Classroom management - Research Paper Example

Critique of Articles on room Management Introduction: room management is the process of “ensuring that room lessons run smoothly” even though some students may display “disruptive behavior” and, furthermore, it connotes to the “prevention” of this disruptive behavior (230). Classroom management is not only fundamental for “encouraging and establishing student self-control” but it is also tightly wound with concepts such as “academic achievement, teacher efficacy, and teacher and student behaviour” (232). Therefore, it is highly important that teachers exercise good classroom management skills as well as develop a good learning environment for their pupils. For students studying in k-4 grades, it is very crucial that they are brought up in a positive academic environment where they not only learn what is inside the textbook, but also about the world that lies outside. In order to encourage academic performance as well as overall performance and development of a child, the teacher needs to be aware of which classroom management techniques and practices to use. Thus, it becomes clear that there is a need to identify these practices by analyzing various research articles written regarding the same. Analysis of Simonsen et al’s ‘Evidence-based Practices in Classroom Management:’ This article written by Simonsen et al focuses on classroom management as a “critical skill area” and asserts that elementary level teachers need to be taught “practices that are backed by evidence” (2008: 351). The article further seeks to provide an “update” on what is currently known about classroom management as well as provide necessary guidelines for translating this knowledge into “practical classroom practice” (352). The article thus presents the methodology used for literature search, the results of the search, a “self-assessment tool” as well as “implications for future research” (352). Thus in this light, the researchers thoroughly examined various literature related to classroom management and finally identified “20 practices” that could be effectively implemented in k-4 classrooms (351). Furthermore, the 20 practices identified as a result of the literature search have been group into five, that is, maximising structure; posting, reviewing as well as emphasising expectations, making students engage in ways where they can be observed, using various strategies to encourage and appreciate appropriate behaviour and also developing proper responses to inappropriate behaviour. The researchers believe that these features can be enforced with proper planning before the term session begins as well as throughout the school year. However, the limitation in their study is that the literature they used for the research purpose is over twenty years old, thus there arises a gap, which they suggest can be filled by updating, validating and expanding the past research. Analysis of Brown’s ‘Urban Teachers’ Professed Classroom Management Strategies:’ The article written by Brown is a qualitative research study, which seeks to determine whether the classroom management strategies used by “thirteen urban educators” teaching in k-12 grades reflects the “research on culturally responsive teaching” (2004: 266). The participants revealed that they use various strategies and techniques in order to understand the disposition of each of their pupil. Through the collective response of all the participants, the study gathers that teachers can gain student’s cooperation their classrooms by first establishing a positive atmosphere where they understand the different needs of students from different cultural as well as ethnic backgrounds. The article asserts that culturally responsive teaching involves including curricula that reflects “students’ values and beliefs held about learning, the responsibilities of teachers, and the roles of students in school settings” (268). The research finds that teachers are required to understand as well as appropriately respond to the emotional, ethnic, social, cognitive as well as cultural needs of the pupil. The teachers are to exercise empathy as well as not only display a caring attitude but also strongly hold such emotions of love and affection in their hearts. They need to be friendly with the students, however, they must not cross limits and create a situation where they hold no command or assert no authority over the students. Furthermore, the article also states that there is a need to establish “congruent communication processes” as well as demand effort on part of the students and always keep them engaged in both curricular and co-curricular activities (272). The article puts forth the various questions asked to the teachers as well as the corresponding findings and conclusions drawn as a result. Thus it becomes clear that in order to effectively manage the classroom, the teachers are supposed to tend to the all kinds of needs of their pupil, ranging from emotional, cultural to ethnical and social needs. Analysis of Hamre & Pianta’s “Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?” This research study focuses on finding out whether support provided by teachers can moderate the “risk of school failure” among first graders (2005: 949). The research examines a total of “910 children” who are of the age of “5-6 years” all of whom have displayed various functional problems such as attention issues, academic issues etc (949). The students were observed throughout the whole year and it was found that those children who were at risk and had received emotional as well as instructional support from their teachers showed better results than their fellow classmates who were put in the category of low-risk. Thus, the study proves that classroom experience as well as the teacher’s attitude towards the children plays a prominent role in their overall development and academic performance. Whereas most research study focuses on attributes such as the number of students present in the classroom as well as the student-teacher ratio, this study concentrates on the behavioural aspects of teacher as well as the qualities they are supposed to show towards their pupil. Despite being in the category of high functional risks as well as other risks such as demographic risk, attention problems etc the children who were under constant strong instructional and emotional support from teachers and received feedback, towards the end of the year, showed better academic performance as well as better personality development than those children who were at lower risks. Therefore, it becomes clear that a teacher’s behaviour and attitude is monumental in the academic performance and overall progress of the children. Conclusion: After the analysis of the articles, it can be seen that each one is correct and accurate in its own way. Whereas the first article presents the twenty practices that teachers can use for effective classroom management, the second article emphasises the need for teachers to be culturally responsive to their students. The last article, on the other hand, evidences the importance of the teacher’s role in the academic performance and overall development of the students. Therefore, it becomes clear that in order for present day teachers to practice effective classroom management, they first need to be taught evidence based techniques of classroom management before the academic session starts. During their teaching career they need to display emotions of kindness and empathy towards their pupil, and at the same time, they need to understand the varying cultural and ethnic needs of their students. Therefore, these practices along with the right attitude of teachers can help them effectively manage their classrooms thus helping transform children into responsible and smart human beings. Reference List Brown, D. F. (2004). Urban Teacher’s Professed Classroom Management Strategies: Reflections of Culturally Responsive Teaching. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., and Sugai, G. (2008). Evidence-based Practices in Classroom Management: Considerations for Research to Practice. Education and Treatment of Children, Vol. 31 (3): pp: 351-380. Read More