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Transcript of Classroom Management
Ana Clara Sánchez S.
“We often hear educators say that teaching is both an art and a science.
I take this to mean that teaching is basically a subjective activity carried out in an organized way.” Kumaravadivelu (2003)
CM is an example of subjectivity permeating the planning involved in teaching. Managing a class effectively for many in-service teachers can be affected positively by experience (which pre-service/novice teachers lack), attitude and awareness, and the skills and knowledge acquired in undergraduate programs.
It encompasses how teachers deal with issues of supervision, facilitation, and manipulation of the environment and class activities inside another dimension of management: student’s behavior, maintenance of discipline and orchestration of the general dynamics of a class.
Classroom management is a teacher’s efforts to establish and maintain the classroom as an effective environment for teaching and learning (Brophy,1986).
“…a wide-array of proactive, well-established, and consistent techniques and practices teachers employ to create an atmosphere conducive to learning” (Johnson et al., 2005, p. 2).
For Latz (1992) there is little consensus over CM:
CM is broader in nature than discipline (although that is the part of CM we tend to focus on)
It includes planning, monitoring, transitions, and the sequencing of classroom tasks.
What is Classroom Management Made of?
Acoustics, seating arrangements, tidiness, equipment.
Discipline: defining it is difficult, but if learning is taking place, teacher and students cooperate to achieve a common goal, students are motivated to engage in the tasks planned by the teacher and the lesson is going as planned, then discipline is present (Ur, 1996, 2012).
If the environment is not conducive to learning, the very nature of teaching is lost.
Knowing how to run a class gives novice teachers confidence in initially approaching the task of teaching.
How confident novice teachers are will have an effect on other aspects such as eye-contact, tone of voice,
For Whom is CM important?
It helps student-teachers establish clear roles in the class and convince learners to engage in the activities they planned.
Handling the variables of a class effectively will help novice teachers make the most out of the available time and resources regardless of their teaching conditions.
The lack of CM skills may affect the performance and motivation of the new teachers and even, their permanence in the profession.
What is wrong here?
Classroom management Nightmares
What would you do with too much time in your hands?
Teacher Preparation and Lesson Presentation: related to teacher’s voice, attitude, and rapport, directions, transitions, time management, T’s reactions to disrupting Ss, working with large classes and/or limited materials.
How Can we define it then?
Would you like to be this teacher?