Classroom Management

Classroom Management
Focusing on the classroom language helped preservice teachers observe how teachers use
“teacher talk” to organize and manage classrooms. Some realized that the success of having
children make their own decisions in a workshop environment depended on the organization,
structure, and hard work of the teacher. Henry wrote:

The students were also responsible for themselves and their writing. There was a lot of independence but
there was also structure and organization [italics added]. The students had various processes they had to go
through, but they had the freedom to go through it at their own pace. I also saw how much work it was for the
teacher. It’s hard to teach students to be independent and think independently because they are so used to
being told what to do all through school.

Henry was not seeing this classroom as chaotic but as complex with structure and organization
that was put into place by the teacher. The challenging and daunting question for these preservice
teachers of how to provide a democratic classroom for children while at the same time
organizing a well-managed environment was answered as the observers took fieldnotes on the
talk and actions of the members. They appreciated watching experienced informants who could
show them organizational strategies and teach them tricks of the trade. For instance, transitioning
from one event to another and getting the students’ attention were concerns of observers. They
noticed how “Counting Down,” “Simon Says,” and clapping patterns were used to involve and
organize the children. In one instance, music was used to direct events. Connie wrote:

I also noticed that music was a big element in her class. She played classical music after high activity
outdoors to soothe the children, and she played James Brown’s “I Feel Good” in a freeze-frame format to get
the students in a fun mood to clean up.

ESSAY

This fragment on Classroom management particularly caught my attention while I was reading
the suggested article. It holds that with hard work on the part of the teacher, a democratic class
in which the students are responsible and in charge of their own decisions, could be established,
which will attract the students more, leading to the so called democratic class. Another element
it mentions is students’ working at their own pace in accomplishing a certain task.

Though the advantages of such a democratic class are not stated in this fragment, I can see many
good points in this issue. Traditionally, classrooms were dominated over by the teacher, who
mastered the class and established policies and rules, who decided what would be taught and
how, what materials would be made available, when activities could be done. There has been a
softening of this approach, but it is still evident.
The questions to be asked as a rationale of this approach are: Do we see children as naive and
incompetent? As unobservant or incapable of weighing the world around them? As having to
obey and meet requirements? Let us think of a time in our life as a child when we could sense
that the adults held this view of us? What impact did that have on us? So , such a dictatorial
approach would cause frustration and would bring about lack of motivation in students.

In recent studies democracy in the classroom is seen as responsible for success in life more than
literacy and numeracy skill. democracy allows us to engage in mindful, intentional and
thoughtful behaviours. It has two implications the ability to stop doing something, to control
impulses and the ability to to engage in behaviours that are appropriate to the situation and
respectful of others. The executive functions involved are sustained attention, attention
switching, dealing with frustration, delay and distractions. Our environment should provide
choices so children can be lead toward activities that engage them and allow them to be
genuinely focused.

There is a difference between a classroom of obedient children and one where they are self-
regulated. Self-regulation is related to having been listened to, respected, in a relationship based
on reciprocity. This describes a democratic classroom.

At the centre of a democratic pedagogy lie children and adults, so that they can engage in
dialogue, share meanings. Both teachers and students are learning and teaching, everyone is
responsible. Everyone is free to choose and take initiative, but what is essential is that this
freedom should be exercised in relation to others’ freedom and choices. In a democratic
classroom, children usually do the activities that are within their abilities, using caution and
remarkable , individualized problem solving strategies. Children have a drive to master skills.
There is a real satisfaction in watching the children’s strong determination and seeing their pride
when accomplishing something they have worked so hard on.

On the other hand, the disadvantages of such a type of class management are multiple asw well.
The burden, as the article mentions, is on the teacher and it relies on his or her expertise in
numerous aspects which will be developed further. He or she has a to provide fair decision-
making opportunities, equality, and effective communication, use student-centered educational
activities, make each the student count, treat students fairly, and allow for freedom in the
classroom. In order to build a democratic classroom, the decisions should be made by the
students and the teacher as well.

Another goal a teacher should reach is equality among students. This should include both the
learning process and classroom activities. Also, classroom rules should be considered when
equality is involved. In this way the students would benefit from all amenities education system
provides for them, in an equal manner. It would meet the needs of all students.
 An effective communication environment is equally important. An effective communication
established between the teacher and the students is important for a meaningful learning process.
It not only increases a student's educational success, but also allows a safe environment for
him/her .

One of the significant findings of research is that the teacher who builds a democratic classroom
should offer student-centered education. Researchers point out that the differences among
individuals are important in student-centered education and that an adapted student-centered
education background should be provided for each person.

Importance to the students should be given as well. Making students feel important to the
students meets their need of belonging, contributes to their self confidence development, and it
calls for self discovery. Their belonging to the classroom means that s/he is accepted by his/her
friends and the teacher. Classroom democratic activities give students responsibility and this
leads to the feeling of being valued in the classroom.

Ideally, even if the previously mentioned disadvantages may be turned into advantages by
supporters of the democratic, self regulated classroom the Romanian educational system fails to
meet the prerequisites for such organization. Theoretically, it seems to be a method that would
put an end to ant classroom management problem. The student feels safe and appreciated , free to
choose his learning path and the activities that suit him. But, in reality , or at least within the
Romanian educational system, this is an utopia, let us face it.

The Romanian educational system is burdened with stuffy curricula that need very careful
organization and division. Lessons need to be carefully planned and the material carefully
organized so that students meet the requirements of the system, so that they can be successful in
exams, tests and other evaluations. A self paced learning would mean failing these.

Democratic class management in a classroom of 30 or more people would mean chaos, even if
the author cited in the fragment above does not see it that way. It would be a good and desired
solution in adult classes maybe, or in private learning centers , with small groups no larger than
five people, but on a large scale, it could be a disaster, in my opinion.

In conclusion, though paved with good intentions, the democratic class mamagement is no valid
solution for mass education , no matter if it is languages or science.