Our best teachers and our worst teachers: we tend to remember these outliers.
It’s possible, our bad memories of not-so-good teachers — and our great memories of the best — had to do with their effectiveness as classroom managers, and their care for us as students and people.
The way a teacher manages a classroom can have a significant impact on a student’s learning, as well as emotional and social development. Assumption education students take EDU 265 – Effective Classroom Management to learn the skills and methods that lead to exactly this.
According to the American Psychological Association (APA), classroom management techniques are most effective when they adhere to three basic principles:
- The classroom emphasizes student expectations for behavior and learning;
- Promotes active learning and student involvement; and
- Identifies important student behaviors for success.
Robert J. Marzano and Jana S. Marzano for the ASCD journal Educational Leadership, write that a teacher’s actions in his or her classroom are twice as impactful on student achievement as school curriculum policies, assessment, community involvement and more.
And their research shows that important components include beginning the school year with a positive emphasis on management, arranging the room in a way conducive to effective management, and identifying and implementing rules and operating procedures.
Above these things, however, write Marzano and Marzano, the key to classroom management is in the quality of student-teacher relationships. Components of these include: appropriate levels of dominance; showing personal interest in students; appropriate cooperation levels; exhibiting assertive behavior; establishing clear learning goals; equitable and positive classroom behaviors; and more.
Intuitively, the need for effective classroom management makes sense. Who can learn in chaos? In EDU 265, students learn theories and evidence-based methods, positive behavior support models and applicable approaches for every student age and ability.