Classroom Management Considerations

Taken from:

Inclusion Portfolio

Allison Dounoulis

SPE575 Inclusion Strategies of the Special Educator

October 17, 2011

Dr. Catherine Koss

            Classroom management is a growing area of interest and investigation in inclusive classrooms. Teachers have control over many variables that can increase positive behavior and learning. Effective classroom management involves building community and acceptance, appreciating student diversity, organizing a positive learning environment, designing appropriate curriculum, creating engaging instruction, teaching and supporting positive behavior, and facilitating collaboration (Hoover & Patton, 2005). When teachers carefully consider positive classroom management strategies, students and staff benefit.

            The inclusive classroom must be built with an appreciation for diversity, mutual respect, and trust. Soodak (2003) encourages teachers to view all students as equal members of the classroom and incorporate activities to promote cooperation and friendship. Students want to feel security and belonging in the classroom, and teachers can assist by creating enjoyable classroom rituals, using cooperative learning strategies, emphasizing the strengths and talents of all students, teaching diversity, and involving students in classroom meetings and important classroom decisions.

            Classroom organization is an important classroom management consideration. Teachers may have certain constraints such as classroom size, building upkeep, and available furniture but can make important decisions to create an environment easily accessible and aesthetically pleasing. Teachers can consider the students entering their classroom before the year begins. If the classroom includes a student with mobility issues, the teacher can arrange the room to ease the student’s movement around the room and participation in all activities. If the room includes a student with behavioral concerns, the teacher can arrange special seating and reduce possible distractions. For the benefit of all students, the teacher should create a clean, well-organized, and clutter-free environment that inspires positive behavior and learning.

            Effective curriculum design and delivery is paramount to proactive classroom management. Hoover and Patton (2005) stress teachers must understand the general curriculum as well as the unique learning strengths and needs of individual students.  Teachers must research, understand, and adhere to students’ individualized education plans and use effective instructional strategies that benefit the learning of all students. When students are appropriately challenged and held to high expectations during differentiated and engaging lessons, they tend to behave well and maintain adequate focus.

            Although educators typically think of behavior first when considering classroom management, behavior management is only one part of a cohesive and holistic classroom management plan. According to Rekabdarkolaei (2011) teachers should reflect on their personal and professional beliefs regarding discipline. Teachers hold many preconceived notions about discipline that stem from their upbringings in school and at home. Although most educators disagree with corporal punishment, agreement on other discipline strategies varies.

            Guercio (2011) believes teachers should focus on establishing control, building rapport, creating effective discipline policies, and determining the needs of misbehaving students:

• The teacher and students should devise a list of classroom rules. The rules should be few, concise, and specifically state the desired behavior. For example, the classroom rule can state, “Students will raise their hands before talking.” Teachers can also outline and allow opportunities for students to practice classroom procedures and positive behavior.
• The teacher should work on building rapport and relationships with his or her students. The teacher needs to take an honest interest in students and learn about their strengths, needs, and motivators.
• The teacher can use positive reinforcement as well as reasonable consequences. Bos, Schumm, and Vaughn (2007) ask teachers to tune into the positives occurring in their classrooms. Positive statements about performance and carefully planned rewards can motivate students to act positively.
• When a student’s misbehavior is unresponsive to discipline policies, teachers must consider the why of the behavior. This can occur informally or through completion of a functional behavior analysis. The teacher may also need to develop a behavior intervention plan.

Collaboration is a cornerstone of effective management of the inclusive classroom. Teachers can seek the input and support of administration, fellow teachers, paraprofessionals, specialists, students, and parents. When teachers are proactive and consider many facets of effective classroom management, they will create a positive learning environment. Students will benefit from positive relationships with staff and peers, an accessible, safe, and orderly learning environment, a challenging and engaging course of study, and knowledge of the expectations of the teacher and students.

References:

Bos, C.S., Schumm, J.S., & Vaughn, S. (2007). Teaching students who are exceptional, diverse, and at-risk in the general education classroom (4th ed.). Boston: Allyn & Bacon.

Guercio, R. (2011). Back to the basics of classroom management. Education Digest, 76(5), 39. 

Hoover, J.J. & Patton, J.R. (2005). Curriculum adaptations for students with learning and behavior problems. Austin, TX: Pro-Ed.

Rekabdarkolaei, S. (2011). Studying effective factors of classroom control and management in primary schools. New Educational Review, 23(1), 325-336. 

Soodak, L. C. (2003). Classroom management in inclusive settings. Theory Into Practice, 42(4), 327-333.