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NASUCCESSFULTWENTY-FIRST-CENTURYCLASSROOM, there are several other fac- tors teachers must consider when managing their classrooms. These are time, grouping, and assisting students in self-direction.Managing Time
For a classroom to run smoothly, a teacher has to be able to manage time.
Cotton (1990) estimated that classroom time spent on instruction is slightly more than half, with the remainder spent on misbehavior problems. This is an enormous waste, especially since the amount of time spent on teaching is directly correlated with student achievement (Rosenshine, 1979; Karweit, 1988).
In your own years as a student, think of how much classroom time was wasted—time that could have been better spent on your learning. As a teacher, you should spend more time to save time. There are several ways to accomplish this.
• Observe the sequence of normal daily activities and identify each. Estab- lish a system that is comfortable for you for every activity in the class- room, including acquiring and storing materials, controlling inventory, planning effective lessons, dealing with attendance, delegating chores, accommodating for missed learning when students are absent or out of class, and shifting from one activity to another (transitions).
• Teach your students to set goals as well as timely methods for achieving them. Share with students how you set goals, and what you do to make sure they are attained.
• Ask the students for their input regarding how time may be used more productively. Raising this time-saving idea to their consciousness will help them become more aware of ways to become more efficient.
• Use differences in learners as a time-saving asset as opposed to a liabil- ity. Establishing a system for students’ checking their own work and for checking each other’s not only saves time but also helps create indepen- dence.
• As with successful managers in all areas, do not hesitate to delegate. To do this you must first have faith that some activities can be delegated. Then you must clearly identify which tasks can be delegated, and which cannot.
Determine which resource people you will need, and teach them how to implement the procedures you want.
It should be pointed out that the school staffs have indicated that the most difficult time they have with student behavior is during transitions, especially when changing activities (National Education Association, n.d.). Transitions problems would be minimized if the class had input regarding how to move to different activities without disruptions.
To ensure that students change activities efficiently, cue the students ver- bally ahead of time (perhaps five minutes) that a transition is coming and what behavior you are looking for. When the time actually comes, signal with a bell, rhythmic clapping of hands, playing music, or other signal you deem appropriate (Wong & Wong, 2005). Compliment students who are cooperat- ing with your transition expectations. Be sure to have the next assignment ready for the students to begin. When all the students are in place in their new setting, give another signal that it is time to begin.
Managing Groups
A classroom that is flexible enough to meet the needs of all students will provide time for group work. In order to have group work flow efficiently, there are several decisions a teacher must make. But before any final decisions are made, it should be repeated here that just as students should provide input into rules, procedures, and other classroom management decisions, students should also participate in helping determine group procedures (Stefanou et al., 2004).
These decisions might include the following: When two or more groups are working simultaneously, where should they be located? How will transitions
be made from one activity to another? What procedure(s) should be set up for moving from one group to another, or from moving from one group before another can move?
To manage groups more effectively, once the agreed-upon procedures have been adopted:
• Make sure that the procedures for moving in and out of groups are clear.
Have the students restate, especially in their own words, the procedures.
Then rehearse them, not just once but several times.
• Identify groups by names, colors, or numerals according to what is age appropriate.
• Post clear directions to remind students what to do as soon as they get into a group.
• Inform students that each is responsible for his or her own work but may ask another member of the group for help if it is needed. That student must give help. The teacher can be asked for help only if everyone in the group agrees on the same question.
• As in conducting any lesson, have enough for students to do when they complete a task.
• Decide how frequently and at what point groups will be monitored.
• Use resources such as teacher assistants; parents; student teachers; and college and high school student observers. Ask for their input and sug- gestions, as well as recommendations from your own students, regarding how their mutually decided group procedures can improve so that these procedures can be more effective.
Assisting Students in Self-Direction
You have already read several times in this book that students should partici- pate in establishing rules and procedures. You should also consider how to assist students in monitoring their own behavior. This task can be approached in the following ways:
• Once you have taught students to set their own goals and standards, and timely methods for achieving them, help the students determine when the goals have been achieved.
• Help students decide what behavior is appropriate and inappropriate as well as what consequences misbehavior will have. Students should un- derstand why the misbehavior is inappropriate and what effect it has on them and on others.
• Support students in developing the attitude that helping each other is rewarding. Have them keep diaries where they reflect on their own be- havior, identifying when the behavior was productive, when it impeded their progress, and what they could do about it. Read the diaries periodi- cally and return them with comments.
• Have students practice proper behavior that you model for them.
As stated earlier, you should remember that even though your ultimate goal is having students manage their own behavior, you are ultimately re- sponsible for the behavior of all students in your classroom (Canter, 2006).
Self-Reflection
How do you manage time efficiently so that more of it can be spent on learning?
What procedures and processes involved in group work have you and your students set up together?
How have you assisted your students in becoming self-directed?