The Key Elements of Classroom Management: Managing Time and Space, Student Behavior, and Instructional Strategies

206 Pages·2003·1.49 MB·English

by  Jan Fisher

Key Elements_cover 8/7/03 4:51 PM Page 1
Education
$25.95 U.S.
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All teachers know that a well-managed classroom is the cornerstone o
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of a strong instructional program,but many are uncertain where

they should focus their energies.In The Key Elements of Classroom M
Management,three veteran teachers show how teachers can make a
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real improvements in their classroom by concentrating on basic a
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skills in three critical areas:
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• Managing Time and Space.Joyce McLeod shares techniques to
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help K–12 teachers arrange the classroom,organize schedules, t
pace the year’s curriculum,and manage administrative tasks. The
• Managing Student Behavior.Jan Fisher focuses on preventing
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conflicts and disruptions by teaching students responsibility,
self-management,and problem-solving and decision-making skills.
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• Managing Instructional Strategies.Ginny Hoover describes c
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various research-based instructional methods,identifying the e
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advantages and disadvantages of each.
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The authors combine insights gleaned from extensive experience F
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with step-by-step discussions of practical strategies.Any teacher s
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who has struggled with the day-to-day challenges of the classroom e Management
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will find an abundance of proven techniques for creating an orderly,

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Association for Supervision
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and Curriculum Development
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Alexandria, Virginia USA v
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Managing Time and Space, Student Behavior,
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and Instructional Strategies
Joyce McLeod Jan Fisher Ginny Hoover
Joyce McLeod Jan Fisher Ginny Hoover
Key Elements - Title Page 8/7/03 4:34 PM Page 1
Key
The
Elements
of Classroom
Management
Managing Time and Space, Student Behavior,
and Instructional Strategies
Joyce McLeod Jan Fisher Ginny Hoover
Association for Supervision and Curriculum Development
Alexandria,Virginia USA
Association for Supervision and Curriculum Development
1703 N.Beauregard St.• Alexandria,VA 22311-1714 USA
Telephone:[phone] or 703-578-9600 (cid:127) Fax:[phone]
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Copyright © 2003 by the Association for Supervision and Curriculum Development (ASCD).All rights
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Library of Congress Cataloging-in-Publication Data (for paperback book)
McLeod,Joyce,1940–
The key elements of classroom management :Managing time and space,student
behavior,and instructional strategies / Joyce McLeod,Jan Fisher,and
Ginny Hoover.
p.cm.
Includes bibliographical references and index.
ISBN 0-87120-787-7 (alk.paper)
1. Classroom management. I.Fisher,Jan,1930- II.Hoover,Ginny,
1946- III.Title.
LB3013.M386 2003
371.102'4—dc21
2003012528
13 12 11 10 09 08 07 06 05 04 03 12 11 10 9 8 7 6 5 4 3 2 1
The Key Elements of
Classroom Management
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v
Section One:Time and Classroom Space
By Joyce McLeod . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Managing Time and Classroom Space . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Chapter 1: Setting Up the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Chapter 2: Managing Instructional Time . . . . . . . . . . . . . . . . . . . . . . . .20
Chapter 3: Managing Administrative Tasks, Transitions,
and Interruptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
Chapter 4: Managing Teacher Time . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Section Two:Student Behavior
By Jan Fisher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
Exchanging Control for Influence . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
Chapter 5: Classroom Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
Chapter 6: Establishing Standards, Rules, and Procedures . . . . . . . . . . . .74
Chapter 7: Teaching Standards, Rules, and Procedures . . . . . . . . . . . . . .84
Chapter 8: Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94
Chapter 9: The Backup System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109
Section Three:Instructional Strategies
By Ginny Hoover . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123
Implementing Effective Instructional Strategies . . . . . . . . . . . . . . . . . . .125
Chapter 10: Whole-Class Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . .127
Chapter 11: Small-Group Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . .146
Chapter 12: Working in Pairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .164
Chapter 13: Working As an Individual . . . . . . . . . . . . . . . . . . . . . . . . .172
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .183
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .184
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .188
About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .194

Preface
How can we judge the worth of society? If the children and youth of a nation are
afforded the opportunity to develop their capacities to the fullest,if they are given
the knowledge to understand the world and the wisdom to change it,then the
prospects for the future are bright.
—Urie Bronfenbrenner (1970)
Bronfenbrenner’s quote underscores the critical role teachers play in affecting the
future of our nation. It is the teacher’s responsibility to provide the instructional
program and classroom environment that allow each child to develop his or her
capacities to the fullest. Yet, in today’s classrooms, teachers are frustrated that the
strategies that may have worked for them in the past are not working now.
Statements like these seem to echo throughout the teaching profession:
(cid:127) “If only I had more time!”
(cid:127) “I can’t fit another table, desk, or chair in this classroom!”
(cid:127) “Teach? You’ve got to be kidding! I spend all my time trying to control
the kids!”
(cid:127) “My students just didn’t get what I taught yesterday. What am I going
to do today?”
If you have made these statements once or twice, know that you are not alone!
Too many times classroom management issues overwhelm both new and experi-
enced teachers. Yet, a well-organized and efficiently managed classroom is the
essential foundation upon which to build a solid instructional program and a cli-
mate of mutual respect and caring between students and teachers. In fact, an
analysis of research done over the last 50 years clearly shows that the teacher’s
classroom management abilities have more of an effect on student learning than
any other category analyzed (Wang, Haertel, & Walberg, 1993–1994).
V
VI The Key Elements of Classroom Management
The basic role of the teacher is to be the instructional leader. In order to fulfill
that role, the teacher must deal with the social, intellectual, and physical structure
of the classroom. Classroom life involves planning the curriculum; organizing rou-
tine procedures; gathering resources; arranging the environment to maximize effi-
ciency, monitoring student progress; and anticipating, preventing, and solving
problems.
Perhaps it is time to take a fresh look at classroom management. In analyzing the
work of the teacher, these three key elements stand out as critical components of a
well-managed classroom:
(cid:127) Efficient use of time and classroom space
(cid:127) Implementation of strategies that influence students to make good
choices, rather than ones that attempt to control student behavior
(cid:127) Wise choice and effective implementation of instructional strategies
In discussing the book’s organization and content, the authors became convinced
that a book organized around these three key elements allows us to share strategies
and pose solutions to some of the most perplexing classroom management prob-
lems. For example, student misbehavior may, in many instances, result from the
lack of space in which to work rather than from a deeply rooted behavior problem.
So by focusing on setting up the classroom to anticipate students’ space needs,
problem behaviors may be prevented.
Taking a proactive approach to building relationships between the teacher and
students, among students, and between the teacher and parents ensures that stu-
dents participate in a learning community based on mutual respect and caring.
Students who have a role in building a positive classroom environment are much
more likely to assume responsibility for their own behavior and become good role
models for others.
Evaluating instructional strategies and matching them to the students’ academic
needs and learning styles increase the likelihood of higher student achievement.
Students whose learning needs are being met are likely to feel competent and a
part of the classroom community and, therefore, much less likely to exhibit behav-
ior problems. So the theme of this book is that good classroom management strate-
gies increase student achievement and prevent both learning problems and
behavior problems (which are usually related). Our goal is to present strategies that
make the teacher’s work easier and allow more time to focus on the instructional
program rather than on routine management issues and individual behavior
problems.
The contents of the book are ordered to align with the flow of the teacher’s
work. In Section 1, we present strategies and ideas for setting up the classroom,
deciding how instructional time will be scheduled, determining routine classroom
VI
Preface VII
procedures, organizing materials for easy access, and making good use of teacher
time. In Section 2, we present strategies for developing relationships with each stu-
dent so that the atmosphere of “teacher in control” is changed to one in which stu-
dents make choices and accept responsibility for those choices. In Section 3, we
discuss research-based instructional strategies, identifying their advantages and dis-
advantages and relating them to use in whole-class, small group, partner, or indi-
vidual settings.
Because each chapter is designed to address a critical issue within the key ele-
ments of classroom management, readers can elect to read the book as a whole or
use it as a desk reference or as a guide for professional development. It is our hope
that our book helps you in your day-to-day quest to provide an effectively man-
aged classroom.

SECTION ONE
Time and
Classroom Space
Joyce McLeod
1