Rhonda Carlson Rekdahl
ED 486/G BEST
Dr. C. Stoicovy
March 1, 2015
Part 2: Literature Review
So what is the big secret? Why is classroom management so important and, yet a seemingly illusive thing to do for so many new teachers? A classroom management plan can make or break a new teacher’s decision to stay in the profession. According to the National Education Association (NEA) an alarming rate of 17 to 20 % of teacher leave the profession. The NEA gives three main reasons teachers leave, classroom management and student discipline is one of those three. If teachers had an effective strategy or plan to manage their classrooms there would be less teachers leaving due to misbehavior and student discipline.
Micheal Linsin, a teacher and education blogger wrote, “There is no magic in the plan itself. It has no power to influence behavior. Only you have the power to influence behavior by creating a classroom your students want to be part of and then strictly—obsessively—holding them accountable.” Other strategies for creating an effective classroom environment also involve having a plan. Although plans vary in such details as number of suggested rules, types and quantity of consequences, and other specifics on implementation, all of the research shows that an effective classroom management plan should be taught, practiced often, and reinforced to make students accountable and give them added intrinsic motivation. According to Edivation (pd360), an online professional development site for teachers, when students and teachers are using an effective classroom management plan, they are engaged in the work with little to no distractions. Students “work collaboratively show respect for each other and the learning environment” (2015). Having an effective plan involves (1) having clear expectations, (2) teaching procedures (and re-teaching often), (3) making lessons relevant and engaging, (4) fostering positive student-teacher relationships, and (5) having appropriate and immediate consequences for undesired behaviors (Edivation, 2015).
According to Harry and Rosemary Wong, the definition of an effective teacher is one who has a well-organized and well-managed classroom and students are engaged in a “task-oriented environment” (2009). They also emphasize that students need to know what is expected of them, that teachers need to teach and re-teach classroom rules and procedures, and have positive professional relationships with students, and use consequences and rewards appropriately and effectively (Wong & Wong, 2009).
In using this 5-part system in creating an environment fit for effective learning, students take responsibility for their education and leave the classroom wanting to do and learn more. They become intrinsically motivated to continue with desired behaviors and are able to regulate with undesirable behaviors, creating an environment effective for teaching and learning in the classroom.
Micheal Linsin, a teacher and education blogger wrote, “There is no magic in the plan itself. It has no power to influence behavior. Only you have the power to influence behavior by creating a classroom your students want to be part of and then strictly—obsessively—holding them accountable.” Other strategies for creating an effective classroom environment also involve having a plan. Although plans vary in such details as number of suggested rules, types and quantity of consequences, and other specifics on implementation, all of the research shows that an effective classroom management plan should be taught, practiced often, and reinforced to make students accountable and give them added intrinsic motivation. According to Edivation (pd360), an online professional development site for teachers, when students and teachers are using an effective classroom management plan, they are engaged in the work with little to no distractions. Students “work collaboratively show respect for each other and the learning environment” (2015). Having an effective plan involves (1) having clear expectations, (2) teaching procedures (and re-teaching often), (3) making lessons relevant and engaging, (4) fostering positive student-teacher relationships, and (5) having appropriate and immediate consequences for undesired behaviors (Edivation, 2015).
According to Harry and Rosemary Wong, the definition of an effective teacher is one who has a well-organized and well-managed classroom and students are engaged in a “task-oriented environment” (2009). They also emphasize that students need to know what is expected of them, that teachers need to teach and re-teach classroom rules and procedures, and have positive professional relationships with students, and use consequences and rewards appropriately and effectively (Wong & Wong, 2009).
In using this 5-part system in creating an environment fit for effective learning, students take responsibility for their education and leave the classroom wanting to do and learn more. They become intrinsically motivated to continue with desired behaviors and are able to regulate with undesirable behaviors, creating an environment effective for teaching and learning in the classroom.