Effective classroom management is the key to being an effective teacher, as well as in making sure learning is taking place. According to Robert Marzano in his book Classroom Management that Works, “…well-managed classrooms provide an environment in which teaching and learning can flourish” ( 2003, p. 1). Classroom management can be defined, for all practical purposes, as the management of instruction (Darch & Kameenui, 2004, p. 4). An alternate definition can be found in Educational Psychology co-written by Robert Sternberg and Wendy Williams. They define it as “a set of techniques and skills that allow a teacher to control students effectively in order to create a positive learning environment for all students” (2002, p. 384). With either definition there are several things that go into classroom management. The area of classroom management has sub-areas such as; routines, rules, consequences, contracts, parent-teacher communication, and classroom layout.
Before getting into these sub-areas a teacher needs to be familiar with the four dimensions of classroom management. The dimensions are “withitness’, letting students know expected behavior, variety and challenge in work assigned, and smoothness and momentum during lesson presentations (Marzano et al., 2003, p. 5). Out of these four dimensions “withitness” is probably the hardest to understand and carry out. In the case of “withitness” the teacher must be “observant and attentive to everything going on around them” (Sternberg & Williams, 2002, p. 389). Once familiar with these dimensions it is time to move on to the sub-areas of classroom management.
The first area that is going to be discussed is routines. Routines can be as simple as what to do when entering the classroom or as complex as the whole days schedules of the class. Teacher 1 says there are ways to make complex routines easy to learning or remember. This teacher gives the example of keeping any specialty classes at... [continues]
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