UNIT 3
3.4 Classroom Management

Classroom Management

Classroom management is the teacher's ability to cooperatively manage time, space, resources and student behavior to provide a climate that encourages learning. (Alberto & Troutman 1986). Studies by Kounin (1970) showed that effective classroom managers have class guidelines established and have clearly communicated them; planned a total classroom environment that prevent disruptions; consistently enforce class standards, and keep lessons moving. There is a direct correlation between how much time students are actively engaged in learning and to their achievement. To be truly effective, teachers are not only subject matter experts, but also effective classroom managers that preserve student dignity. In today's classroom the focus is on developing learner responsibility.

Classroom management involves planning classwork, communicating goals, sequencing course work so that it builds on itself, monitoring success so students are motivated to stay productively engaged and regulating learning activities based on content, improving class processes, resolving conflict through active listening and problem solving. Finally, it is important to remember the learning styles of your students, since it is analogous to talking to four audiences at once. An effective manager is able to communicate at many levels.

Types of Teams Utilized in Industry

Industry has identified three types of teams that are classified based on the team's objectives. These teams include problem solving teams, self-,managed work teams and cross functional teams.

In industry "problem solving teams" usually brainstorm for solutions to improve quality by sharing ideas and recommending solutions. In industry these teams are usually homogeneous in the sense that members are from the same department have a common purpose. This type of team in an educational setting fits easily into the traditional classroom. The teacher has given up little control, especially if they choose not to implement any changes.

The self-managed work team not only brainstorms for solutions, but has more autonomy to implement solutions. This type of team can take over some of the responsibilities previously assumed by their supervisors. They also do peer evaluation. Industry is finding that In this model, the team self selects its members. In the educational environment this type of team would be more involved in the decision making for their learning (adult learner). From an education perspective, this model would be analogous to a more learner centered classroom.

The cross-functional team is composed of individuals that bring unique skills to the team to accomplish a specific task. These teams find the experts to accomplish a task even if it is outside of their organization. Educational institutions use cross-functional teams for task force and advisory committees, but typically do not use them in the traditional classroom. With the advances in Internet technology, bringing in experts as team advisors or members makes this technique more practical.

Comparison of traditional work groups and self-managed teams

Traditional Work Groups/Classroom

• Follows instructions of supervisor or instructor
• Emphasis on individual rewards/accountability
• Individualistic and Competition
• Rewards completion of tasks at preset goals

Self-Managed Teams

• Takes initiative for completing task or learning
• Focus on team accomplishments/contributions
• Collaboration/cooperation
• Encourages continual process improvement