Continued emphasis on Classroom Management is a mark of success in every school!
There are quite a few classroom philosophies in practice in schools today. One of the more effective classroom management plan is the “reteach and enrich” method. At its core is defining how to make time for students in their class room. The school gives additional time they need to master concepts to take learning to the next level. Each week has defined curricular objectives. Teachers assess students on those objectives and the results lead teachers to assign students. At the beginning of each week students attend a 30-minute reteach or enrich session on schedule. Specifically reteach plans use different lessons for students. The teacher whose students performed best on the previous week’s assessment teaches that week’s reteach students.
Reteach and Enrich planning
Enrich planning allows teachers to build objectives for students who have mastered the basics. Students in the enrich class rotate to a different teacher each day so they can experience varying teaching styles as well as learn. Reteach and enrich is highly replicable and can be a key element to every school’s classroom management philosophy. Here are some essential elements to note down. The first element is a common curriculum. Reteach and enrich depends on a shared set of clear objectives that are scheduled for the entire year. This means for any given week within each grade, all the teachers are teaching the same objectives. However, the instructional approach is left up to each individual teacher. Reteach and enrich sessions encourage classroom discipline as a primary means of engaging students with their studies. Needless to say, holding students accountable for very specific standards requires teachers to also be held to equal standards. Next in line in the reteach and enrich method is portioning time to the tasks. Typically, the entire school is required to be involved at one half hour interval as a part of the reteach and enrich style. In addition to this daily half hour, reteach and enrich requires time for teachers to review and assess student data as well as plan instruction to meet each child’s needs. At one specific school in Arizona, the Mesquite elementary school, each grade has dedicated common planning time for teachers while their students are in P.E., computer lab, library time, and so on.
Time management is the essence. Classroom discipline has to be in force to guarantee the correct classroom transition time. For reteach and enrich, students transition from their regular classroom to their assigned reteach or enrich room in a quick and disciplined manner. This transit takes place with the least amount of fuss because of the way classrooms are set up around a common area. The combination of this teaching style with the core concept of classroom management leads to a working collaboration between students and teachers. Teachers share information about their students’ progress so that all the teachers in a grade level share ownership. The final piece of the reteach and enrich program is formative data analysis. Teachers at Mesquite elementary create their own weekly assessments. Teachers at the district level write them. The assessments are short — usually just five questions on one objective — but they provide consistent insight into students’ progress. Student achievement teachers track the assessment data and the data from school wide benchmarks. This type of analysis is key in identifying students who are struggling. Finally, reteach and enrich’s collaboration with every teacher’s unique classroom management techniques keeps the leadership of the school informed. Teachers must have access to resources while principals must know what’s going on in the classroom. In such a school principals routinely visit classes. These classroom management ideas have been ideal in all kinds of schools. However, what is often left to chance is the thornier issue of defining what is a typical classroom management style.
We have seen that teaching is a tool but have not understood the individual classroom management techniques of recruits. Teachers adopt certain classroom management styles that may display much about both their personality and their personal beliefs on how students should be taught. One characteristic among a few teachers is the All Powerful classroom leader. Such a personality demonstrates their total control of a classroom leaving no room for recreation. This type of teacher believes in the authoritarian approach and sets firm limits and control of the students. In this style, students might have assigned seats the entire time. The All Powerful teacher is sure of this method’s use in building stability. Such a teacher is followed by the classroom management ideas of the Toned Down Tyrant. The teacher who adopts the authoritative style takes his or her cue from the authoritarian style while simultaneously encouraging independence. These types of teachers carefully explain the rules and decisions taken by them in the classroom to ensure that students are not left in the dark. If a student is disruptive in this style the teacher reprimands in a polite and firm manner.
Discipline is encouraged but only after careful consideration of the circumstances and the need for open communication with the student. The environment in this classroom is one of praise and encouragement as the student feels comfortable in exchanging their thoughts and questions. Teachers who believe that fairness and equality in the classroom produce great results are advocates of the Democratic Approach of instruction. This approach tends to put more power in the hands of students necessarily weakening obedience. Students are empowered to do their own thing. The democratic teacher cares for his or her students and is very involved in their lives. The final personality is the Devil May Care classroom teacher. A teacher in this type of environment seems disconnected and has no control. The children become unruly because the teacher appears nowhere to be seen. There is an obvious lack of class preparation as the bare minimum is taught. Such a classroom could be a result from lack of skill, confidence or courage to discipline the students. Students mimic this attitude and very little learning occurs. While no teacher would necessarily advocate this classroom management style, it is important to know that these teachers teach in many classrooms. A Devil May Care teacher could benefit from courses that boost productivity. Such a recruit has possibly never understood the principles which define “what is classroom management.” Prior to becoming a teacher, it is essential to know what style most suits your personality and teaching style as this is your classroom management profile.
Nowadays all teachers whether they teach at the elementary, middle school or high school level have to undergo specific training to prevent bullying in their classrooms. Bullying cannot be ignored if effective teaching and classroom management systems are meant to work. It is extremely important to find out which classroom management strategies are better suited to stop bullying. Research has shown that the “Toned Down Tyrant” meets many of the qualifications needed to prevent bullying episodes. Setting just the right tone with your students will help stop frequent instances of bullying. The teacher will have to keep in mind that he or she is the leader. Students need to be made to feel comfortable but not so comfortable that they believe they can exert the control over the teacher. One question that has no straight answer is how can teachers implement the right tone starting from the first day of their classroom? The key to balancing the needs of the curriculum to the method of instruction has a lot to do with body language, eye contact and tone of voice.
Here are some great tips on how to set the right tone to specifically eliminate bullying. Teachers should dress professionally. A teacher’s appearance provides the first sign of the tone set. When addressing students it is advisable for professionals to stand up straight and maintain direct eye contact. Though students might not be aware of these actions such measures will clearly place the teacher as the head of the classroom. Students respond positively to this type of body language and eye contact and realize that their teacher is the leader. One final tip to enhance effective classroom management is a means of helping students overcome their bullying habits. This action requires involving students in reflecting and writing about their behavior and the reasons for it. The student is taught to express why such behavior is a problem and what they can do to correct the situation. The teacher can review and decide whether a parent or guardian should sign it. Armed with these instruments teaching students the rules of the classroom and their subjects becomes a source of pleasure and not injurious conflict.