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I spent a class period observing Mrs. N, the sheltered English math teacher, then followed
up by interviewing her. This particular period, she had Pre-Algebra with a small class of nine
level two ELLs with six different L1s. They are an academically strong group despite their
The class began with the students coming in and immediately seating themselves silently
at their desks. They had just been behaving boisterously in the hallway, so this was clearly not a
matter of them being naturally reserved individuals. Mrs. N handed out half-sheets with a six-
question warm-up on them, gave the students brief instructions, then the students silently filled
out the papers. As the students finished the warm-up, without being prompted they rose, put the
sheets in a pile on the table beside the teacher’s desk, and picked up a brain-teaser activity to
After all students had completed the warm-up, Mrs. N displayed the warm-up on the
SmartBoard, and she and the students went through the six questions individually, working them
out on the board. The students did not have to raise their hands before asking questions or
offering answers, but occasionally Mrs. N called on an individual, generally after that individual
Next, Mrs. N handed back corrected exams the students had taken the previous day.
Students who received a 4 (the highest grade at this building) pinned their tests on the bulletin
board. Mrs. N explained to the class that if they’d received a 2 or a 3, they could retake it for a
higher grade, and that if they’d received a 0 or a 1, they would be required to do a retake. Then,
without prompting, the students who’d be retaking the test pushed their desks into a rectangle.
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CI 5634/5 Classroom Management Paper
Spring 2010
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Mrs. N worked with the review rectangle while the other students remained at their seats and
worked independently on the brainteaser from before. They continued this way until the bell.
If I were to sum up Mrs. N’s classroom management strategy in one word, it’d be
“routine.” The students clearly knew precisely what was expected of them at all times, and
conformed to it. Mrs. N reinforced the routine through firm but not aggressive voice tone while
giving instructions, which she did not have to do often, as the students were able to anticipate the
procedures.
Mrs. N has made a conscious choice to build her classroom around a set of routine
procedures. During the follow-up interview, she told me that most days follow the same pattern
– a warm-up of questions taken from MAP testing results, correcting the previous day’s
assignment, presenting the students with the day’s goal and any new instruction, then
independent or group practice. She stated that she believed the three fundamentals of classroom
management were routine, structure and clear consequences – any of these can be altered to fit
the needs of individual students, situations or lessons, but that the framework needs to be in place
both in the interest of fairness to the students and to allow effective teaching and behavior
management. For example, she said that with this particular class, she had removed her usual
policy of requiring hand-raising before speaking and asking permission before leaving seats, as it
was a small group of amiable, hard-working kids who got along well with one another. Mrs. N
said that it took her years to work out which routines and structures would be consistently
effective, and that she worked this out primarily by trial and error – implementing a procedure,
observing the results, then keeping it, modifying it, or discarding it depending on the results.
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CI 5634/5 Classroom Management Paper
Spring 2010
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While I am, of course, working from limited information, it appears that Mrs. N’s
classroom management style produces desirable results. The students’ behavior was largely self-
directed within the provided framework – for example, Mrs. N did not have to prompt them to
follow routines such as handing in their warm-ups or getting into a review rectangle; presumably
this was due to clear procedures practiced to automaticity since the beginning of the school year.
The instructional time was maximized – there was essentially no down-time whatsoever, as they
transitioned seamlessly into the lesson and between activities, staying on-task the entire time.
The student’s demeanor also had several unambiguously positive attributes – students
who received high test scores were clearly pleased and proud to display their work, but did not
brag or rub it in, and those who didn’t were visibly disappointed, but willing to work with Mrs.
N to correct their mistakes and try again. The pace of the lesson was superb, allowing all
students to work at a rate comfortable to them; this doubtless prevented students from becoming
frustrated unto giving up if they were initially unsuccessful, and also prevented more advanced
students from becoming bored and disengaged. The students also provided instructional support
for one another – when Mrs. N was otherwise occupied, students were happy to jump in and
answer each other’s questions about the assignment. Based on my observation, it’s unclear
whether Mrs. N had deliberately fostered this cooperation, if it was a side effect of having a
All in all, Mrs. N’s highly structured, consistent classroom management style appears to
be very effective in meeting the needs of early adolescent English language learners; it is
slightly concerned that the level of regimentation could stifle Dewey-style intellectual
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CI 5634/5 Classroom Management Paper
Spring 2010
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exploration, but perhaps an extremely harmonious, peaceful, efficient classroom is worth this
trade-off; it’s certainly true that if the classroom were chaotic and/or hostile, intellectual
I believe that the two greatest lessons I can take from Mrs. N’s classroom management
are the efficacy of routine procedures, and the value of reflective practice. Her routines were
clearly highly effective both at making the best use of instructional time – something that is
particularly important for ELLs, to prevent them from falling behind their native English speaker
peers – and at maintaining the sort of calm, orderly environment in which the students can feel at
ease, and focus on learning rather than adolescent drama. Also, it is clear that her willingness to
tailor her routines to the needs of specific students and classes is particularly valuable, as is her
process of experimentation, self-evaluation and self-correction to work out which techniques are
effective and which are not. I will definitely take both these success factors to heart in my own
classroom.
overall approach. As a Language Arts teacher, I am responsible for helping students develop the
ability to use language in hugely varied ways, and as a Social Studies teacher, I am responsible
for developing in students wide variety of information gathering and interpreting skillsets and a
vast store of knowledge. Thus, the instructional activities I do cannot be as consistent day-to-day
as they are in Mrs. N’s class, which has a much narrower content focus. And, to be honest, I
become bored very quickly; having each day look so similar to the previous one would quickly
become tedious rather than reassuring for me, which might make it difficult for me to keep up
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CI 5634/5 Classroom Management Paper
Spring 2010
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my own motivation level, which wouldn’t be good for students. Also, I have found that high-
interest materials and instructional activities serve as a form of classroom management in and of
themselves – when students are interested, curious and engaged, their behavior is generally
unimpeachable. Clearly, in my own classroom I need to mix things up more than Mrs. N does.
management in our interview, both in general and in her own practice. She clearly got along
well with the students and knew them as individuals; it was evident in how comfortably they
interacted with one another, with gentle joking and zero confrontation. And her belief in treating
students fairly doubtless contributes to the way they reciprocate by treating her and one another
respectfully. I suspect that without this component, Mrs. N’s structure and routine would fall flat
– she would be perceived as a martinet rather than as a fair-minded person who fosters harmony
and order. I personally find that my classroom functions much better when I have established
personal connections with students, for example by dialogue journals, family collaboration, and
by frequently positively interacting with students in more relaxed settings such as extracurricular
So, in conclusion, I intend to use structure and procedure strategically without being a
slave to it – I will use to maximize instructional time by making daily routines, such as entering
the room, distributing materials, and getting into groups efficient and predictable. I will increase
student motivation and engagement, and thus improve their classroom behavior, by using high-
interest materials and lessons, and by building mutually positive relationships. I will prevent and
reflection about my own practices, and require that students do the same, following my model to
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Spring 2010
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analyzing the effects their own choices have on their individual academic progress and on the
classroom environment as a whole. I have learned a lot from watching and interviewing a skilled