Classroom management

Classroom management has proven indispensable, impacting greatly on the teaching and learning efficiency. Four important areas of classroom management, as also presented in the Vinschool’s Classroom Observation Rubrics, are:

• Learning environment
• Classroom procedures
• Building rapport
• Student behavior management

Creating a positive learning environment Learning a language requires social risk taking as we ask learners to work on activities that challenge them and to communicate with others in English while their interlanguage is still transforming. We need to create classroom environments that are conducive to learning. It should be an environment which is viewed by students as comfortable, supportive, engaged, motivated, safe and secure. At Vinschool, a student-centered approach is focused in an attempt to create a positive and engaging learning environment. As stated in the Classroom Observation Rubrics, it should be an environment where students “effectively use and assist the teacher in the organization and use of learning resources and equipment. The organization of the materials and learning environment promotes effective classroom interactions (teacher - students and students - students) in all learning activities and increasing period effectiveness.” In such an environment, students really participate in all activities rather than just sitting and listening quietly and passively. They are encouraged to become inquirers, explorers and true leaders of their own learning. They are provided with opportunities to work in teams, celebrate wins and learn from their own as well as peers’ mistakes. For guidance on how to build a positive learning environment, please read Section 4 in the Teacher Guides (Primary Teacher Guide and Secondary Teacher Guide)

Establishing classroom routines and procedures "Routines are the backbone of daily classroom life. They facilitate teaching and learning…. Routines don’t just make your life easier, they save valuable classroom time. And what’s most important, efficient routines make it easier for students to learn and achieve more." (Learning to Teach…not just for beginners by Linda Shalaway) A well-established, consistent classroom procedure indicates a classroom culture where students are fully aware of what’s expected of them and how to do certain things on their own at different phases of a lesson. According to Vinschool’s Classroom Observation Rubrics, the highest evaluation will be granted to teachers, in whose class “students take ownership in the application and enforcement of classroom rules and procedures such as time management, management of learning activities and materials, etc. Together, they contribute to a well-disciplined, creative and effective period without teacher's guidance or prompting.” Major principles for the establishment and reinforcement of classroom routines and procedures are: Routines, a set of classroom rules, and expectations for student success need to be established at the start of the school year. Classroom rules and expectations needed to be reviewed on a regular basis throughout the year, especially after long breaks from school. Students should be involved in the development of classroom rules and routines so that they will take ownership of and responsibility for their own behavior management. Recommended steps to establish classroom routines are: Ask the class to discuss and help choose approximately five classroom rules. Ask for input and provide examples (i.e., vignettes, role-play scenarios). Provide clear consequences for rule violations (i.e., redirection, time out, phone call home). Be firm and consistent with the identified consequences. Post the list of classroom rules so they are clearly visible from all student areas and seats. Establish routines for different parts of the school day (beginning of the period, end of the period, when using materials, participation, etc.). Address students individually when a rule is violated. Explain the consequences and provide clear choices to complete an assignment or meet behavioral expectations.

Building rapport Rapport is a term used to indicate interpersonal relationships between teachers and students or students and students. Rapport compasses a mutual, trusting and prosocial bond (Catt, Miller, & Schallenkamp, 2007). Good rapport exists in “a class where there is a positive, enjoyable and respectful relationship between teacher and learners and between learners themselves” (Harmer, 2007). An outstanding manifestation of rapport establishing and maintaining, as defined in Vinschool’s Classroom Observation Rubrics, is observed when “the classroom atmosphere is consistently friendly and respectful, reflecting genuine warmth, caring and sensitivity to students' health, interests, perspectives, etc. as individuals. Creativity and a variety of approaches are used effectively to promote collaboration, interaction, and positive relationships. The good rapport creates an atmosphere in which individuals and the whole class take intellectual risks in exploring knowledge.” If you want to explore useful tips to build good rapport with your students, read the following resources for brilliant ideas. Building rapport with your students 6 Ways to Build a Rapport With Students Creating rapport in a classroom

Managing student behavior Successful student behaviour management is defined in the Vinschool’s Classroom Observation Rubrics as: Student behaviors are entirely appropriate. Students take an active role in monitoring their own behaviors and/or those of other students. Teacher monitoring of student behaviors is subtle and preventive. The teacher’s responses to student misbehaviors are respectful. The teacher effectively supports whole-class and/or individual students' emotional needs when required. In order to meet the aforementioned requirements, an understanding of learner behavior drivers and a grasp of useful tips for managing challenging behaviors are necessary. a) Understanding drivers of learner behavior As classroom teachers, we are well aware that there are factors influencing student behavior that are within our control and other factors that are outside of our control. Ecological approaches to classroom and behavior management recognise that student behavior arises through the interrelationship between individual children and the different environments in which their lives play out (Bronfenbrenner 1979, p16). What this means for educators is that we have a responsibility to orient ourselves to the ways in which normative attitudes and behaviors in this context may contribute to learner behavior, and to explore contemporary research on children’s educational experiences in Vietnam, including research carried out by Vietnamese academics. This helps us to ensure that our classroom management beliefs and approaches align with school Safeguarding and Behavior policies and with higher level legal frameworks related to areas such as gender equality and child protection. (For an understanding of School Security monitoring and safeguarding plans, please access here). Student behavior doesn’t occur in a vacuum.  By understanding some of the wider environmental factors that can impact the behavior of children and young people, we can develop a more nuanced approach to responding to and managing behavior in our classrooms and influence normative attitudes in positive ways. The following are useful resources for a better understanding of the wider environmental factors that affect students’ behavior. An ecological perspective on behavior Factors influencing behavior Additionally, below are some of the ways that child development affects behavior for different age groups Kindergarten: Read the material here. Primary: Read the material here. Secondary and High School: The Teenage Brain - An introduction The Teenage Brain - The Latest Research 1 The Teenage Brain - The Latest Research 2 b) Managing misbehaviors and maintain disciplines Disruptive behaviors can be agonizing; however, proactive steps can always be taken to remedy them. Access this link to identify some disruptive behaviors and principles to deal with them. Further exploration of useful strategies to manage challenging behaviors can be found here. At Vinschool, disciplines are enforced by means of behavior policy encompassing the discipline matrix, steps for behavior management and intervention, and a scheme of conduct point tracking and classifying. The process of handling violations which take place either in or out of the classroom are clarified in the policy. c) Collaborating to maintain students’ disciplines The graph below shows key principles in maintaining students’ discipline, in which collaboration is the key. Collaborating with co-teachers: to ensure consistency of discipline measures applied in class. Collaborating with homeroom teachers: This can be done in a direct (conversation/ discussion) or indirect way (using class notebook - noting down special cases that need the homeroom teacher’s support). Collaborating with parents: Research shows that successful measures to address students’ challenging behaviors are enhanced by the partnership between teachers and parents (Marshall & Mirenda, 2002). Teachers need to inform and discuss with parents about the intervention strategies to reach an accord in how to handle misbehavior and reinforce good disciplines. Besides collaborating with homeroom teachers, co-teachers and parents, teachers are provided with support in misbehavior management from the Student Affairs Office (SAO). Managing class is the teacher’s duty; however, they can seek support from the SAO by: looking for supervisors in a corridor phoning supervisors asking a student with a hall pass to go to SAO to get a supervisor Supervisors will not enter a classroom without the teacher’s permission. In case they see misbehaviors unnoticed or unknown to the teacher, they will knock on the door and inform the teacher. The following graph shows how supervisors support and collaborate with the subject teachers in disciplining students.

References:

Catt, S., Miller, D. and Schallenkamp, K. (2007). "You are the key: Communicate for learning effectiveness". Education, 127: 369-377.

Harmer, J. (2007). The Practice of English Language Teaching. Pearson Longman.

Marshall, J. K., & Mirenda, P. (2002). Parent–professional collaboration for positive behavior support in the home. Focus on Autism and Other Developmental Disabilities, 17, 216-228. doi:10.1177/10883576020170040401

Shalaway, L. & Beech, L. (1999). Learning to Teach...not just for beginners (revised, updated edition). Scholastic Teaching Resources.

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