Constructive Classroom Management

Abstract

Power is the strength and the ability to see yourself through the eyes of another. It is being able to place a circle of power at your own feet and not take power away from someone else's circle. (Agnes Whistling Elk) Teachers in schools today are challenged on many levels as they try to organize and maintain an orderly, harmonious, and stimulating learning environment. Environmental challenges include interruptions from the loudspeaker, student messengers with a myriad of requests, and children leaving and returning from special programs. More troubling challenges stem from the need to help children cope with emotionally difficult situations: alcohol and drug abuse, physical and sexual abuse, separation and divorce of parents, moving, pregnancy, and stress at home such as unemployment. Teachers also face challenges when working with colleagues who don't carry through with their responsibilities, colleagues who are abrasive or indifferent to others and colleagues who hold different opinions about professional issues. In addition, challenges come from the many different roles in which teachers must function: member of the child study team, contributor to the school improvement team, coach for an athletic team, advocate for a child in need, and counselor to parents under stress. To complicate matters further, there are few clear cut or "right" ways of addressing these challenges. Like many other fields, education is undergoing some radical changes in philosophy about teaching, learning, and administering schools. Teachers are faced with important and complicated decisions with conflicting and confusing guidelines about how to respond.Eitzen (1992) believes we are in the midst of "one of the most profound transformations in history, similar in magnitude and consequence to the Industrial Revolution" (p. 586). He said that "several powerful forces are converging to transform the U.S. economy by redesigning and redistributing jobs, exacerbating inequalities, reorganizing cities and regions, and profoundly affecting families and individuals" (p. 586). Based on the assumption that families and individuals are shaped in fundamental ways by their economic situation, he predicts the changing economic picture is certain to have an adverse impact on many families, which in turn will have an impact on our schools.

EFL Learners’ Affect, Engagement, Misbehaviours, and Achievement: A Classroom Observation Perspective

“…In contrast, all three teachers at the key university adopted the student-centred approach, laying the foundation for meaningful classroom interactions (Dollard & Christensen, 1996) and the promotion of students' productive English skills. Rather than solely focusing on the instruction of basic English language knowledge, these teachers paid more attention to students' deep understanding of the textbook, critical and analytical thinking, and language communication ability.…”

Classroom Management through the Eyes of Elementary Teachers in Turkey: A Phenomenological Study

“…In the current era, education, as well as the other fields, is experiencing radical changes in philosophy about teaching and learning (Dollard, Christensen, Colucci, & Epanchin, 1996). Teachers are expected to not solely foster the cognitive development of their students but also consider their affective development, organize effective learning and teaching environments, and employ contemporary classroom management approaches.…”

“…According to Villegas and Lucas (2002), children are more likely to get prepared to fulfill their roles when they receive constructivist education rather than an education that is based on conventional thinking. Dollard, Christensen, Colucci, and Epanchin (1996) argue that this is because overcontrolled environments intimidate students and impede student learning. Besides, students and teachers feel disconnected from each other and learning is disrupted due to the lack of meaningful dialogue and productive relationships.…”

“…In addition, it is more conducive to build positive teacher-student relationships which are characterized by trust, respect, and understanding and which also give important credits to the child's needs and interests. In such an environment, students are less likely to worry about their emotional, physical, and academic safety in the classroom because the focus of dialogue depends on shared understandings and investment in collaborative decision making (Dollard et al, 1996). Students share responsibilities in the classroom and rules are developed by both the teacher and the students (Garrett, 2008).…”

Classroom management practices and student disruptive behavior

“…Teachers make all the rules for the students to adhere to without discussion with or contributions from students. According to Dollard and Christensen (1996), in teacher-centred classrooms, control is of a vital significance and power is transferred hierarchically. Teachers exercise control over the students in the class.…”