Classroom Management In The Early Childhood Setting - Research Paper Example

?Chapter Introduction to the study Teachers often find difficulty in managing a of several young children. This is especially challenging to new teachers who have little experience in addressing a whole class. However, in hurdling this difficulty, teachers realize that they are able to more effectively carry out their plans and achieve their goals for their students. Classroom management involves not only the management of student behavior during class hours, but everything that goes on in the class… from preparation for the class day, to what transpires during the day and even up to when the students leave (Crosser, 2002). Overseeing each detail may be gruelling to a teacher at first, but as it becomes routinary and habitual to her, it promises to be easier and more beneficial to her teaching. That is why it is crucial to master effective classroom management techniques in order to be able to teach more effectively. The topic of Classroom Management In The Early Childhood Setting covers the issues of dealing with behavior problems of preschoolers. This topic is relevant to the author, being a preschool teacher of four and five year old children. With only two years of teaching experience, the author believes this paper will be able to help her, as well as other new teachers in their challenges in managing their early childhood classes. It will derive wisdom from the thorough literature review as well as surveying other more experienced teachers on their classroom management styles. Statement of Problem This paper will deal with factors that contribute to an effective classroom management plan. Specifically, the problem is stated as thus: “How do beginning teachers achieve a well-managed class in an early childhood education setting?” Purpose of the Study This study purports to study various factors that contribute to effective classroom management techniques that early childhood educators should consider in order to manage their classes better. It hopes to educate new teachers with the possible reasons why children may misbehave in classrooms and what can be done to dispel such misbehavior and encourage a smoother flow of activities in the early childhood classroom. This would result in a more conducive learning environment where the children ‘s learning potentials are maximized. Importance of the study Knowledge and eventually, mastery of effective classroom management strategies are essential skills teachers need to be successful in their careers. Hence, this study will prove relevant in helping teachers, especially those with little experience, in handling very young children. Empowering teachers with information from this study is believed to derive positive outcomes which will benefit their young students, as they will be more able to learn from and with each other. Definition of Terms Classroom Management- management of the class during class hours including preparation for the class day and what transpires during the day and even up to when the students leave (Crosser, 2002). Positive Student-Teacher Relationships- warm, nurturing relationships between students and teachers that positively influence the discipline and education of children (Maddox & Prinz, 2003). Physical environment- the place where children learn, equipped with furnishings, equipment and learning materials Routines- activities that usually happen within the school day scheduled in a predictable manner. Procedure Aside from learning from research done on classroom management from previous studies, this study will be using a portion of the Evaluation of Quality Teaching taken from Shalaway (1998) (see Appendix 1), specifically on Classroom Management. The instrument proposed for evaluation of teacher effectiveness is based on a general philosophy of how effective teaching should be. It has three main components: classroom management, active teaching and instructional techniques and teacher-student interaction. This study will only take the component on classroom management. However, the survey will include open-ended questions after the survey chart to learn what other teachers do to effectively manage their classes. The questions are as follows: 1. What are some effective classroom management strategies that you have employed in your teaching practice? 2. What do you think are the possible sources of misbehavior of children in the classroom? 3. How do you deal with classroom misbehavior? Ten experienced teachers, with years of preschool teaching experience ranging from three years and more will be asked to complete the surveys and evaluate their own classroom management styles. Their responses on the survey will be analyzed first with frequency counts of their responses on each item in the survey and qualitatively, on their open-ended questions that follow. Chapter 2 Review of Related Literature Classroom management does not begin and end in the classroom with the teacher teaching her class. It encompasses the totality of how a teacher prepares for her class – how she arranges her physical environment, how she plans her students’ activities and groupings, how she budgets the time for all the planned activities and discussions, how she prepares the teaching and learning materials, how she uses transitions to glide from one activity to the next, how she encourages cooperative learning among her students and how harmony and productivity is sustained in an ambience of active learning. “An efficiently organized and managed classroom eliminates many potential behavior and learning problems and sets the stage for a productive year” (Shalaway, 1998, p.12). Effective teaching on her part and fulfilling learning on her students’ are likely to take place in a well-managed classroom. The factors that contribute to effective classroom management are the efficient set up of the physical learning environment, the employment and predictability of routines and schedules and the positive student-teacher relations used to motivate children towards desirable behaviors. Setting Up A Conducive Physical Learning Environment The physical environment should reflect the goals and expectations of the teacher. It will also dictate somehow to the children how they will behave in the classroom (Brewer, 2001). That is why a teacher should consider all factors when planning the lay-out of the classroom. It should suit the developmental needs of the children who will occupy the classroom for the school year. According to Boulton-Lewis & Catherwoods (1995), when the quality of the physical environment declined, teacher restriction and control increased, the teacher’s behavior became less friendly, the students became less interested and involved, classroom rules increased, and conflict among children increased. Likewise, Kepler (1995) observed that the learning environment influences, and directly contributes to, children’s behavior and levels of learning. The ideal physical environment should be conducve to social interactions as reflected in the way desks are positioned. Clustering seats around tables in small groups encourage socialization. There should be an area where the group can convene during group discussions, and that traffic flow from one area to another should be smooth. The physical environment should be one that is open and stimulating in order to encourage children to participate, explore, and learn. A stimulating environment provides the teacher with many opportunities to observe where a child’s interests lie as well as those areas the child may be tentative in exploring (Danoff, Breitbart & Barr, 1977). The environment should also be flexible and spontaneous to accommodate children’s play which is essential in a preschool classroom. This implies that teachers should allow for adequate space and an array of creative materials. Furniture should be child-sized, durable, comfortable, and organized in such a way that would be easy to rearrange depending on varying classroom needs. Basic classroom furniture includes tables and chairs, shelves, cubbies or similar storage units, sofas, and pillows. If children do not feel comfortable, they usually become restless and seek objects or places that provide the comfort they crave. The National Association for the Education of Yong Children (NAEYC, 1997)) advocates for the use of learning centers in classrooms. These learning centers may include a dramatic play area, a small library or reading corner, a manipulatives area for fine motor activities, a block area, a math and science area, an art area etc. These learning areas are set up in the classroom in such a way that children may go to one learning area after another to work and play with the materials provided in each area. If children are kept busy, then they will not have tendencies to be idle and bored, which is a state that usually triggers misbehavior just to be stimulated or to gain attention. The storage of the materials is also well planned. Materials are easily accessible that no time is wasted in searching for it when needed. Everything has its place and the students are expected to bring the materials back to its proper place after use. This teaches the students order. Without order and organization in the classroom, the students’ learning will be gravely affected as concentration will be difficult in a messy and disorganized environment. Use of Rules and Routines The mechanics of managing the class is likewise detailed in the classroom plan. Procedures are carefully explained such as what a student will do to gain permission to go out of the classroom and come back. Even the non-verbal cues that promote easy communication between teacher and student are given. The specifics of managing group activities and misbehavior are likewise provided. The set up of class may have entailed children being asked to participate in the creation of class rules at the beginning of the schoolyear and consequences of breaking them will likewise be decided by them. This rule-making activity may be documented on poster paper and signed by everyone to signify their agreement and then the final poster may be tacked on the bulletin board to serve as a reminder for everyone. Whenever anyone breaks a rule, the teacher or any member of the class can conveniently refer the rule-breaker to the agreed-upon rules and consequences of breaking them. Engaging the students in this activity gives them a sense of responsibility, accountability and respect for being asked their contribution to a class agreement. Behavior and procedures for transition periods are also planned out well. Again, the agreed upon non verbal cues from the teacher serves as the students’ guide in their moves. It also lessens the stress for everyone if they are to simply follow the procedures. The organization seen in the physical environment is also translated to the management of student behavior. Student helpers are delegated certain jobs such as collecting and distributing homework or letters to their classmates. Certain procedures such as lining up to go out of the classroom or rotation in the learning areas are specified in detail. It is necessary that children stick to their daily routines. “Routines are the backbone of classroom life. They facilitate teaching and learning” (Shalaway, 1997, p. 25). It structures the activities and help students know what to expect and how to behave during transitions. Positive Student-Teacher Relations In Ferguson, et al’s (2002) celebrated study on achievement gap it was reported that when students were asked about the primary reasons that motivate them to work really hard in school, the lower-achieving students identified teacher encouragement as their motivator. Having a dedicated teacher who inspires and motivates them to learn and maintains positive interactions with them helps students to achieve more. Students value teacher encouragement and motivation so much that it is greatly influential in somehow closing achievement gaps between the high and the low achievers. However, teachers must be discerning enough how to use motivation. Shalaway (1998) explains that motivational processes are “nurtured by drives and needs within ourselves (internal motivation) and sometimes, outside forces direct them (external motivation). Schools give out external motivation in the form of grades and awards. These usually spur a competitive spirit instead of a cooperative one. Students have a tendency to rely on such external motivators, as they are concrete and observable by others. These may be very effective in eliciting desirable student behavior, however, when overused, it can be used as a tool for manipulation (both for student and teacher). “Rewards are most damaging to interest when the task is already intrinsically motivating” (Kohn, 1993). What teachers need to develop in their students eventually is internal motivation. Students who are internally motivated to learn approach learning tasks seriously, do them carefully and expect to benefit from them (Brophy, 1981). Positive and healthy relationships between teachers and students not only include open communication but also the setting of high expectations from each other. Teachers communicate their expectations of their students not only verbally but also non-verbally through gestures, facial expressions, etc. Teachers need to careful with their actions towards their students, as if they are perceived to have low expectations of their students, it is likely that the student expectations will become self-fulfilling prophecies (Shalaway, 1998). The same goes for students whose teachers have high expectations of them. Chapter 3 Presentation and Analysis of the Data Ten experienced teachers who are colleagues of the author in the early childhood education setting have agreed to participate in this study. Three are senior teachers with 10 or more years of experience teaching in the preschool, two have been teaching for 8 years, three have been teaching for 5-7 years and two have been teaching for 3-5 years. The following items have garnered the following responses: Check the skills present and rate accordingly. Check N for Never, S for Sometimes and A for Always. Practiced Behavior/ Skills N S A Classroom Management: Efficient classroom routines 20% 80% Time management (allocated time, instructional time,, engaged time) 40% 60% Physical environment conducive to teaching and learning 30% 70% Seating and grouping arrangements that minimize cliques and enhance cooperation 10% 50% 40% Necessary material readily at hand 20% 80% Well-organized lessons 100% Smooth transitions between activities 10% 20% 70% Learning centers, independent activities 20% 20% 60% Delegating routine tasks 20% 80% Use of peer and cross-age tutors 40% 40% 20% Use of cooperative activities 30% 70% Classroom rules firmly and fairly enforced 20% 80% Discipline strategies 20% 80% 1. What are some effective classroom management strategies that you have employed in your teaching practice? Answers: use of visual cues such as chore charts, schedulers, and star charts for points earned by the children for good behavior. Thorough preparation of classroom materials and environment for the following day, with alternative activities available for back-up Setting up children for success and then motivating them with positive remarks upon completion of their tasks. Ability grouping, so the high performing children are sometimes given different tasks from the low-performing children, and sometimes, they are paired up for peer-teaching activities Rotation of leadership roles, so they all get to experience being leaders and followers Establishment of clear routines and provision of developmentally-appropriate lessons and activities. Exciting and interesting activities to capture their attention and to keep them busy Use of effective transition activities. Most of the time misbehavior happens in between routines, so in presenting a transition activitiy, their boredome or restlessness is managed. Keeping order not only with the arrangement of the classroom but with the presentation of activities and lessons. Order keeps children feel secure and calm. 2. What do you think are the possible sources of misbehavior of children in the classroom? Answers: Lack of attention Boredom and lack of interest in the activities provided Sometimes, physical factors such as hunger, tiredness or crankiness due to sleepiness Need for control Some developmental disabilities Symptoms of problems experienced from the home 3. How do you deal with classroom misbehavior? Answers: Addressing the cause of the misbehavior like if he is misbehaving because he is sleepy, then I let him take a nap in the mat area. Use of Time-out Isolating the misbehaving child and reasoning with him/her Deprivation of privleges such as outdoor play Natural and logical consequences of not following rules, like if he messes up the toys, he needs to pack it away and will not be able to go home unless he does. Collaboration with parents regarding disciplinary action Reading a story relevant to the misbehavior Chapter 4 Findings, Conclusion, and Recommendations Introduction This chapter discusses the findings of the current study and how it addresses the problem stated in the beginning of this paper, “How do beginning teachers achieve a well-managed class in an early childhood education setting?”. It derives information from the survey done with experienced preschool teachers. Findings From the responses in the survey, it was learned that more experienced teachers are adept in managing their classrooms well especially with the organization of their lessons. This item garnered 100% in terms of frequency of practice of the participants. This means they spend much time and effort in preparing their lesson plans to ensure that the flow is smooth. They anticipate the children’s behaviors and responses in planning the details of their lessons. The items of having efficient classroom routines; having the necessary materials on hand; delegating routine tasks; enforcement of classroom rules firmly and fairly and implementing effective discipline strategies had 80% share of the most frequent practices observed by the teachers. The item on using seating arrangements (40%) and peer/cross-age tutors (20%) were not as frequently practiced perhaps due to the fact that they handled preschool children and such strategies were expected more from the elementary and high school teachers. All the other items were fairly distributed according to the frequency they were practiced, and this is explained by the fact that the teachers’ experienced varied in terms of longevity in the field. With regards to the first open-ended question, “What are some effective classroom management strategies that you have employed in your teaching practice?”, the answers were bountiful in wisdom. Using concrete materials such as chore charts, schedulers, etc. helps the children be properly guided on their behavior in class. Also, the fact that materials are ready to be used and not sought for when needed saves the teachers a lot of time ensuring the flow of the lesson. This means they are not disrupted by looking for whatever materials they need for the class because it is already within their reach. The teachers are also prepared for alternative activities to be sure that there are no gaps in case anything comes up unexpectedly that makes them change plans for the day. The activities should be developmentally-appropriate and should sustain the interest and attention of the children. Also, having effective transition activities is another insurance that the flow of the day is stress-free for the children because it prevents misbehavior from boredom from setting in. Keeping everything in order also helps children to be orderly not only with the physical environment but also in their thinking and behavior. If they are exposed to mess, then the message they get is that it is alright to be messy themselves. Rules and routines are part of the order in the classroom and these help the children know what to expect next. These also help children learn respect for rules and authority of the teacher. Knowing how to be good followers also helps them become good leaders. The teachers give the children opportunities to experience being both. One teacher recommends ability grouping so the children receive the instruction and activities that are appropriate for their ability levels. If the activity is developmentally-appropriate for them, they become engaged in it so there is no room for misbehavior because they are busy attending to their tasks. When children feel that they are being productive, they feel successful, so when a teacher sets them up for success by motivating them to be their best and giving them activities they can do, then they embody the success and behave the way they should in a well-managed class. For the second open-ended question, “What do you think are the possible sources of misbehavior of children in the classroom?” the teachers answered logical reasons such as boredom and lack of attention for the activities provided them. The other answers merit teacher’s more serious consideration. Teachers should investigate the cause of misbehavior, if it is something physical that the child experiences such as discomfort from hunger, exhaustion or illness. If so, then these need to be attended to immediately. Sometimes, children also misbehave because they enjoy the attention given them even if they are reprimanded by the teacher. They may be sorely lacking in attention even from the home so they try to manipulate the teacher in school so they can get it there. If this is the case, they should learn to earn positive attention when they do behave. It is also worth probing if the child experiences some problems at home. Behavioral observations should be reported objectively to parents so both teachers and parents can collaborate in correcting the misbehavior. Lastly, the suspicion of having developmental or learning disabilities should also be considered when misbehavior is observed. Perhaps the child is acting up because he is challenged in understanding the lesson or keeping up with his peers. Teachers should be keen observers of children’s behaviors if they are to get to the bottom of their misbehaviors and provide the help the children need. The last question, “How do you deal with classroom misbehavior?” yielded answers which revealed effective strategies experienced teachers used in dealing with behavior problems in class. They first analyzed the cause of the misbehavior and addressed it. Like if the cause is a physical need, then such a need is provided to the child (ex. Food for hunger, nap for tiredness, etc.) If the child is sick, he or she may be cranky due to the discomfort. The child should be sent home to recover and to avoid contaminating others with his or her illness. Use of time-out is a common strategy of teachers in dealing with misbehavior. The child is removed from the group to help him think about his actions and reflect on its consequences. It should not be considered a punishment, instead as a time to compose oneself before rejoining the group. It would be helpful if the teacher talks it out with the child and process the behavior and what the child should or should not do next time. Applying natural and logical consequences for not following agreed-upon rules is one way to teach children integrity. They should be able to follow rules and carry out the consequences for their action. If a child continues to misbehave despite this, then privileges such as the chance to play outdoors. This should be after multiple attempts to make child cooperate and with enough warnings before the deprivation of privilege is carried out. Using stories is also an interesting way to help children deal with their misbehavior. Relating to a character in the story with the same situation will help them process the good and bad things that happened because of the character’s behavior. In any case, it is good to gain the cooperation of parents in dealing with their child’s misbehavior in school so there is no confusion on how a child should behave well in school and at home. Collaboration with parents regarding disciplinary action is essential as there should be a common understanding of the reasons for the disciplinary action and strategies to use to extinguish the misbehavior. Parents should also be consistent in their use of such disciplinary action at home. Conclusion The findings of this study reveal that classroom management covers much ground in a teacher’s responsibilities. It is not limited to just being inside the classroom with the children and managing the time spent with them but goes beyond class time and space. The responses of the experienced participants are consistent with the findings in the literature review that classroom management entails the organization of the physical environment; establishment of class rules and routines for the children to follow; and establishment and maintenance of positive relationships between the students and the teacher. Recommendations New teachers would gain much wisdom from the results of this study. The advise provided by experienced teachers who participated in this study are borne from their own experiences which have contributed much to the knowledge and wisdom they now share. New teachers would benefit in trying out the strategies recommended by the experienced teachers. It would also be worthwhile if the items on the survey will be used as a checklist for good classroom management. If almost all the items are done frequently, then the teacher is well on her way to handling a well-managed classroom with less behavior problems to deal with. References Boulton-Lewis, G., and Catherwood, D., eds. (1995). The early years. London: Pitman Publishing. Brewer, J. (2001) Introduction to Early Childhood Education. Allyn and Bacon. Brophy, J. (1981) On praising effectively. Elementary School Journal.Vol.81, pp. 269-278. Crosser, S. (2002), “Managing the Early Childhood Classroom”. Young Children, January 2002 Danoff, J., Breitbart, B., and Barr, E. (1977). Open children: for those interested in early childhood education. New York: McGraw Hill Co. Ferguson, R.F., Clark, r. & Stewart, J. (2002) Closing the Achievement Gap in Suburban and Urban School Communities. Naperville, IL: North Central Retional Educational Laboratory Kepler, L. (1995). Quick-and-easy learning centers: science. New York: Scholastic Inc. Kohn, A. (1993) Punished by Rewards. Boston: Houghton Mifflin. Maddox, S. & Prinz, R.J. (2003). School bonding in children and adolescents: Conceptualization, assessment, and associated variables. Clinical Child & Family Psychology , 6, 31-49. National Association for the Education of Young Children (1997). Developmentally appropriate practice in early childhood programs serving children from birth through age 8: a position statement of the national association for the education of young children. Washington: National Association for the Education of Young Children. Shalaway, L. (1997) Learning to Teach…not just for Beginners. Scholastic Professional Books. Appendix Evaluation of Quality Teaching Check the skills present and rate accordingly. Check N for Never, S for Sometimes and A for Always. Behavior/ Skills N S A Classroom Management: Efficient classroom routines Time management (allocated time, instructional time,, engaged time) Physical environment conducive to teaching and learning Seating and grouping arrangements that minimize cliques and enhance cooperation Necessary material readily at hand Well-organized lessons Smooth transitions between activities Learning centers, independent activities Delegating routine tasks Use of peer and cross-age tutors Use of cooperative activities Classroom rules firmly and fairly enforced Discipline strategies Please answer the following questions: 1. What are some effective classroom management strategies that you have employed in your teaching practice? 2. What do you think are the possible sources of misbehavior of children in the classroom? 3. 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