Engagement and Classroom Management

Engagement and Classroom Management

The foundation blocks of classroom management and student engagement hinge on the first 6 weeks of school.  Structure, organization, expectations, and classroom layout, play an important role in student success.  The Wongs state, "The three characteristics of an effective teacher are:  1.  Has positive expectations for student success, 2. Is an extremely good classroom manager, and 3.  Knows how to design lessons for student mastery."  (Wong & Wong, 2004, p. 9)  They go on to say, "What you do on the first days of school will determine your success or failure for the rest of the school year.  You will either win or lose your class on the first days of school." (Wong & Wong, 2004, p. 3)  

Denton & Kriete (2000) identify quality intentions for the first six weeks of school:

1.  Create a climate and tone of warmth and safety.

2.  Teach the schedule and routines of the school day and our expectations for behavior in each of them.

3.  Introduce students to the physical environment and materials of the classroom and the school, and teach students the correct ways to use and care for them.

4.  Establish expectations about ways we will learn together in the year ahead. (Denton & Kriete 2000, p.4-5)

They go on to say "This does not mean that academic goals are put on hold during this introductory period.  Nor does the early-weeks curriculum compete with academic aims.  On the contrary, these aims are intertwined and synergistic.  Establishing a friendly, predictable, and orderly classroom is a prerequisite for children's academic achievement.  When children are anxious, unruly, and out of control, the learning that occurs is seldom what we intend."  Steps as simple as setting up an organized classroom are essential to student success.

Most behavior issues can be managed by being a proactive teacher.  Setting the expectations for the classroom in the first few weeks can work wonders for future classroom management.  When students have a secure and safe classroom they are free to engage in learning.  Teachers must be responsible for using best teaching practices to engage and maintain student's interests.

INTASC (Interstate New Teacher Assessment and Support Consortium) list Principle 1 as follows:  The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

As a teacher, I am effective and successful when I  instruct (teach) and train students in a field of study, in moral character and in self-control.  C.M. Charles states (Building Classroom Discipline, p.12 , 2008) that a teacher should “Clarify how you want your students to behave, now and in the future and identify attitudes and behaviors such as, showing positive attitude, taking initiative, behaving considerately toward others, showing self-direction, making a strong effort to learn and assuming personal responsibility for behavior.”  My definition of discipline would thus be: Providing clear and definitive instructions for behavior, attitude, personal initiative and self-direction; promoting a classroom atmosphere that is pleasant, organized with room for discovery, curiosity and questioning; coupled with training that corrects and re-directs students to appropriate and productive behavior. 

Thankfully, one of my own strongest attributes is organization and classroom management   An example of this is from my last teacher evaluation: (Using Charlotte Danielson's Frameworks for Teaching)

"Lenore has a well-managed classroom and this is evidenced by the organized layout of the room and the student's ability to know and perform the classroom routines that help this class run so smoothly.  Transitions from one activity to the next occur without incident and materials and supplies are readily available when needed.  Students are shown respect through Lenore's patient and respectful responses when they need to be redirected.  The standards of conduct are very clear to all students and Lenore's preventative monitoring of student behavior is subtle."  

Click on the link below to access a Power Point I created that gives an overview of the importance of the first days of school: 

Wong Power Point

References



Charles, C. M.  (2008).  Building classroom discipline (9th ed.) New York, NY:  Pearson.

Danielson, C. (2007).  Enhancing professional practice:  A framework for teaching (2nd edition.)   Alexandria, VA:  ASCD.

Denton, P., Kriete, R. (2000).  The first six weeks of school.  Greenfield, MA:  Northeast Foundation for Children.

Wong, H. K., & Wong, R. T. (2004).  The first days of school.  Mountain View, CA:  Harry K. Wong Publications.