CLASSROOM MANAGEMENT IN THE CONTEXT OF

TEACHING AND LEARNING AT SECOND LEVEL

Academic Essay 2013

ABSTRACT
Effective classroom management consists of many different techniques and skills that are
required of all teachers. These include the ability to progress in every class, lesson planning,
classroom layout and interpersonal communication. The aim of this essay is to explore and
highlight the different methods and techniques which assist a teacher in this role, many in which
I have discovered throughout my research. First I examine the importance of Lesson Planning,
explaining its rationale and the impact that a proper plan has on a lesson. Then I am going to
discuss Interpersonal Relationships between a teacher and student, arguing how vital it is to a
students progress and the smooth running of the class itself. The essay concludes that first and
foremost, all educators must have a plan in place (providing structure), distinct class rules
(creating obedience) and equally important, a strong teacher student relationship is required for a
progressive environment.

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ACKNOWLEDGEMENTS
This essay is a result of my experiences with many teachers and students. I wish to thank my
lecturer Dr. Pauline Logue Collins who has taught me many different types of learning strategies
and the psychology behind them. I would also like to thank Malachy Higgins, my college
librarian for his assistance in providing me with the research sources that was necessary in order
to complete this essay and also my class colleagues for their source of opinion.

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TABLE OF CONTENTS

Abtract

Acknowledgement

Page
1. Introduction

2. The Importance of Lesson Planning

2.1

The Planning process

2.2

The Effectiveness of Lesson Plans

2.3

Presentation of a Lesson Plan

3. Interpersonal Communication

4. Conclusion

5. Bibliography

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1. INTRODUCTION
Have you ever wondered with regard to Classroom Management what in general terms, simply
worked? What was it that made some classes run smoothly without disruption and on the other
hand, what made them incomplete? This essay focuses on the role of efficient lesson planning
and interpersonal communication in making a lesson successful. With regard to lesson planning,
I aim to share with you the essentials needed to make a plan worthwhile. If a lesson plan is
suitably assembled for each topic, the teacher will automatically feel more at ease. It is my
opinion that success and preparation are directly correlated. Often times, the hard work that
shines through in a class comes directly from effective planning. The key to good teaching,
purposeful class management and the achievement of sustained educational progress lies in
effective preparation and planning (Butt, 2008, p.2). Following on from this, I will explain the
effectiveness of Interpersonal Communication. It is my belief that this is of vital importance to a
lessons success or failure and also rate this as one of the most valuable attributes an educator can
have. Drawing from my own experience as a learner, a prominent memory of my school days is
the different relationships I have had with my past teachers and how this impacted on my
learning. To this day, there are some of them who I would have no problem in approaching if I
needed help. In contrast to this, there are also several of those with whom I would not attempt to
seek assistance, simply because there was little direct communication between us. No issues, but
no bond. Although this is my own opinion, I can differentiate between the bond that was present,
and non-existent with those teachers. Not contradicting their approach whatsoever, but I am
merely highlighting the connection that can be made through Interpersonal Communication.
Upon completion of my essay, a conclusion will follow explaining what I have learned whilst
conducting my research.

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Academic Essay 2013

2. THE IMPORTANCE OF LESSON PLANNING

Lesson planning is an integral component of the teaching and learning cycle. A well planned
lesson will anticipate potential difficulties, whether they are conceptual or behavioural (Butt,
2008, p.59). It is the foundation for constructive, progressive and effective learning and should
provide new material, with every class that is applied. The old adage that work prevents trouble,
while boredom leads to it; applies (O Flynn et al Kennedy, 2000, p.42).Without planning, a
class can simply be disastrous. It will have no structure and without this it can be impossible to
get a system running smoothly.
At the start of a lesson, all teachers should have an idea of what learning they wish to take place
and how the lesson will facilitate that learning (Kyriacou, 1998, p.31). In order for a class to
begin smoothly, you must first have a plan in place. What is your first move....? Where do you
start....? Allowing the students insight into this plan can also assist in keeping them engaged,
they too know where they are going and what is expected of them.
Generally, a recap of the classs previous learnings is required and following on from this, it is
critical that you have something new at hand. Something to keep your students active and
something to keep them interested. I found through peer teaching that the use of practical
activities was a good lesson opener. In doing this, straight away youre off to a good start and
everybody is occupied with what they are doing. This is important because if the students are
looking around with no lesson material to keep them occupied, it can be a recipe for disaster. It
leaves them with time on their hands which in turn can become very distracting in a class.
Keeping your students engaged is of vital importance. Rememeber, a multitude of factors
influence each lesson, including: Time of day, Personality, Subject matter, Presentation,
Methodology, Teacher and Pupil disposition, Location, Classroom environment and Group
dynamic (Walsh and Dolan, 2009, p.32). Without taking these factors into consideration, you are
leaving yourself open to a more complicated lesson with the possibility of numerous distractions.
Now that we understand the importance of adequate planning, I will move on and explain what it
is that makes a lesson interesting and worthwhile for the students.
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2.1 THE PLANNING PROCESS

In order to create a Lesson plan that is innovative and keeps students active, you must first
consider who you are teaching, what they are to be taught and in what way you are going to
present your plan to the class. A simple, who, what, how prompt.
It is essential that you take off from where the previous class finished. Teaching is
comprehended as a process of working cooperatively with learners to help them change their
understanding (Ramsden, 2003, p.110). Although I do not believe we should necessarily help
the students to change their understanding, I do think it is important that they understand what it
is that you will be teaching them, what they are going to be doing in class and how this links to
previous knowledge. In fact, whilst watching a documentary recently called Class Swap I
noticed one student stating that he found it much easier to learn something by simply knowing
why he was doing so. This indicates that students do need to be aware of what it is you are
teaching them and why is it, that they must learn this new material. You may also give them
insight into how this new material may link to future learning. This method of teaching is known
as Spiral learning (Bruner, c1930) or Scaffolding, simply implying that you are building on
knowledge that is already there. By doing this you are automatically gaining the students
attention as they can now understand and fully appreciate your rationale on the lesson in
question. Moving on from here, and having integrated the above essentials, I will highlight how
it is that this will create an effective lesson plan.

2.2 THE EFFECTIVENESS OF THE LESSON PLAN

In adapting to a new life in a school as a teacher, having an effective lesson plan on a continuous
basis, will without a doubt make your journey more pleasant. Not only will it make things more
pleasant for you, but for your students also. Along with giving you something to work from, a
good lesson plan can influence a class in many ways.
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Depending on the quality of your plan, it can determine whether your class will be full of
disruption or if it will create a humorous, fun and active environment which in turn gives your
students incentive to work hard. If you have this, your classroom management skills will be
clearly visible. A major part of Classroom Management is integrated into your lesson plan. The
correct plan makes for an easy class as regards to management, leaving you, with what should be
a simple task of presenting the class in a proper manner, which is what I will be discussing next.
In fact, having the correct plan in place almost immediately takes control of the classroom. The
more this knock on effect continues the more control you will gain.

2.3 PRESENTATION OF A LESSON PLAN

There are many stages to a lesson plan and many questions you need to ask yourself about your
planning and preparation. When it comes to lesson presentation, the way that you do it is just as
important as what you do (Kyriacou, 1998, p.31). There is no point in creating an engaging
active lesson plan if you are then going to present it in such a way that gives an impression that it
is boring you. As I watched Class Swap one student commented on the structure of the class
being a main attribute to a smooth running lesson. It is something that would not go un-noticed
by the students and it will absolutely bring the class atmosphere to an all-time low if you do not
present it in a structured and energetic manner.Enthusiasm is infectious, and closely related to
inspiring students (Race et al Pickford, 2007, p.15). You must at all times be upbeat and most
importantly, encouraging. I cannot emphasize the difference this will make in the classroom. It
will create an energetic atmosphere, which in turn will entice your students to become actively
involved. So, some reflection questions you need to ask yourself are:
Was I prepared for this lesson? Have I achieved my aim for this lesson? Did I achieve my lesson
objectives? Have I completed all I had planned? Did the students have a worthwhile experience?
Reflection questions like this allow for continuous professional development. Next I will be
explaining the need to create a bond with students, which will automatically provide a joyous
classroom environment.

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3. INTERPERSONAL COMMUNICATION
Kyriacou, in his book Essential Teaching Skills, writes that A positive classroom climate very
much depends on the type of relationship you develop with your pupils (Kyriacou, 1998, p.69).
This is why I think it is vital that you, the teacher make it one of your main priorities to ensure a
connection is made with each individual in your classroom. Looking at the enrolment statistics
for second-level schools, we see a clear pattern of increase in the proportion of pupils receiving
second-level education in mixed schools (O Connor, 2007, p31). You must always ensure to
refer to and include both genders equally. I say this because each pupil wants to feel comfortable
and safe in their surroundings. On their first experience in a new school, they will already be
very anxious and feeling quiet alone. I often wondered as a young teenager enters secondary
school, to what extent should a teacher take over in the parental role. After learning the meaning
of Loco Parentis in my class lectures (Logue, P., 2013), I believe it is a teachers duty to take a
holistic approach and to ensure that each pupil can gain comfort in knowing that you are there
for them. If you would win a man to your cause, first convince him that you are his sincere
friend (Lincoln, A., c1800). In doing this you are leaving the student with no doubt that you can
be trusted and approached at any time. There are many types of communicating styles and ways
in which they might affect communication and emotional reactions:
Assertive connector- I value our relationship and what you have to say.
Apathetic avoider- I dont want much of a relationship with you and will put minimal effort into
it.
Junior therapist- I know you better than you know yourself. I know you better than I know
myself.
Bulldozer- I will do whatever it takes to get my way.
Hider- I am afraid of you and dont want you to know about me (Marzano, 2012, p.42).

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It is these different styles in which you, as a teacher need to adapt to in the classroom if you are
to integrate each individual into your teaching methods. Some may be difficult, some may not,
but this is what makes your typical school day challenging. Although challenging, it will be very
rewarding in improving your relationship with the students. The interests of teachers and
children are different in many ways and yet, in a sense, teachers and children face an identical
and fundemental problem: they both have to cope if they are to accomplish their daily
classroom lives satisfactorily (Pollard, 2002, p.94). Whether it is the Hider or the Assertive
connector you are dealing with, every effort must be made to gain their trust and to create that
bond. The secret in education lies in respecting the student (Emerson, 2014). For example,
when assessing a students work, it is essential that you do not, in any way, degrade what they
have produced. If you were to give nothing but negative feedback, you could absolutely destroy
the students belief in capability, especially if the individual was one that has the characteristics
of a Hider. It is important to be honest and specific about how it could be improved.
Remember to always show that you value his or her effort and point out something thats been
done well (Young, 2007, p.36). In making a bond in such a simple way as this, you are opening
up to your students and providing them with belief that you can be approached when needed and
that you can be trusted. This I strongly believe to be the foundation for a positive outcome in the
overall skills of teaching.

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4. CONCLUSION
Studying the psychology of education has taught me about the many skills and techniques of
teaching. Some that I would have taken for granted and some that I would not have considered to
be relevant. In learning to become a teacher, I have realised that you must always keep an open
mind as to how other people think, and at times, you yourself must even think like your students
would.
In the early part of my essay, I discussed the importance of lesson planning. What it meant to
have a valuable lesson plan, both for teacher and student. The difference that could be made by
the lesson content and the way in which it was presented. This can have a profound effect on a
lesson, and most important on the students lives. In conjunction with this, I examined the need
for interpersonal communication. I now have a better insight into how some styles of
communication can suit different individuals. For example, Apathetic avoider- I dont want
much of a relationship with you and will put minimal effort into it. When teaching a student of
this nature, you must of course show your authority but on the other hand you need to be careful
they do not become more distant from you or the class. This is when you need to think like the
student to a certain extent, while also using your experience and techniques in trying to make the
bond that is needed to create an ambient environment. Putting all these practices together, you
are subsequently creating what I believe to be the pinnacle of teaching and education.
Some say education is crucial for individuals to fulfil their potential, others such as Mark Twain
say education is not confined or defined by what is delivered in schools. He once said I never let
my schooling get in the way of my education, which we see explored through the hidden
curriculum. By this he suggested that schools may not always be the best educators and may
even be obstacles to more useful learning from wise adults or from personal experiences (Logue
Collins, 2013).
In conducting my research, I now have a better understanding on the psychology of education.
Although not everybody agrees on its importance, education is there to be embedded into those
that are willing to learn.

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5. BIBLIOGRAPHY
Bentham, S. (2002) Psychology and Education, New York: Routledge.
Butt, G. (2008) Lesson Planning. 3rd ed., London: continuum international publishing group.
Class Swap. (2014, January 6th). Ireland.
Cummings, C. (2000) Winning Strategies for Classroom Management, USA: Association for
supervision and curriculum development.
Emerson, R. W. (2014, JANUARY 13). http://www.goodreads.com/quotes. Retrieved JANUARY
13, 2014, from http://www.goodreads.com/quotes
Felder, R.M. and Brent, R. (2009) Effective Teaching, LIN Conference, 14th Sept. 2009,
Athlone Institute of Technology.
Hayes, N. (1994), Foundations of Education. London/New York: Routledge, p.718-719,720,721.
Kyriacou, C. (1998) Essential Teaching Skill, 2nd ed.,UK: Stanley Thomes publishers ltd.
Logue Collins, P. (2013) Philosophy of Education. GMIT, Galway.
Marzano, R.J (2012) Becoming a Reflecting Teacher, USA, Marzano Research Laboratory.
O' Flynn, S. and Kennedy, H. (2000) Conflict and Confrontation in the classroom. 5thedn. Co.
Cork: paradigm press.
O' Connor, M. (2007) Se Si- Gender in Irish Education. Ireland: Department of Education and
Science.
Pollard, A. (2002) Readings for Reflective Teaching. New York: Continum.
Quoteswave,www.youtube.com.
Race, P. and Pickford, R. (2007) Making Teaching Work. London: SAGE publication Ltd.
Ramsden, P. (2003) Learning to teach in Higher Education. 2nd ed. New York: Routledge
Falmer.
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Walsh, B. and Dolan, R., 2009. A guide to Teaching Practice in Ireland. Ireland: Gill and
Macmillan.

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