Theories of Classroom Management

Classroom management plays a key role in creating and maintaining an appropriate behaviour in the classroom setting. Managing a classroom can be a daunting task. Having to think about students needs and behaviours, principal demands, parental demands and so on, can be overwhelming. It is important for prospective teachers to consider the needs of their students and to think about the way their classroom should be managed. Here are three classroom management theories to consider: 

Student-Directed Management

Students who live in equality and who are able to control their behaviours, care for others and make wise decisions are considered to be primary goals for student-directed management.  This type of classroom seeks to attain high achievement and positive learning environments with strong teacher-student relationships (Drake, Reid & Kolohon, 2014). There are two main beliefs for this type of classroom management:

1. Students must be responsible for controlling their behaviour
2. Students are able to control their behaviour if an opportunity arises

Being a student, this type of a classroom would help individuals become more self-independent in learning, increase their ability to make responsible decisions and be more compassionate towards fellow students and teachers (Levin et. al, 2013). How many students would love this type of a classroom environment? What would our schools look like if this type of classroom management existed across every school board? Would we see more individuals interested in education, as they are able to foster their own educational development? These questions are important to ask, as we consider what type of classroom management would best suit the needs of the society.

                            (2012, July 3) Retrieved from: https://www.youtube.com/watch?v=E61YKwA6B28  

Should our classrooms look like this?

Collaborative Management

Having both the student and the teacher responsible for the students’ behaviour, is considered to be a collaborative classroom management theory. The goal of this type of management is to ensure that the classroom is well organized and that students are:

1. Engaged in learning
2. Frequently successful  
3. Respectful of the teacher and fellow classmates
4. Cooperative in following the classroom guidelines that both the teacher and student have agreed upon 

Both the teacher and student come up with a list of rules and guidelines that are to be followed in the classroom and maintained throughout the year. This gives the student autonomy for their learning, but also maintains the professional judgment from the teachers (Levin, Nolan, Kerr, Elliot, Bajovic, 2013). Would students receive a more holistic approach to education as this type of management considers the whole system of education (teachers and students needs)? Do you think this type of management works for all students? These questions I think are important to consider as we become more aware of the diversity of society and the new implications that are arising in the educational system.

        Image retrieved from: www.redcommerce.com 

Teacher-Directed Management

This type of classroom management produces students who are able to make good decisions based on the guidelines and rules that are set in place by the teacher. The teachers are responsible in making guidelines and rules that will create a productive learning environment for the students and to make sure the students understand these rules and the consequences set in place if they do not follow them (Levin et. al, 2013). Teachers are constantly rewarding, withholding and punishing students, trying to stay consistent with their behaviour. I know that throughout my schooling, most of my teachers taught in this type of a classroom. They were seen as a power figure to the class. Although I succeeded academically in this type of classroom, I also feel that I learned how to please the teachers based on their preference of teaching. Therefore, did I actually learn the material, or did I just learn how to please the teachers? I feel that teachers spend more time micro-managing their classrooms, through punishing those who are a distraction to others, instead of teaching the material and allowing the students to create an environment for learning.

 Image retrieved from: www.aaronwolowiec.com 

While there are distinct features for each of these three theories, some in which seem better than others, I think it is important to consider the subject you are teaching as well as the learning demands of your students to determine the most beneficial method of classroom management. Teachers should match the type of instruction to the task and teach directly with the skill being taught.

How have you been taught throughout your schooling? 

EJD 

References 

Drake, Susan M., Reid, Joanne L., and Kolohon, Wendy (2014). Interweaving curriculum
         and classroom assessment: Engaging the 21st-century learner. Canada: Oxford University

         Press.

Levin, J., Nolan, J., Kerr, J., Elliott, A., & Bajovic, M. (2013). Principles of Classroom     
         Management (Fourth ed., p. 300).     Toronto: Pearson.

What is Self-Directed Learning? (n.d.). Retrieved from
         http://www.education.com/reference/article/Ref_Self_Directed/