Chapter 11 page 258
attention to how students talk to each other, and they should try different ways of making requests to make
sure all students understand what they are requesting.
SUMMARYCHALLENGES IN MANAGING CLASSROOMS
Beginning teachers often mistakenly equate classroom management with discipline. In fact,
effective classroom managers are more focused on preventing misbehavior so that discipline is seldom
necessary.
GOALS OF CLASSROOM MANAGEMENT
There are two goals of classroom management: academic learning and social-emotional learning.
Effective teachers manage classes so as to maximize time for these two types of learning.
The five components of classroom management are (1) the physical design of the classroom, (2)
rules and routines, (3) relationships, (4) engaging, well-organized instruction, and (5) discipline, which
includes actions to prevent misbehavior as well as to respond to misbehavior.
ORGANIZING THE PHYSICAL DESIGN OF THE CLASSROOM
Well-designed physical layouts can encourage student learning.
Arranging Students’ Desks. Students desks should be arranged to give ample space for teachers
and students to move around. Teachers should ensure that they are interacting equally with all the students
in the class, not just those whose desks are nearest to the teacher. The best arrangement of desks depends
on the instructional goals of the class and the learning activities that the class is engaged in.
Arranging Other Furniture, Equipment, Supplies, and Décor. Other furniture should be
arranged to create as much space as possible for students to work and for students and teachers to move
around easily. The layout should minimize traffic problems in the classroom. The décor should make the
room an inviting, personable place. Teachers should adjust the room layout to their instructional goals and
activities.
Students’ Perceptions of the Physical Environment. Students perceptions of the physical
environment may differ from teachers’. When possible, teachers may want to have students help design the
physical layout.
ESTABLISHING THE RULES AND ROUTINES OF THE CLASSROOM
Classroom rules specify general norms for overall conduct. Routines specify how to carry out the
many different repeated activities that teachers and students do every day.
Rules. Teachers should develop 4 to 6 rules, which are congruent with school-wide rules. Rules
should be worded positively. Teachers must decide whether to use general or specific wording. Teachers
should post rules in a salient location. They should not assume that students will remember and understand
the rules but instead teach and explain the rules to be sure that students understand them as intended. Many
teachers find it effective to give students a voice in developing the rules.
Routines. There are three types of routines: movement routines, lesson routines and general
procedures. Teachers must specifically plan many different routines to keep the classroom running
smoothly. Routines should be developed to minimize wasted time and to maximize learning time. Teachers
will often need to teach routines explicitly and have students practice them.
DEVELOPING EFFECTIVE INTERPERSONAL RELATIONSHIPS
Developing effective interpersonal relationships is important to classroom management.
Teacher-Student Relationships. Teachers should express both academic and personal caring to
students.