Strategies and Methods for Effective Class Management - Research Paper Example

ESL room Mgmt Strategies Introduction The last twenty years have seen an unprecedented rise in the number of immigrant populations in the United States. Populations of immigrants in many instances lack an understanding of the English language and hence require instruction on the same. While the teaching of English may be quite simple in the context of natural born speakers, its teaching takes a complex dimension when looked at from the perspective of second language learners (Shawer and Banks-Joseph 125-143). Second language learners would require that the teacher use specific classroom management skills in the impartation of information. For any teacher to be effective in teaching English as a foreign language class management skills are prerequisite. It is an acknowledged fact that classroom management is of critical importance in enhancing the effectiveness of pedagogy since a lack of the same would result to a reduction in cognitive and overall development of the learners. As such effective teaching and learning of English as a second language is dependent upon effective classroom management (Brown 1-12). Classroom management entails the manner of controlling behaviour that would result in disruptions so as to ensure that teaching and learning is maximized. Pedagogical content knowledge entails all of the skills possessed by a teacher which enables them to transmit pedagogical content. This normally includes generic education and subject skills. Subject includes student and teacher based methods and approaches that are employed in the teaching of particular issues. Good examples are the Communicative Language teaching or the Audio lingual strategy which are exclusive to the teaching of languages. Generic education pedagogy on the other hand includes learner teacher methods and approaches which may be employed in the teaching of any subject. Good examples of this are the Lecture Method and Cooperative learning which may be employed in the teaching of almost anything (Slider and Williams 215-228). Literature Review This research is undertaken from the background of the variety of approaches which are employed by the second language teacher in order to foster pedagogical effectiveness. Since learners are usually migrants they may portray behavior which is not normal of the natural born members of the class and hence which would cause disruption (Buchman 143-148). Contrary to public opinion the terms discipline and management are not synonyms of each other. Many people associate discipline with punishment even as it is a means of modifying, correcting and inspiring desired behavior. While discipline is part of management it does not entail all the aspects of management. In addition to discipline management also involves the organization of students, materials, time and space to foster learning. It also entails the approaches and methods employed in order to have the ordered environment for learning and teaching (Bharkhuizen and Gough 453-471). The disciplining of learners in the second language class should be in such a manner that would show care and concern and not victimization (Allison and Rehm 7). Approaches in Classroom Management In classroom management it is important that the teacher employs a particular approach that would ensure he has a proper control over the class. Approaches employed in the management of the classroom include but are not limited to: punishments and rewards, learner teacher relations (Pedder 171-200). The teacher needs top foster compliance in the students by being assertive in the setting up of protocol for instance time of entry into the class, submitting assignments among others. New learners tend to test out the teacher and hence it is important that the teacher set out the protocols that are to be followed from the very beginning of learning (Brynes 472-494). Strategies which are geared towards the inhibition of negative learner behavior such as punishment may not be effective since learners of English as a second language may see this as discrimination and get demotivated (Reagan 185-196). The teacher should instead try to instill a sense of respect for the laid down rules and mutual respect between him the learners. Effective management of learning also hinges on the quality of the instruction given which may be attained by the use of teaching management approaches. Second language learners are usually just like small, children and as such in the giving of tasks by the teacher, tasks should be assigned in such a manner that would make them motivated and stimulated (Shawer 173-184). Learning should be offered in a progressive logical manner so that the learners perceive a sense of growth. Tasks assigned to students should be ones which have meaning, are practical, manageable and attainable (Crandall 34-55). Teachers should ensure that teaching takes place in a manner that it fulfils learner needs. In a high school setting, the learners are most inclined to learning English for communication and for passing exams. Learning should thus be geared primarily for the achievement of these objectives. In order to foster interest in learning, the content of the pedagogy needs to be tailored in such a manner such that students feel they are learning new and practical content. The teacher has top employ activities such as group work which keep attention seeking behaviors at bay. Group work is a good means for fostering the learning of English since the learners are able to interact with other members of the group who are proficient in it or better in it than themselves (Nolan 3-16). This interaction will enable the learners to pick up some things concerning the language which the teacher may have missed. Such activities also address the differentials in learning abilities of the learners since it lumps together the weaker learners and the strong ones. Learning styles are important elements in offering management policies that are effective since learners tend to have preferences of styles of learning. For instance, visual learners would perceive tasks to be easier when written as opposed to auditory learners who prefer listening to the language being learnt. Auditory style learners prefer the repetition of content in speech while the visual style learners prefer the use of visual aids and eye contact. It is important to transmit information through the means which learners are more comfortable in (Long and Porter 207-227). To cater for these differences in learning preferences, the teacher needs to evaluate the performance and learning of the student and teach them according to their preference. In instances of a mix of preferences in the same class, the teacher should teach each group separately for maximum effectiveness (Cummins 175-187). Another important aspect in teacher student relationships is the enhancement of teacher learner relationships. It is important for the teacher to develop relationships with the student based on their differential needs. By developing this relationship, the teacher will be able to monitor developments in the individual learners and also know their weaknesses (Crookes 67-79). The building of relationships also improves cognitive and affective development while resulting to increased motivation and resultant decrease in undesired behaviour. While working with second language learners, assertiveness is important. The teacher has to maintain a control over the class in order to prevent confrontations either between learners or between the learners and the teacher. The teacher should always be attentive and should never overlook any infringement of learning protocol if learners are to show compliance (Wasserman 464-468). The teaching of second language acquisition is usually an exercise in communication and as such the teacher has to apply the aspects of communication such as active listening, removal of red flags and empathy. The teacher in turn has to encourage the learners to voice out their questions since learners of a second language tend to shy away from speaking especially in the presence of native speakers (Shawer and Banks-Joseph 125-143). An important part of classroom management is the use of consequences for action. While the teacher should never force learners to either speak or read English, teachers should respond to desired behaviour through the giving of tangible rewards such as praise and affirmation (Brown 1-12). The administration of sanctions on the other hand requires application of a several methods including; a questioning of undesired conduct to foster discipline while avoiding over reaction. Negative reinforcement such as the loss of privileges to those who cause trouble is effective as a punishment (Buchman 143-148). It is important though for the teacher to react to infringements on the spot and avoid wholesale punishment of the class. Sanctions though should not be enforced as a consequence of failing to get tasks right but rather on the basis of infringement of class protocol (Slider and Williams 215-228). Pedagogy Skills Together with content and knowledge of the curriculum, the teacher’s understanding of teaching skills remains an elemental part in the development of a teacher. It is almost impossible for a teacher to be effective in teaching a subject if he is not well versed in it (Bharkhuizen and Gough 453-471). Content knowledge should however be complemented with curriculum knowledge which enables the teacher to effectively transmit information to learners. The knowledge of subject content and the curriculum would become worthless if teachers lack the necessary pedagogical skills to transform the information they have into forms that can be easily grasped by students. A thorough knowledge of content, teaching skills and the curriculum, fosters confidence in the teacher since the management of the classroom becomes easier (Allison and Rehm 7). An acquisition of the various pedagogy skills enables the teacher to assist students in their studies, cater for differences in learner attributes through the employment of various strategies and lastly, be an effective classroom manager. Previous Research Literature concerning the management of classrooms for English as a second language has mainly focused upon the assertiveness or non assertiveness of the teacher. Assertive teachers use either democratic or autocratic styles for managing their classes (Pedder 171-200). Assertive teaching also leads to an improvement in the application of a variety of pedagogical skills by the teacher. Assertive teachers tended to be more proficient in the use of inductive deductive and problem solving methods of learning. The assertiveness approach also contributes to teachers being more skilful in the teaching of reading, grammar, listening, and vocabulary (Brynes 472-494). Hostile and autocratic teachers also have the same effect on learners. Assertive teachers on the other hand elicited confidence and respect among the learners. Autocrats imposed behaviour and protocol while the democrats tended to prefer learner involvement in the learning process and hence were found to be less effective Non assertive teachers are found to adopt a laissez faire approach to teaching and learning which leads to learner frustration in the disorganized learning environment (Reagan 185-196). A research conducted by Shawer was intended to find out the correlation between classroom management and student behaviour. It was concluded that the application of classroom management programs such as lesson planning and assertiveness resulted to a tendency by students to adopt desired behaviour such as compliance (173-184). Another study conducted to find out the effect of particular management strategies showed that constructivist contexts played a significant role in aiding teacher in the organising of students for working in cooperation and considering learner differences in the learning process. Crandall was of the opinion that training in classroom management made it possible for teachers to acquire an understanding concerning how to treat differences in learners, and pedagogical needs (34-55). Nolan, who studied the understanding of effectual and unproductive management strategies among teachers, found that the fostering of good relationships, reinforcement of behaviours and creating order in the classroom were effective in fostering the learning of English as a second language whereas confrontation, lectures, and punishments were ineffective approaches (3-16). Long and Porter concluded that effective management approaches in the classroom for instance for instance the division of students into groups or the buddy system led to improved learning outcomes (207-227). Many studies conducted on the teaching and learning of English as a second language concluded that pedagogical skills are of great significance in learning and teaching. Works Cited Allison, B, and Rehm L. “Effective teaching strategies for middle school learners in multicultural, multilingual classrooms.” Middle School Journal, 2007 39(2), 7. Print. Barkhuizen, and Gough D. “Language curriculum development in South Africa: What place for English?” TESOL Quarterly 1996. 453- 471. Print Brown, D. “The significance of congruent communication in effective classroom management”. A Journal of Educational Strategies, Issues and Ideas, 2005: 79 (1), 1-12. Print. Buchman, D. "A Special Education." Good Housekeeping Mar. 2006: 143-48. Print. Byrnes, H. “Shaping the discourse of a practice: The role of linguistics and psychology in language teaching and learning.” The Modern Language Journal, 2000: 84(4), 472-494. Print. Crandall, J. “Language teacher education.” Annual Review of Applied Linguistics, 2000: 20, 34-55. Print. Crookes, G. “What influences what and how second and foreign language teachers teach?” The Modern Language Journal, 1997: 81(1), 67-79.Print. Cummins, J. “The cross-lingual dimensions of language proficiency: Implications for bilingual education and the optimal age issue.” TESOL Quarterly, 1980 14 (2), 175-187. Print. Long, M., and Porter, P. “Group work, interlanguage talk, and second language acquisition.” TESOL Quarterly, 1985: 18, 207-227.Print. Nolan, R. “The power of theory in the administration of ESL programs.” Adult Basic Education, 2001: 11(1), 3-16. Print. Pedder, D. “Organizational conditions that foster successful classroom promotion of learning how to learn.” Research Papers in Education, 2006: 21, (2), 171-200. Print. Reagan, T. “The case for applied linguistics in teacher education.”Journal of Teacher Education, 1997, 48 (3), 185-196. Print. Shawer, S, and Banks-Joseph S. “Learner-driven EFL curriculum developments at the classroom level.” International Journal of Teaching and Learning in Higher Education 2009. 125 - 143. Print. Shawer, S. “Classroom-level curriculum development: EFL teachers as curriculum-developers, curriculum-makers and curriculum-transmitters.”Teaching and teacher education, 2010 26 (2), 173-184. Print. Slider, N, and Williams, K. “Providing practicing teachers classroom management professional development in a brief self-study format.” Journal of Behavioural Education, 2006: 15, (4), 215-228. Print. Wasserman, S. “Shazam! You're a teacher: Facing the illusory quest for certainty in classroom practice.” Phi Delta Kappan, 1999: 80(6), 464-468. Print. Read More