Classroom management is a fundamental tool in ensuring academic productivity of students. If employed correctly, effective classroom management strategies can help teachers keep orderliness and maintain upright behaviors that facilitate learning among students during the class session (Scarlett et al., 2009). Classroom management also plays a vital role in improving students' mental capability to acquire and replicate knowledge. Generally, classroom management entails students' compliance and adherence to rules and regulations put in place by the teacher. Such practices include; sitting postures, attentive listening and avoiding disruptive behaviors that may act as an impediment to the learning process. However, teachers can also implement strategies that help students develop a positive attitude towards learning. This can be achieved by encouraging students to attempt class tasks even when they feel they are wrong.
Learner Characteristics for Classroom Management
There are significant aspects to be considered in classroom management. These include students' behavior, learning environment, and the teacher's expectations. Teachers should use properly designed lesson plans that help accommodate all students' needs to ensure they have a positive learning experience. Definite interest in learning motivates students to work hard and behave accordingly. Any form of malicious behavior among students should be identified in their early developmental stage to allow room for reform.
Teachers need to come up with clarified expectations to make sure that all students conform to acceptable behavioral standards. Strategies such as maintaining eye contact with students enable teachers to identify behaviors that may cause disruptions during the learning session. In addition to eye contact, another non-verbal technique teachers can exploit in classroom management is the analysis of facial expression which assists teachers to single out attentive students. These are significant in silently monitoring students' behaviors without disrupting learning sessions. Applauding well-behaved students and for their outstanding performance improves cognitive traits among fellow students. Such acts of praising students create room for positive competitions and allow room to improve regarding performance and behavior as well as demonstrate best understanding capabilities. Rowdiness and students' disobedience acts as a setback in learning. Teachers must, therefore, employ classroom management strategies that ensure students maintain order at all times and demonstrate the high degree of respect to their teachers as well as fellow students.
Three objectives from the cognitive, behavioral, and affective domains
The manner in which a teacher treats students within the classroom also determines how they behave. Unfair treatment of students demoralizes them and lowers their self-esteem. When students' self-esteem is lowered, they can suffer psychologically thus negatively impacting their academic performance and the cognitive aspect of learning. Anxiety, depression and low self-esteem attributed to students' unfair treatment affect the rate at which they assimilate knowledge and demonstrate their skills in class tasks (Emmer & Sabornie, 2014). At the same time, students' ability to prove their competencies in learning is as well hindered. It is also worth noting that when students are treated unequally, some may feel less loved and valued by their teachers. This, in turn, leads to students developing immoral behaviors that in one way or the other may disrupt their classmates. Teachers must, therefore, ensure that they treat all students equally despite one's shortcomings.
To maintain upright student behaviors in the classroom, teachers must come up with clear expectations. These expectations must note acceptable behaviors, consequences of malicious behavior and the reward for well-behaved students. Actions such as whispering and creating unnecessary jokes during lessons must be prohibited. Another practice that deserves attention is bullying among students. Generally, bullying means an immoral and aggressive use of power/force on others; physically, verbally or socially with the aim of hurting them, physically or emotionally. If not addressed timely, bullying among students can impose severe impacts in their lives. Some of the risk factors associated with bullying among high school peers include low academic performance, the decline in personal intellect, depression, low self-esteem, small stature and attention shortfall. Furthermore, creating a positive relationship with students, teachers can be assured of moral behaviors (Scarlett et al., 2009). A teacher can build a positive relationship with students by engaging them in free talk and seeking feedback from them. This is achieved by asking students questions related to the lesson at the end of the session. This way, students find room to autonomously speak their mind and provide suggestions that best serve their interests.
Conclusively, we must acknowledge the need of teachers to love their students and value their sentiments. To embrace good behavior, teachers can use motivational certificates as one form of reward to well-behaved students. Whichever classroom management method used must be defined by its objective. To ensure fairness, all rules and guidelines governing the classroom must be adequately explained to students to make any form of punishment they are subjected to for misbehavior justifiable. In the event of misconducts, students can be given a chance to reform based on the kind of behaviors he/she has been involved in. Bullying is a very harmful behavior and must not be allowed to flourish among students. Teachers should put in place bully proof methods to tame any form of classroom bullying. Teachers should also use lesson plans that put into consideration all students' needs. The wish of every teacher is to see their students show upright behaviors that are meant to help them in their future endeavors (Emmer & Sabornie, 2014).
Emmer, E., & Sabornie, E. J. (Eds.). (2014). Handbook of classroom management. Routledge.
Scarlett, W. G., Ponte, I. C., & Singh, J. P. (2009). Approaches to behavior and classroommanagement: Integrating discipline and care. Thousand Oaks: Sage Publications.
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