you “feel”? What does the classroom tell you about
the teacher who created the environment?
Any telltale signs that this is an organized environment?
A warm environment? A task-oriented environment?
A learning environment? Etc.
Activity
Five: Management Style Interviews.
Each teacher has his or her style of classroom management;
some styles will work for you while others won’t.
In order to find the management style that fits you best, it is
helpful to analyze the management strategies of others.
To do this, use the interview questions below and survey three
to five teachers who you believe to have different approaches to
classroom management. Once
you have completed the interviews, list three to five best practices
that you feel will work well for you.
Interview Questions
- How
do you prepare for each day?
- What
management “tricks” do you use to keep students on task?
- How
do you characterize your classroom management style?
- How
do you get and keep students involved with the lesson?
- What
methods do you use to bring a class to attention?
- What
is your discipline strategy?
- What
do you do to maintain a sense of classroom clarity and
organization?
Activity Six: Management Goals. As
you assess your management style, make a list of goals.
These goals should pinpoint changes that you will make in order
to improve your classroom operation. Write a goal for each of the
areas listed below:
- Management
area:
- Efficient
use of time
- Clear
expectations
- Colorful
and pleasant environment
- Warm
and inviting ambiance
- Respective
and polite behavior
- Organized
and sequential tasks
- Achievement
focused
- Student
involvement
- Success
oriented
- Predictable
teaching
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