An Exploration of Theoretical Perspectives on Classroom

Management and their Relevance for Classroom Teaching and

Learning.

ABSTRACT
Classroom management is a critical component in having a successful teaching career.
If one is not able to manage a class properly how can one expect to be able to teach? In this
essay I have studied what in my opinion are too vital aspects in successful classroom
management. I researched many books looking for topics on behavioural management.
During my research I explored what should be done to control the behaviour of a class. In this
essay I explain what should be done when students become disruptive as well as how to
prevent students from becoming disruptive. I will also discuss the importance of having your
own set of class rules. The other topic which I researched was how to create a positive
learning environment. This section looks at the importance of building up the students self
esteem. It also explains motivation and how teachers can motivate pupils in the class. The
end of this section deals with the importance the teacher has with creating a positive teaching
environment.

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ACKNOWLEDGEMENTS
I would like to take this opportunity to thank everyone who was involved in writing
this essay. I wish to show my sincerest appreciation to my lecturer Dr. Pauline Logue Collins
without whose help, guidance and wealth of knowledge in her field of education this essay
would have been an insufferable task. I would also like to thank the librarians of GMIT
Letterfrack as they never hesitated to do what they could to offer assistance when I needed it.
Roseanne Moore, my old primary school teacher (and Mother) also assisted me when I was
beginning the essay and helped to point me in the right direction and also gave me some very
useful books which I will refer to later in the essay. I would like to show my appreciation to
the following people who helped to review my essay: David Walsh, Kevin Forrey, Shane
Brouder, Aiden Kearns and Mark Prunty. Thank you.

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TABLE OF CONTENTS

Abstract

ii

Acknowledgements

iii

1. Introduction

2. Behavioural Management
3. Creating a Positive Learning Environment
4. Conclusion
5. Bibliography

iv

1. INTRODUCTION
The aim of this essay is to explore the theoretical perspectives on classroom
management and their relevance for teaching and learning. Efficient classroom
management is imperative for a good teaching environment. If a classroom is not
managed correctly by a teacher the students will be disruptive and will fail to learn.
Classroom management relates to many areas such as lesson preparation and
planning, the physical layout of the classroom and resources, creating a positive
learning environment, behavioural management and disciplines, health and safety and
enforcing rules and routines. I will further examine the effect behavioural
management and the effect creating a positive learning environment has on classroom
management.

2. Behavioural Management
So, what relevance does behavioural management have to classroom
management? Management of the behaviour of pupils is crucial to delivering the
curriculum successfully, keeping the pupils on board and preserving the teachers
sanity (Bennett, 2009). Behavioural management is controlling the behaviour of
unruly students. How is this achieved? Most secondary schools and an increasing
number of primary schools have written policies on behaviour referred to as a
behaviour policy. A behaviour policy is a document written up by the staff of the
school and given to the students which outlines the procedures which are in place for
dealing with bad behaviour. It is important for a new teacher to become familiar with
the schools behaviour policy to make sure they are fully aware of any rewards or
sanctions that are in place (Davies, 2006, p.). Once you are familiar with this
behaviour policy you will then know how to deal with difficult students, however it is
not that easy.
Students will not stop miss behaving just because of what it says on a
behaviour policy. If the classroom starts to get out of hand, noise levels rise, students
are not focused, they are talking amongst each other and not listening to the teacher.
Reminding them of what is on the behaviour policy will not bring about immediate
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silence. What can you do to regain the focus of the class? The last thing you should do
is raise your voice; its a sign of weakness. You can either stand and wait with a
certain look, you could try lowering your voice so that students have to listen harder
to hear you. Or else you could stop mid-sentence and glare at a student but this must
be practised so it doesnt draw a comment from a student (Young, 2007, p.14).
This is why having your own set of class rules is very important so you can
prevent disciplinary problems before they start. A rule which has to be established
from the outset is that each student must raise their hand before answering a question.
If this rule is not applied students will be shouting out of turn and will soon use this as
a weapon to disrupt the class (Davies, 2006, p.132). How a class enter and leave the
classroom is very important for behaviour management also. If a class are allowed to
enter on their own terms it will be difficult to get them settled. The teacher must be at
the room before the class arrive in order to greet them. Simply by being present before
the class, the teacher establishes his role as the host receiving the class on his territory
and by implication, on his terms. Each lesson should always start with some activity
to get students focused straight away so they will not have a chance to start talking or
misbehaving. When the class ends an orderly routine is needed to ensure students exit
the room leaving it in a clean organised fashion (Pollard, 2002, p.218-219).
With that said there are some key factors in preventing discipline problems
and hence making behavioural many a less daunting task. For example having a clear
set of rules and expectations that have been agreed on and that are consistently
implemented will allow the students to realise that these are the rules and they will be
enforced (Humphreys, 1998, p.167). Carefully preparing classwork will mean there
will be no unnecessary delays in class which means you will have all resources
needed and so you will not be giving the class a chance to misbehave (Young, 2007,
p.12). Including a variety of activities to suit the differences in knowledge levels will
also prevent the stronger students from getting bored and the weaker students from
feeling frustrated. Pupils will behave when they know what the rules and
expectations are, and know that they will be applied consistently. (Leach, 2006,
p.98)

3. Creating a Positive Learning Environment

Creating a positive learning environment is all about how you make the
students feel when they are in your class. It is very important to show respect towards
the students and that they are constantly encouraged. Self-esteem is defined as the
difference between the self-image and the ideal self, the difference between the way
we see ourselves and the way we would like to be (Bentham, 2004, p.137). Providing
realistic acheivable goals for each individual in the class and helpful support and
encouragement when pupils are experiencing difficulties is a good way to improve a
students self esteem (Kryiacou, 2007, p.69). It is little or no exaggeration to say that
all students appreciate the personal attention of the teacher (Marzano, 2003, p.53) so
why not use this? Get to know the students on a first name basis as fast as possible.
Get to know some of their interests so you can relate this back to a topic in class.
Motivation is critical for a positive learning environment. What is motivation?
Motivation deals with the whys of behaviour (Bentham, 2002, p.120). However
motivation is not controlled it can only be influenced and so we as teachers can only
influence motivation. But how do we motivate students? There are three types of
motivation, intrinsic motivation extrinsic motivation and expectation for success.
Intrinsic motivation can be explained as a student getting involved in an activiy
simply out of curiosity. How can this be applied in the classroom? Well if you get to
know a students interests you may be able to instrinsically motivate them into doing a
task. Extrinsic motivation is when a student is motivated to do a task that is
rewarding for example doing an assignment in class instead of doing it for homework.
Expectation for success then refers to a students will to do something because they
are confident they will succeed but at the same time the task cant be too easy for the
student to succeed in, one must strike the right balance between difficult and
acheivable. (Kryiacou, 2007, p.72)
The teacher is also a big influence on creating a positive learning eniroment.
The teachers themselves must act as a good example to the class (Kryiacou, 2007,
p.75). If you expect the pupils to be punctual for class then you cannot afford to be
late. If you expect the students work to be neat and tidy your own work should convey
this message when using a chalkboard. How can students be expected to be interested
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in a subject if the teacher seems to have no interest in the subject. A good teacher
makes children feel good about themselves (Mayes, 1995, p.105). A good teacher
will always emphasise praise rather than critiscm (Mayes, 1995, p.105) this will also
help the students self esteem which will help creat a more positive learning
enviroment.
Children daily show many disciplined behaviours but parents and teachers
often fail to reinforce and reward them (Humphreys, 1998). Examples of such
behaviours include hard work, quieteness, completed homework, punctuality and
speaking in turn. If these disciplined behaviours are rewarded, just as simply as
acknowledging them students are more likely to entice students to continue this
behaviour. Teachers who are firm but fair and have a sense of humour are those who
are most likely to win the hearts and the minds of the pupils (Davies, 2006).

4. Conclusion
Good classroom management is imperative to a successful teaching career. I have
explored some of the theoretical perspectives related with classroom management and
outlined their importance. If behaviour cannot be managed properly the class will be
out of control and unable to function. I have outlined the importance of referring to a
behaviour policy so the teacher will know what punishments are in place for bad
behaviour. As well as this the essay outlines how to deal with and prevent disruptive
behaviour and the importance for having a set of classroom rules.
Creating a positive learning environment is also crucial for good classroom
management. This is achieved by building upon the students self-esteem by
emphasising the positive rather than the negative. A positive learning environment is
also achieved by motivating a class proficiently by using the three types of
motivation: intrinsic motivation, extrinsic motivation and expectation for success. The
teacher also influences the type of learning environment as he/she sets the example
for the class, and its also up to the teacher to encourage and reward the students. In
my opinion if these two theoretical perspectives are carried out well it will make
classroom management a lot more controllable.

Bibliography
Bennett, H. (2009). The Trainee teachers' Survival Guide 2nd Edition. New York: Continuum.
Bentham, S. (2002). Psychology and Education. Sussex: Routledge.
Bentham, S. (2004). A teaching Assistants Guide to Child Development and Psychology in the
Classroom . Oxon: Routledgefalmer.
Davies, S. (2006). The Essential Guide to Teaching . Great Britain: Pearson Logman.
Humphreys, T. (1998). A different kind of discipline. Dublin: Gill & Macmillan.
Kryiacou, C. (2007). Essential Teaching Skills. United Kingdom: Nelson Thornes.
Leach, S. (2006). How to be a Successful Secondary School Teacher. London: Continuum.
Marzano, R. J. (2003). Classroom Managent that Works. Virginia : ASCD.
Mayes, B. M. (1995). Teaching and Learning in the Secondary School. Oxon: Routledge.
Pollard, A. (2002). Readings for Reflective Teaching. London: Continuum.
Young, J. (2007). 100+ ideas for Managing Behaviour. New York: Continuum.

GMIT EXAMINATIONS 2012/2013

Continuous Assessment No 2 (CA2): Academic Essay

Programme:

DTE

Year:

Module:

Teaching Management Techniques (TMT)

CA Weighting:

(15% out of 100%)

Internal Examiner(s):

Pauline Logue Collins

External Examiner(s): Dr. Anthony Hall

Dr. Lloyd Scott

Submission
Submission Date: 5th Dec 2012

Student details
Name: Pdraig Moore
Student ID: G00290727