Acknowledge Every Student

Does this classroom door look welcoming?

Research shows that you're supposed to watch out for "the invisible student" each day. The invisible student is the quiet smart kid in the back, the ELL student, the shy female in a male-dominated class, etc. You know who they are. There's always a few in each class and it's often an uphill battle each day to get them to participate (actively and audibly) in the class. Usually, if you're successful, it's an immensely rewarding experience because these kids are often incredibly insightful--their quietness is a way of taking it all in (and they are!). We all know the tips for including such students: circulate throughout the classroom, draw names randomly for responses, offer students opportunities to write or share their ideas in small groups before contributing to the class, etc. Recently, I observed a teacher practice a new tip for acknowledging the invisible student. Each day, as the twominute warning bell rings and students begin to scurry to class at BHS, she stands outside her classroom door and personally greets each student as they enter the classroom. She greets each one by name, interjects a positive comment or observation, asks about their weekends or lunch breaks and welcomes them into the classroom. While a seemingly small step, this teacher's simple action sets a positive tone for the day and invites each individual into the classroom space. A simple tip, but a valuable one at that!

Teacher Awareness of Effective Management Strategies

Article Citation: Roman, D. (2007). Teaching Strategies Used to Maintain Classroom Order. Marygrove College, Masters Dissertation.

Site Link: ERIC Document
http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3a/e6/4a.pdf

A Brief Summary
This action research report examines the question: How does identifying and understanding teaching strategies influence how teachers maintain classroom management? Beginning with a literature review, Roman discusses the five most commonly known discipline or management strategies which included coercive, task-oriented, laissez-faire, authoritative, and intrinsic. The major focus of the research project was to find out what works according to practicing teachers. Toward this end, the researchers provided 15 teachers from local high schools (all with at least 150 students per day) with a questionnaire regarding the use of specific teaching strategies used to control classroom behavior. The results of the survey indicated that (overwhelmingly) the practicing teachers agreed that more than one behavior management technique is required in order to maintain a smooth-functioning classroom. All respondents disagreed with coercive and laissez-faire as an effective strategy for classroom management and the majority of teachers surveyed admitted that traditional authoritative strategies are most effective.

Reaction
Most teachers would agree that the ultimate role of the teacher is to provide the necessary support to ensure that students become life-long learners. In today’s increasingly culturally diverse and pluralistic classrooms, teachers need to realize that each of their students comes from a unique family with unique values, socioeconomic statuses and child-rearing philosophies. Thus, as the study rightly concludes, an appropriate learning environment can only be maintained by effective classroom management strategies. I agree with Roman that teachers should understand the strategies they use to maintain classroom order. More so, I believe strongly that teachers should actively reflect and critically examine their approaches to classroom management. Because classrooms are dynamic environments filled with kids who have real and varied personalities, interests and agendas, there is no prescription or step-by-step process for establishing and maintaining classroom order. As the teachers surveyed in this study indicated, different techniques work on different days, but the key is understanding why certain management styles are important and/or effective. This research study reminded me that understanding and improving management styles is a worthy goal, which benefits not only the learners but teachers as well. Thanks to this research contribution, in my own effort to produce practical classroom management tips and ideas on this blog, I will consciously strive to explain the reasoning behind the tips, link to research where I can and discuss strategies with teachers in the field to provide a set of strategies that teachers can not only use to improve their classroom functioning, but truly understand in an effort to improve their pedagogy.

Highlight Good Behavior through Positive Reinforcement

How can students demonstrate positive behavior in the classroom, if they don’t know what it is? One of the most simple and effective tips I have picked up from experienced teachers is the use of positive reinforcement. The idea is simple, find excellent examples of student behavior and then highlight them to the class. For example, after the bell rings as class is just starting and students are busy talking about the reality TV show from the night before, find the student who is sitting quietly at their desk with their materials ready to go. Thank them for being prepared and ready for class to begin. Also, when students are working in small groups, openly praise the group that is working through the assignment most efficiently.

When using positive reinforcement, be sure that you not only highlight good behavior, but be sure to explain why it’s good. Specific positive praise that clearly articulates what students are doing well will help the rest of the class get on board. From observation of this technique in other classrooms, highlighting good behavior will decrease classroom management issues, but will likely increase the motivation for students to continue exhibiting positive (appropriate) behavior.

This tip was observed in my high school practicum at Bellingham High School in Mrs. Mullarky’s Freshman English class.