Don Mariano Marcos Memorial State University

COLLEGE OF GRADUATE STUDIES

Foundations of Education2 (Sociological, Anthropological & Psychological)

CLASSROON MANAGEMENT TECHNIQUES AND STYLES

I. TOPIC PROPER

Classroom Management is the process by which teachers and schools create and maintain
appropriate behavior of students in classroom settings. The purpose of implementing
classroom management strategies is to enhance prosocial behavior and increase student
academic engagement (Emmer & Sabornie, 2015; Everston & Weinstein, 2006). Effective
classroom management principles work across almost all subject areas and grade levels
(Brophy, 2006; Lewis, et al., 2006).

 Why is Classroom Management important?

Effective classroom management:

 Establishes and sustains an orderly environment in the classroom.

Student behaviors like shouting out, not paying attention, task avoidance, disrespect, refusal,
and engaging in power struggles take your focus away from teaching and students’ focus away
from learning. In order to create and maintain a productive classroom setting and bring the
focus back to teaching and learning, use these classroom management strategies to decrease
disruption and increase compliance.

Learning Environment
The learning environment greatly affects students and their learning, so it's also an extremely
important part of classroom management. The learning environment is the way the classroom
works and feels. It includes the physical environment as well as the social or emotional
environment within the classroom. Teachers want all students to feel motivated, challenged,
supported and physically comfortable. The right management strategies lead to a positive
learning environment, which promotes productivity and respect.

TECHNIQUES:
 Understand Your Students.
Get to know each student as an individual. Build relationships with them based on
trust and understanding. Be sure to let your compassion for each student reflect
through your nonverbal behavior and your paraverbal communication.
 Be Patient.
Keep in mind that you have a choice about how you respond to disruptive student
behavior. Choose not to take the behavior personally, and use positive self-talk. For
example, instead of thinking, “I can’t take this disrespect anymore,” think, “I’ve seen
this before. Why am I letting it get to me today?”
 Set Limits.
Be sure to post your classroom’s rules prominently. Keep to a few rules and make
sure that they’re clear, simple, and positive. For example, instead of stating, “NO
FOOD OR DRINKS ALLOWED,” state, “Please leave food and drinks in the cafeteria.”
 Keep to the Schedule You Set.
Following your own rules is key to modeling timeliness and productivity. The more
organized you are, the more opportunity there is to focus on teaching and learning.
This will help your students respect schedules and work within designated time
frames.
 Be Aware of the Causes of Behavior.
Being mindful of Precipitating Factors and early warning signs helps you focus on
prevention. One way to avert difficult behavior is to seat disruptive students
strategically. For example, if a student tends to be loud, inattentive, or
noncompliant, seat her away from others who might tempt her to challenge you or
engage in a power struggle with you.
 Walk Around.
When a student is inattentive, rowdy, or challenging, it distracts others. As you’re
teaching, move toward the student while continuing to talk to the class as a whole.
Most students will not continue being disruptive if you stand near them as you’re
teaching. You can also try making friendly eye contact with the student.
Be consistent in your practice of these classroom management techniques. When students
know what to expect from you, and what you expect from them, they’re more likely to be
productive learners. Put these effective classroom management tips to use to manage
disruptive behavior with confidence.

There are a number of management styles that both parents and teachers exhibit. There have
been a number of psychological studies of parenting styles that naturally would appear to
extent to classroom management styles for teachers. I hypothesize that such a relationship
exists. Classroom management styles of teachers can be characterized along two dimensions
(Baumrind, 1971): type of control exercised over students, and degree of involvement of
teachers with students. The extremes of these two dimensions allow teacher management of
students to be readily identified.
According to Baumrind (1971), the authoritative style encourages independence, is warm and
nurturing, control occurs along with explanation, and adolescents are permitted to express
their views.The authoritative approach is the best form of classroom management style
because it is the one most closely associated with appropriate student behaviors.

STYLES:
 Authoritative Style- characterized by behavioral principles, high expectations of
appropriate behavior, clear statements about why certain behaviors are acceptable and
others not acceptable, and warm student-teacher relationships.
 Authoritarian Style- tends to be characterized by numerous behavioral regulations, is
often seen as punitive and restrictive, and students have neither a say in their
management, nor are they seen to need explanations; the teacher's character is
sometimes perceived as being cold, even punishing.
 Permissive Style- characterized by a lack of involvement, the environment is non-
punitive, there are few demands on students, and there is a lot of freedom.
 Indulgent Style- presents an environment where there are no demands on the student
of any sort, and the students are actively supported in their efforts to seek their own
ends using any reasonable means.

II. ISSUES
 Multicultural Issues
The management techniques which have been used successfully with middle class,
EuroAmerican students are not always as effective with the Hispanic, African American,
and Southeast Asian groups that are becoming a much larger segment of our
population. Cultural differences may mean that while a child’s behavior is acceptable at
 home, it may be unacceptable at school. Such cultural differences may lead students to
react in unanticipated ways to behavior-management techniques. Cultural sensitivity
can help educators avoid many classroom management problems.
 Emotional Reaction
Although it is often overlooked, “teacher thinking”, decision making, and behavior in the
area of discipline and management are all strongly influenced by teachers’ emotional
reactions,” asserts Edmund T. Emmer, Educational Psychology Professor, University of
Texas at Austin. The emotion aroused in teachers by students very often determines
how teachers react when students do not cooperate or are uninvolved, disruptive, or
defiant.
Emmer concludes that classroom situations trigger emotional responses because of the
stress teachers feel from multiple competing demands, the unpredictability of student
behavior, and the public nature of the classroom setting.
 Praise
Praise is not universally effective in eliciting desired behavior, and should be used
selectively, warns Robert T. Tauber, Pennsylvania State University. When praise is
considered a personal evaluation, it can create anxiety about living up to the
praiseworthy image. Students feel more comfortable being praised for something
specific they did. Secondly, praising someone who does not feel praiseworthy can be
ineffective, Tauber writes, and may lead to distrust. If praise is seen as an attempt to
“make them feel better” rather than as a reward they deserve, it can reinforce the
negative feelings they have about themselves. Third, praise can backfire with students
who are well aware of their achievements and may view praise as an attempt to control
them.

III. REFERENCES
 http://www.apa.org/education/k12/classroom-mgmt.aspx| American Psychological
Association
 https://www.crisisprevention.com/Blog/June-2011/Classroom-Management-
Techniques
 https://study.com/academy/lesson/classroom-management-techniques.html
 http://www2.phy.ilstu.edu/pte/311content/classmgt/mgtstyle.html