Elementary Classroom Management Techniques

Respect and setting high expectations are essential classroom management techniques in an elementary school class. Require students to show respect for teachers, peers and themselves. In return, show them respect. Children thrive on structure because rules put them at ease. They know what to expect and are eager to please in the primary grades but baby them not. Youngsters treated like babies - act like babies. Make them an integral part of establishing classroom practices.

Respect - To begin, the term respect needs to be discussed and a common ground reached about its interpretation. Rules of the class should focus on this virtue and this virtue's characteristics should be encouraged on a continuous basis to foster a risk free learning environment. Safe academic atmospheres promote learning because students are more likely to voluntarily participate and take initiative. A certain comfort level is also established making student-centered activities possible.

Setting high expectations - In order for children to learn, they need to feel a part of the class. Set appropriate high expectations for students and make sure they are given opportunities to succeed. Children rise to the occasion and meet those expectations, thereby increasing their self-esteem in the process. This self-fulfilling prophecy is based on the Pygmalion Effect, http://www.ericdigests.org/1999-3/good.htm.

Establishing techniques - Certain best practices reinforce respect and expectations in the classroom. Review the student handbook at the beginning of the year as a whole class. Set clear expectations. Prepare with student assistance concise rules with consequences if broken. Establish routines for arrivals, transitions, specials, bathroom and water breaks, lunch, recess and dismissals. Post all rules and procedures reviewing them periodically throughout the school year. Model and practice expected behavior. Use positive language. Speak in a calm, soft tone. Give reminders via body language and close proximity. Be flexible. Provide students with individual attention. Show an interest in the class and its members. Maintain organization. Have a sense of humor. Take advantage of 'teachable' moments.

Supporting techniques - The classroom environment should provide easy access for students. Keep the room clean and organized. If space permits, seating and centers should be in open areas. Provide technology stations equipped with reachable supplies. Display student work. Make available curriculum-related books and magazines. Create bulletin boards that promote unity and mutual respect. Put the teacher's desk off in the corner. Brighten up the room; let light in by pulling up shades and adding bursts of color. Most importantly, the classroom should reflect the students. Let them help.

Enforcing techniques - When students become involved and feel valued, they are less likely to misbehave. To misbehave would interfere with them meeting those high expectations necessary to become life-long learners. However, if a child decides to break from the classroom's rules, clearly stated and appropriate consequences should be consistently issued. Should the behavior persist, it is the teacher's responsibility to inquire as to the root of the misbehavior and resolve or meet the needs of the student immediately.

Special needs technique - This type of classroom management may not be effective for students suffering with emotional disorders due to either a chemical imbalance or childhood trauma. In those instances, it is prudent for the teachers, the specialists and the parents to adopt a behavior modification plan meeting the student's needs that will be consistently adhered to by all parties interacting with the student.

Respect and setting high expectations have been successful classroom management techniques for me. However, educators are always coming up with additional best practices based on classroom management theories. Basically, do what works best for the class based on the makeup of the student body.

Additional information - Below are brief synopses of classroom management theorists that may further aid in your quest for effective classroom management techniques.

Marlene and Lee Canter are known for the Assertive Discipline approach that suggests teachers meet three goals. Clearly state rules and expectations in a firm, non-hostile manner. Provide on-task behaviors. Quietly and consistently give out positive and negatives consequences. If all three goals are met, the teacher controls and students behave. "The premise of the Assertive Discipline model is the right of a teacher to teach, and the right of the teacher to expect students to obey."

Rudolf Dreikurs theory is referred to as Mistaken Goals and Logical Consequences. Students' need to be socially accepted is at the center of this premise. Dreikurs asserted that children misbehave because they make bad choices when seeking attention, power, revenge, or avoidance. Teachers' responses are categorized by their feelings of annoyance, provocation, hurt, or despair. When disciplining, the consequence should logically address the behavior and focus on teaching children self-control as well as problem solving skills to be used throughout life.

Haim Ginott published his beliefs in Teacher & Child. According to Ginott, "punishment does not deter misconduct", so teachers should remain solution oriented and use 'sane messages'. He thinks that effective use of language by the teacher helps students develop self-control. When a student misbehaves, the teacher should explain to him/her what happened and how it may or may not be resolved. Without giving orders, teachers should briefly guide students in finding solutions while at the same time acknowledge their feelings.

Frederick Jones' model is similar to Canter in that he put forth rules and consequences need to be explained calmly and often. His positive discipline model, based upon hours of observing teachers and students, incorporates body language and incentive programs. If those techniques do not work, teachers should implement the back-up system of seeking outside assistance. Being prepared is essential so that the teacher can remain calm.

Jacob S. Kounin based his model upon thousands of hours of videotaped teachers' lessons. Overall, effective teachers organized well, clearly relayed rules and expectations to their students and had specific skills (withitness and overlap). Withitness is a teacher's awareness of all the happenings in the classroom all the time. Overlap is the teacher's ability to instruct and manage simultaneously.

References
Marlene and Lee Canter - Ellis, D.W. & Karr-Kidwell, P.J. (1995). A study of assertive discipline and recommendations for effective classroom management methods. Department of Education. (ERIC: ED379-207).

Rudolf Dreikurs - Allen, T.H. (1996) Developing a discipline plan for you. Retrieved March 7, 2005, from http://www.humboldt.edu/~tha1/discip-options.html. Thomas H. Allen compiled this work while pursuing his Ph.D. at Humboldt State University in Northern California. He is currently a 7th and 8th grade math teacher. - Jones, V.F. & Jones L.S. (1986). Comprehensive classroom management (Ed. 2). Boston: Allyn & Bacon Inc. - Nelson, J., Lott, L., & Glenn, H.S. (2000). Positive discipline in the classroom (Ed. 3). Roseville: Prima Publishing.

Haim Ginott - Ginott, H. (1972). Teacher and child. New York: The MacMillan Co. - Manning, M.L. & Bucher, K.T. (2001). Revisiting ginott's congruent communication after thirty years. The Clearing House, vol. 74, pp. 215-219. - Roebuck, E. (2002). Beat the drum lightly: reflections on ginott. Music Educators, vol. 88.

Frederick Jones - Allen, T.H. (1996) Developing a discipline plan for you. Retrieved March 7, 2005, from http://www.humboldt.edu/~tha1/discip-options.html. Thomas H. Allen compiled this work while pursuing his Ph.D. at Humboldt State University in Northern California. He is currently a 7th and 8th grade math teacher. - Allen, T. H. (1996). The canter model: assertively taking charge and the fred jones model: body language, incentive system, and providing efficient help. Retrieved March 7, 2005, from http://www.humboldt.edu/~tha1/canter.html. - Jones, V.F. & Jones L.S. (1986). Comprehensive classroom management (Ed. 2). Boston: Allyn & Bacon Inc.

Jacob S. Kounin - Allen, T.H. (1996) Developing a discipline plan for you. Retrieved March 7, 2005, from http://www.humboldt.edu/~tha1/discip-options.html.
Thomas H. Allen compiled this work while pursuing his Ph.D. at Humboldt State University in Northern California. He is currently a 7th and 8th grade math teacher. - Kounin, J.S. (1970). Discipline and group management in classrooms. USA: Holt, Rinehart, & Winston Inc. - Van Der Sijde, P.C. & Welko, T. (1993). A model for classroom management activities. Education, vol. 113, pp. 439-450.