Classroom Management
Managing the classroom learning environment is an aspect of teaching that many teachers have concerns with (Groundwater-Smith, 2012). Classroom management refers to the actions teachers take to create an environment that supports and facilitates both academic and social-emotional learning (Groundwater-Smith, 2012). This includes ensuring the classroom is an inclusive environment where the learners’ are in a safe and supportive place with a sense of belonging, being accepted and supported by teachers and peers (Hyde, 2010 & Marzano, 1997). To help develop a safe learning environment the dimensions one and five of the dimensions of learning, focuses on the creating a positive learning environment (Marzano, 1997) and the essential skills for classroom management developed by Education Queensland.
Essential Skills for Classroom Management
"The Essential Skills Core Learning Component emphasises teacher's language, both verbal and
non-verbal to focus students' attention, as well as the importance of positive teacher-student relationships developed through the learning process" (Education Queensland, 2007). Through
these essential skills teachers are able to develop core elements in the classroom such as clear expectations, acknowledging appropriate behaviour and timely correction of inappropriate
behaviour to ensure a safe learning environment is achieved (Education Queensland, 2007).
Thus allowing opportunities for students to achieve success in their learning.
non-verbal to focus students' attention, as well as the importance of positive teacher-student relationships developed through the learning process" (Education Queensland, 2007). Through
these essential skills teachers are able to develop core elements in the classroom such as clear expectations, acknowledging appropriate behaviour and timely correction of inappropriate
behaviour to ensure a safe learning environment is achieved (Education Queensland, 2007).
Thus allowing opportunities for students to achieve success in their learning.
10 Essential Skills for Classroom Management
- Establishing expectations
This is to clearly articulate and demonstrate the boundaries of pro-social behaviour - Giving instructions
To give a clear direction about what students are to do - Waiting and scanning
To wait and look at your students for 5 - 10 seconds after you give an instruction - Cueing with parallel acknowledgement
To acknowledge students' on-task behaviour with the intention of encouraging other to copy - Body language encouraging
To intentionally use your proximity, body gestures and facial expressions to encourage students to remain on-task - Descriptive encouraging
To encourage students to become more aware of their competence by describing exactly what you see or hear from them that you hope to see more frequently - Selective attending
To deliberately give minimal attention to safe, off-task or inappropriate behaviour - Redirecting to the learning
To respectfully prompt the student who is off-task or disrupting others, initially with a redirection to the learning. This can verbal or non-verbal - Giving a choice
To respectfully confront the student, who is disrupting others, with the available choices and their logical consequences - Following through
Resolute, planned action in the face of extended off-task behaviour, or on-going disruptive behaviour that is seriously disturbing the learning environment.
(Education Queensland, 2007).
The Balance Model
The balance model is made up of three sets of information which include strategies for teachers to use to set expectations with students, to acknowledge students demonstrating appropriate behaviour and to correct inappropriate behaviour (Education Queensland, 2007).
The Balance Model of Behaviour Management illustrates how a balanced approach to behaviour management utilises the three components.
The Balance Model of Behaviour Management illustrates how a balanced approach to behaviour management utilises the three components.