A Paper Completed for EDUC 596 In Partial Fulfillment of The Requirements for the Degree Master of Education
May 2014 EFFECTIVE CLASSROOM MANAGEMENT 2 Table of Contents I: Purpose Statement.............3 a. Purpose of the Project.3 b. Importance of the Project4 II: Literature Review.5 a. Introduction.5 b. Classroom Environment..6 c. Student Achievement and Expectations..9 d. Rules and Consequences....11 e. Concerns14 f. Summary16 III. Project Procedure...16 IV. Project Evaluation..18 References.20 APPENDIX: Classroom Management List Resource Website23
EFFECTIVE CLASSROOM MANAGEMENT 3 Purpose Statement Purpose of the Project Classroom management is an essential component of effective teaching and classroom success. A classroom with an effective management plan provides teachers and students with the opportunity to maximize instructional time by minimizing unwanted behaviors and disruptions, as well as, encouraging desired behaviors. Effective classroom management also provides students with a safe environment, conducive to learning. Research has clearly demonstrated that an effective classroom management plan can significantly improve the educational experience and outcomes of teachers, students and improve a schools overall success. Although complex at first, classroom management can be broken down into small sections to make planning and implementing more manageable. Classroom management is the basic setting for a successful classroom and a successful teaching career. For my creative project, I will create a website dedicated to providing K-5 educators with classroom management resources. The website will contain classroom management plans, strategies, and techniques to help new and veterans teachers improve their classroom management practices. The purpose of my creative project is to assist educators by providing them with research information techniques and strategies. It is also a place for educators to share some of their knowledge and experiences with classroom management techniques. Educators will be able to share ideas and results with other teachers seeking advice. In addition, the website will contain step-by-step procedures, links to resources as well as information about various classroom management conferences and trainings.
EFFECTIVE CLASSROOM MANAGEMENT 4 Importance of the Project Along with the rapid increase in diversity and technological resources within our schools and society, comes a deep need for stronger and more effective classroom management plans. As Sonia Gutierrez mentioned during an interview with common core in effect, we (teachers) find ourselves battling old classroom management tactics to make them fit with kids today (S. Gutierrez, personal communication, April 30, 2014). Because our world and students are rapidly changing, it is essential for educators to continue to professionally develop their classroom management skills. Based on my teaching experience, many educators rely on the same classroom management plan they implemented when they first began teaching. My website is important because it will provide educators with information about the importance of modifying classroom management plans to fit the need of their students. My creative project will serve as an excellent resource for K-5 educators because it will provide them with fresh ideas to begin or improve their own classroom room management plans. The website will contain a variety of classroom management strategies, techniques and floor plans to allow teachers to select the ones that best fit their style and needs as well as the needs of their students. Based on my teaching experience, it is essential for teachers to revise their classroom management plan each year and reflect on it throughout the year to ensure its effectiveness. In addition, my creative project is important because it will help educate teachers on the effectiveness of a well-designed and implemented classroom management plan. Educators will be able to reflect on their current plans and compare their effectiveness with that of other educators. They will also be able to review from a variety of strategies and individual plans for students who need additional support.
EFFECTIVE CLASSROOM MANAGEMENT 5 Literature Review Introduction Effective classroom management plans play a large part in todays educational system and are an essential component to a classrooms academic success. Brooks, Rogers, Wong and Wong (2012) describe an effective classroom management plan as well managed with procedures, there is little downtime and learning is productive (p. 6). According to a first grade teacher, establishing an effective classroom management plan is my priority at the beginning of the school year, its difficult but worth it in the end (S. Gutierrez, personal communication, April 30, 2014). A well-managed classroom can provide an exciting and dynamic learning experience for everyone involved. A teachers ability to organize classrooms and manage student behavior is critical to achieving positive educational outcomes. Effective classroom management plans ensure students are motivated and on task, and the climate of the classroom is work-oriented but relaxed and pleasant. The school year flows smoothly with the teacher and the students experiencing success (Brooks, Rogers, Wong, & Wong, 2012, p. 6). Many teachers struggle with classroom management because they are unable to establish effective and consistent plans. Ineffective classroom behavior management practices are associated with negative outcomes for students and teachers alike (Herman, Reinke, & Stormont, 2012, p. 14). Research indicates students in classrooms where behavior is poorly managed receive less academic instruction and are more likely to have long-term negative academic, behavioral, and social outcomes than students in well-managed classrooms (Herman et al., 2012, p. 39). Research also demonstrates that ineffective classroom management plans have a detrimental effect on teachers. As Herman et al., mentioned teachers find student discipline problems to be EFFECTIVE CLASSROOM MANAGEMENT 6 a leading source of stress and a contributor to teacher burnout (p. 39). Furthermore, a recent study found that teachers who experienced higher levels of classroom stress from student misbehavior reported lower levels of self-efficacy in classroom management (Herman et al., 2012, p. 39). A similar study by Everston (1989) concluded, nearly half of new teachers leave the profession within 5 years, many citing student misbehavior as a primary reason for leaving (p. 64). The purpose of this literature review is to address the research revolving around classroom management and the components that make it effective. First, I will discuss the research on the importance of a safe and conducive classroom environment. Second, I will examine the research behind on establishing high and clear expectations to promote student achievement. Lastly, I will review the research on rules and discipline and explain how they are important in order to effectively manage behavior. Classroom Environment Research shows that a classrooms physical environment has a tremendous effect on student learning. Therefore classroom environment is an essential component of an effective classroom management plan. Students that are provided with a safe and structured setting perform better academically due to the lack of distraction and uncertainty in the classroom. Briere, MacSuga-Gage and, Simonsen (2012) explain, Effective teachers employ empirically supported classroom management practices to create a positive classroom environment (p. 2). Like Briere et al, (2012) Brooks et al., (2012) believe that effective teachers have a classroom that is organized, structured, and consistent with procedures steps that guide students in how to get things done in a classroom. Procedures are used to manage a classroom so that instruction and learning can take place. (p. 61). According to research, teachers who address classroom EFFECTIVE CLASSROOM MANAGEMENT 7 environment in their management plan provide students with the opportunity to experience the following functions in the classroom: (1) security and shelter, (2) social contact, (3), symbolic identification, (4) task instrumentality, and (5) growth (Broome, 2013, p. 45). As Okeke (2013) discussed in his article to promote a proper atmosphere for effective teaching and learning, the physical environment of the classroom must be harnessed (p. 101). In the same article Okeke (2013) continues to explain, the physical environment is made up of desks, chairs, tables, space, instructional materials, lighting and ventilation as well as the latest information communication, technology equipment and library (p. 101). Like Okeke, Briere et al., (2012) believed, physical arrangements of a classroom are made for students comfort to facilitate learning (p. 139). Students essentially perform better when they are provided with a comfortable environment successfully established by an effective classroom management plan. A recent study by Kearney and Peters (2013) sought to examine the relationship between teacher and student perceptions of classroom climate in order to determine factors that enhance or detract from student satisfaction. The participants were randomly selected for the study. The selection included 1,431 students and 74 teachers from 36 fourth grade and 38 fifth grade classrooms across 14 elementary schools in Texas. The study utilized My Class Inventory-Short Form as an instrument. Hierarchical Linear Modeling analysis was employed to identify which classroom climate factors were significantly related to student satisfaction, and to isolate potential interaction effects between level 1 (student) and the level 2 (classroom) variables. The purpose of the study was to examine the relationship between teacher and student perceptions of classroom climate in order to determine factors that enhance or detract from student satisfaction (Kearney & Peters, 2013 p. 25). The results of the study were collected EFFECTIVE CLASSROOM MANAGEMENT 8 through My Class Inventory surveys given to students in 3 rd and 4 th grade classrooms. The survey contained five factors that appeared on both the student and teacher versions. Those factors were: satisfaction, friction, cohesion, difficulty, and competition. Students and teachers responded to items by selecting either true, false, or neither true nor false. The results of the survey indicated that making personal connections with students and asking for their feedback on classroom practices makes for an environment that is conducive to learning and contributes to overall classroom management. Findings in the above-mentioned study also demonstrate that a statistically significant relationship exists between teacher perception of cohesion and student satisfaction. The results supported the research by making this connection, positive interactions between teacher and student increase, which is vital for the managed classrooms environment. An additional mix methods study by Rekabdarkolaei (2011) sought to determine what students perceptions of a positive classroom climate entailed. Sixty-one eighth graders and fifty-five seventh graders from a Middle School in the UK were randomly sampled to create two focus groups (one 7 th grade group and one 8 th grade group) of eight students each (four boys and four girls). Each focus group met with the team of researchers for approximately forty minutes and was given the task of working collaboratively to determine what their ideal classroom looked like. The researchers then used thematic analysis of the ideal classrooms to develop eleven themes. These themes were used in the construction of a thirty-three statement four-point Likert Scale questionnaire. All of the seventh and eighth graders present on the day of the administration completed the survey. The questionnaires were then analyzed using Statistical Package for the Social Sciences (SPSS). The responses were totaled and the mean score for each of the questions were calculated (Rekabdarkolaei, 2011). EFFECTIVE CLASSROOM MANAGEMENT 9 The results showed that 90% or more of the students agreed upon twelve statements, such as I would learn best if I knew that I was doing well (Rekabdarkolaei, 2011, p. 329). Other statements included using the same rules for every student, explaining activities clearly, and having a tidy and well-organized classroom. The results indicated that quality of the environment, reward, and teacher support were the top three themes that students viewed as important. (Rekabdarkolaei, 2011, p. 329). The results reiterated the effectiveness of using a variety of strategies that are clearly explained, advocating the importance of social elements in the classroom; such as peer relationships, providing opportunities for students to choose their own partners during collaboration, and involving students directly in the process of determining curriculum content and approaches to learning (Rekabdarkolaei, 2011, p. 330). Student Achievement and Expectations The second part of classroom management is student achievement and expectations. Brooks et al., (2012) define student achievement and expectations as a set of procedures that structure the classroom so the students know what to do, how to do it, and when to do it in a classroom (p. 60). Research implies that the goals of a teacher should include, maximizing instructional time, which can be done by establishing clear student expectations. Setting clear and realistic goals for students to achieve throughout the year helps improve student academic achievement by improving student behavior and motivating students to learn. Fink and Siedentop (1989) suggest the establishment of effective managerial and instructional routines at the very beginning of the school year was highly predictive of differential gains in achievement and attitude across the entire academic year (p. 198). Furthermore, teachers who established learning was the focus of the class, quality work was expected, and that they would hold students accountable for their work, saw better academic EFFECTIVE CLASSROOM MANAGEMENT 10 results at the end of the school year (Fink & Siedentop, 1989). Students who know what is expected of them are more likely to follow directions and less likely to be off task or to ask for clarification from the teacher or their peers (Sayeski & Brown, 2011, p. 12). In a study, Fink and Siedentop (1989) suggested that the most important routines and rules should be taught by teachers at the beginning of the school year, as if they were actually a part of the curriculum. During the process, teachers explained correct procedures, gave students many opportunities to practice them, and praised students often for compliance. At the end of the school year teachers reported seeing a significant improvement on their students test scores. Similarly, Brooks et al., reported seeing academic success in classrooms that promoted consistent expectations students thrive with the structure and routine. They feel comfortable and safe in the reliability of their classroom routines (p. 64). In order to establish student expectations and academic achievement, it is necessary for teachers to establish rules. When reinforcing classroom rules, research suggests that it is imperative that teachers focus on positive redirection using praise, as opposed to negative. An example would be to ask a student to work on a task and praise those that are following directions, rather than asking the students who are not to stop talking (Briere, MacSuga & Simonsen, 2012). Research also indicates that consistency is one of the keys to success when reinforcing the developed rules (Brooks et al., 2012). Sayeski and Brown (2011) also agreed that classroom rules and expectations that are clearly and consistently reinforced, translate into a strong teacher presence. Brooks et al., (2012) explained that procedures are what a teacher wants done, while routine is what the students do automatically. Common routines and procedures include: EFFECTIVE CLASSROOM MANAGEMENT 11 arrival/entering the classroom, attendance, submitting classwork and homework, transitions between classroom activities, missed classes, bathroom breaks, participating in class discussion, and cooperative learning groups (Sayeski & Brown, 2011, p. 12). Brooks et al., (2012) suggest procedures provide the framework for the consistency that exists for her students. Fink and Siedentop (1989) sought to discover the most widely used classroom management strategies. One hundred and forty nine teachers from U.S. school districts in the Midwest, South, and Southwest completed a survey of classroom management practices. The results found that 43% of teacher taught classroom rules as an academic lesson and 19% reported simply reading the rules to the students (Fink & Siedentop, 1989). Moreover, almost all of the teachers used verbal praise and positive feedback. Overall, the study indicated that teachers were using evidence-based classroom management in high frequencies (Fink & Siedentop, 1989). In order to explain strategies that encourage classroom procedures, Brooks et at., (2012) suggested a three-step approach. The three-step approach involved: explanation, rehearsal, and reinforcement. In addition, Brown and Sayeski (2011) advised providing refresher lessons throughout the year to serve as a reminder of the specific expectations in order to create the backbone of effective classroom management (p. 12). Furthermore, Brown and Sayeski (2011) encouraged the communication of specific learning goals so that students are aware of what they will be learning and how they will be assessed.
Rules and Consequences The third essential component of an effective classroom management plan is the implementation of rules and consequences. Although classroom organization and clear student expectations limit behavioral issues, they do not completely eliminate student disruptions. EFFECTIVE CLASSROOM MANAGEMENT 12 Classrooms with frequent disruptive behaviors have less academic engaged time, and the students in disruptive classrooms tend to have lower grades and do poorer on standardized tests (Oliver & Reschly, 2007, p. 4). Furthermore, Oliver et al., explained Rules and routines are powerful components to classroom management plans because they establish a behavioral context for the classroom that includes what is expected, what will be reinforced, and what will be retaught if inappropriate behavior occurs (p. 7). Lastly, research also attests to the fact that classroom organization and behavior management competencies significantly influence the persistence of new teachers in teaching careers (Oliver & Reschly 2007, p. 3). Effective rules and consequence help establish learning expectations and assist learners to achieve instructional objectives. In order to be effective, rules and consequences need to be taught to the students. Research findings also conclude that, teachers who approach classroom management as a process of establishing and maintaining effective learning environments tend to be more successful than those who place more emphasis on their role as authority figures or disciplinarians (Ademayo, 2011; Varank, 2013). Similarly to the opinions of Ademayo and Varank, Briere MacSuga and Simonsen (2012) believed teachers can minimize inappropriate or disruptive student behavior and increase academic engagement through the use of evidence-based classroom management practices (p. 4). In 2011, they conducted a case study to determine whether or not the implementation of evidence-based classroom management decreased undesired behavior. Two teachers from a middle school in New England, Ms. Granger and Mrs. Heath, were selected to participate in the study. They were provided with a consultant who walked them through the model of evidenced- based classroom management. The teacher and consultant filled out the checklist during and after the first observation to determine the extent to which the teacher was already implementing EFFECTIVE CLASSROOM MANAGEMENT 13 the strategies. An intervention phase took place shortly after to redirect the teacher towards the goals of the checklist. Finally, the checklist was completed again after observation to ensure that the teacher was being consistent (Briere, MacSuga & Simonsen, 2011). The results indicated that the implementation of the evidence-based classroom management checklist strategies increased student on-task behavior and minimized disruptions. Ms. Granger admitted: When my school first started encouraging us to reward students for behaviors that should be common sense I refused to do it. After working with the consultant and seeing the changes in my classroom when I teach children what is expected, I realized the value of positive behavior support. (Briere, MacSuga & Simonsen, 2011, p. 11) The experiences reported by the teachers correlated with the experiences mentioned by Brown and Sayeski (2011). Research suggests a variety of behavior management systems that involve implementing consequences to discipline students. Equally, there are many behavior management systems that involve implementing positive reinforcement to improve student behavior and improve educational outcomes. Incorporating technology during instruction and as a reward system serves as positive reinforcement by motivating students to achieve the established goals. Research suggested that, classrooms that implemented the use of technology as a reward system, became student-centered in which students motivations, participations and student-teacher relations were improved, and discipline problems were reduced (Varank, 2013, p. 139). Similarly to Varank, Brown and Sayeski (2011) believe in the success of positive reinforcement. Reinforcement systems provide consistent consequences to specific behaviors for the purpose of increasing the target behavior (p. 14). In their research, Brown and Sayeski EFFECTIVE CLASSROOM MANAGEMENT 14 (2011) suggested incorporating a Token Economy to promote good behavior and high academic achievement by the use of positive reinforcement. In token economies, students earn tokens (e.g., stickers, coins, marks on a chart) that can later be exchanged for a reward established by the teacher. Tokens are to be distributed as soon as a student engages in the desired behavior. The immediate feedback reinforces the wanted behavior. A mixed methods study conducted by Bala (2012) suggests students prefer rewards systems versus simple rules and consequences (p. 75). Concerns For the purpose of this literature review I examined the importance of an effective classroom management plan, the three essential areas of classroom management, and their effects on the overall achievement of a classroom. When designing a management plan, the ultimate goal should be to create a safe environment that is conducive to learning. A structured classroom, involves engaging lessons, employs positive teacher student relationships and encourages an educational environment. In addition to the classroom climate, teachers are advised to set positive expectations for students through the use of classroom rules created by the teacher and students together, positive reinforcements and praise, and practiced procedures that become routine. Lastly, the establishment of clear and consistent rules and consequences are vital to the learning environment and can be created using positive reinforcement. The studies used in this literature review presented several threats. In regards to internal validity, selection, testing, instrumentation, and experimental mortality were all factors. The participants chosen to represent the sample of students for the two focus groups were chosen using systematic random sampling, but only took into account the grade level and gender of the EFFECTIVE CLASSROOM MANAGEMENT 15 students, as opposed to the ability levels of the students and ensuring that each level was represented equally within the groups. In the study conducted by Fink and Siendentop (2012) the sample was chosen through volunteering to complete a survey. This creates more of a threat than if the participants were chosen through one of the four types of probability sampling (simple random, systematic random, stratified random, or cluster sampling). Another type of threat that was present in two of the studies was testing. When a pre-test and post-test are given, it subjects the study to this internal validity threat. The teachers in the study by MacSuga and Simonsen (2012) were provided with a classroom management checklist prior to and following the intervention. Due to the fact that any sort of pre-test was administered during these studies automatically alters the validity of the final results of the post-test. In regards to external validity, two common threats were present: the Halo Effect and selection. Four of the studies revealed the Halo Effect validity threat, which states that people have a natural desire to want to please and therefore produce what the researcher wants to hear or see. The study by Fink and Siedentop (2012) used a survey to conduct research, The final external validity threat present in four of the studies was selection. MacSuga and Simonsen (2011) had two participants from the same middle school in New England who taught courses with less than sixteen students. Due to these two facts about the study conditions, generalization cannot take place. Similarly, the study by Fink and Siendentop (2012) used a survey given to teachers upon request at an in-service training class for science education. This is such a narrow scope of teachers that it creates a validity threat when researchers try to generalize the results.
EFFECTIVE CLASSROOM MANAGEMENT 16 Summary An educators ability to organize their classroom and manage student behavior is critical to the academic success of their students and their effectiveness as a teacher. Effective classroom management requires a comprehensive approach, including structuring the school and classroom environment, employing active supervision of student engagement, implementing classroom rules and routines, enacting procedures to encourage appropriate behavior, using behavior reduction strategies, and collecting and using data to monitor student behavior and modifying classroom management procedures as needed.
Project Procedure My exposure to the importance of an effective classroom management began during my student teaching experience, while obtaining a multiple subject teaching credential. Once I began my fieldwork, it did not take long to realize that great classroom management skills were key to a successful teaching career. While working in a first grade and third grade classroom, I began to notice the tremendous impact effective classroom management had on student academic performance. Once I began implementing my own lesson plans, I realized that it didnt matter how well planned your lessons plans were, if you did not have great management skills, your lessons would not be effective. As I continued to work as a substitute teacher, I realized that it was important for educators to continue to professionally develop their classroom management skills. My experience also allowed me to see the tremendous need to provide teachers with resources that EFFECTIVE CLASSROOM MANAGEMENT 17 would help them improve their own classroom management skills. I began gathering notes and taking pictures of classroom management techniques and strategies I liked. After gathering many ideas and great strategies throughout my experience in the classroom, I decided I wanted to create a website and share my new found knowledge with other teachers out there. The website would serve to help new teachers learn about the importance of classroom management, as well as veteran teachers refresh their current classroom management plan. I soon began categorizing all of the information and pictures. I also began doing extensive research for my literature review and interviewing current teachers on their opinions about classroom management as well as their most effective techniques. Soon, I was ready to launch my website. I used a template-based website creation program (weebly.com) to create my website. The weebly.com program is very user friendly. It provides users the option of easily dragging and dropping items onto the webpages without having to deal with complex html code or web programming. The site is also free of charge and has a great variety of templates and layouts to create amazing websites. The next phase of the website was to add my research (literature review), classroom management plans, strategies and techniques. Upon adding this basic information, the ideas kept pouring in. Upon the recommendation of another educator, I decided to add a discussion board for teachers to share their experience and any strategies they found helpful. As time went on, my small idea to help teachers see the importance of effective classroom management grew and grew until it became a huge website full of first hand knowledge and resources. The website is ever changing and evolving and the discussion board will expand as time goes on. Additionally, I plan to expand the website, add new structures, tools and incorporate the tools of other teachers as they submit ideas to me. The website will remain EFFECTIVE CLASSROOM MANAGEMENT 18 active and the possibilities for its use are endless. I am confident that this website will be a great resource for teachers who are new to the profession and assist veteran teachers with the continual development of their classroom management plans. Project Evaluation In order to ensure my project would serve as an excellent resource for educators, I asked two experienced elementary school teachers to evaluate my work and provide me with any feedback. I selected them because they both possess over ten years of teaching experience and have taught a wide range of K-5 grade levels. Using their experience and knowledge about teaching, both educators reviewed my literature review and website and provided me with guidance and helpful feedback. My first reviewer was Sonia Gutierrez a First Grade Dual Language teacher at Foster Elementary in the Baldwin Park Unified School District. Upon reviewing my literature review and exploring my website, Mrs. Gutierrez provided me with both constructive and positive feedback. She pointed out some grammatical errors and suggested I supported some of the items discussed throughout my paper with evidence from my research and information gathered from interviews I conducted. Mrs. Gutierrez was most impressed with my website. She found it to be very educational and a great resource not just for teachers, but also for anyone working with children. She mentioned benefiting from the variety of strategies and resources available. Although she has taught elementary students for over ten years, she found my project to be informative. She was impressed with new methods that promote positive reinforcement in the classroom. My second reviewer was Aracely Barraza a Kindergarten/First Grade Combo Dual language teacher at Foster Elementary in the Baldwin Park Unified School District. Upon EFFECTIVE CLASSROOM MANAGEMENT 19 reviewing my project Mrs. Barraza mentioned being impressed with the research and information presented. She suggested incorporating information more relevant to Common Core such as the incorporation of technology as a classroom management technique and using applications to manage classroom behavior and attract student interest. Mrs. Barraza suggested improving my website by adding a discussion board that would allow teachers to share strategies, techniques and ideas with other viewers. In her opinion, this would help maintain my website up-to-date and active throughout the years. She also suggested I incorporated feedback from students throughout the website. All recommendations were well appreciated and I made the corrections to my literature review and website. I found both positive and constructive feedback very helpful. Due to the their time and interest in my work, I was able to review my project and make changes to improve the quality of my work and make my findings as beneficial as possible for viewers. Thanks to their cooperation I am now confident in my work and excited to be able to contribute to the academic success of students.
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Wong, H., Wong, R., Rogers, K., & Brooks, A. (2012). Managing your classroom for success. Science And Children, 49(9), 60-64. Retrieved from http://www.ebscohost.leopac.laverne.edu