SUPPORTIVE CLASSROOM MANAGEMENT

Supportive Classroom Management



Supportive Classroom Management

Introduction

When entering the classroom as a preservice teacher for the first time, it is deceptive how simple an experienced teacher can make classroom management appear. The state school observed was made up of a diverse student body, with large numbers of students from a multitude of cultural backgrounds and learners with physical and intellectual impairments. It also contained a significant portion of students from low socio-economic families. Within the classrooms observed, namely year nine business education, minimal disruption occurred despite some students being notorious for disruptive and unacceptable behaviour. Also observed within these classes was the high level of student engagement with and enjoyment of the subject matter covered. The teacher observed presented a calm, firm but sensitive approach to students and addressed any concerning behaviour initially in class and also privately with the student(s) after class. Disruptive behaviour during class was addressed through implicit teacher acts such as pausing class instruction and making eye contact or moving in closer proximity to the disruptive student. These preliminary classroom management strategies curtailed the inappropriate behaviour and formal school behaviour management policies were not needed. The observed classrooms clearly achieved both the teacher's and learners' objectives, for information to be interesting and therefore engaged with by students. The question to be investigated within this research report is how was such a successful classroom established? Are there any theories or research that suggests how the classroom environment may better support learners?

Discussion

The term management is often associated with the supervision and control of others, usually within context of the business world (Dinsmore, 2003, p.6). This association is also evident within education, whereby classroom management is commonly associated with the control and regulation of students within the classroom (Porter, 2000, p.3). Clearly this definition of classroom management is flawed as it only considers the management of student behaviour, not the causes of such behaviour, teaching strategies used or the physical environment in which learning occurs. Krause, Bochner and Duchesne (2003) define classroom management as "the planning, organisation and control of learners, the learning process and the classroom environment to create and maintain an effective learning experience" (p. 374). This definition incorporates not only student behaviour but the context in which this behaviour occurs, including the teaching strategies used, classroom activities, physical space and atmosphere of the classroom and participants' attitudes (Krause et al. 2003, p.374). Classroom management may also incorporate the teacher's beliefs and values, the physical environment of the classroom, the amount of teacher preparation and the ways in which the lesson is presented (Dinmore, 2003, p.6). Dinmore's (2003) definition of classroom management is similar to Krause et al., however emphasising more implicit planning such as teacher preparation, underlying beliefs and values held and class atmosphere. These factors would consequently set the framework for the types of teacher instruction and class activities able to occur, laying the groundwork for the planning and control of learners described by Krause et ...