top of page
Stationary photo

Evidence Set 2

Grow Your Vision

Classroom Management

Context 

Effective classroom management is essential within a classroom setting as it directly affects students’ overall well-being, academic achievement, and development. Good classroom management fosters positive teacher-student relationships, which are linked to improved student motivation and achievement. A study by Hamre and Pianta (2001) in the journal "Child Development" emphasizes the role of teacher-student relationships in academic success. When effective classroom management is in place, a productive, safe, and positive learning environment is provided to students and educators. This in turn encourages student engagement, better academic outcomes and enhances classroom dynamics. Although classroom management inevitably involves behaviour management, effective classroom management should reduce the level of behavioural issues. A study by Sugai and Horner (2009) published in the "Handbook of Positive Behavior Support" highlights the impact of proactive classroom management in reducing the need for disciplinary actions. 

​

My classroom consisted of 25 reception students, 14 boys and 11 girls. The school was a private catholic school in a high socio-economic area. Due to the early age of my students ranging from 5-6 years old and it being their first year of proper schooling, they were understandable a little slower at understanding the expectations and ‘rules’ of my classroom. However, with practice and repetition, there was effective classroom management within my classroom. My students listened to me and shared a mutual respect of what not only my, but our expectations were, as a collective group of individuals.  

​

Action 

I used effective classroom management throughout my teaching and viewed it as not only a mere practice; but a fundamental pillar of the learning experience I provided for my students. I ensured my classroom was effectively managed to produce a productive learning environment. I did so by utilising several strategies that promoted engagement, relationship building, a mutual respect and order within my classroom setting.  

​

Primarily, the classroom expectations and rules were made clear and easy for my students to understand. With my students being receptions, this meant that this was their first proper year of schooling, up until this point they relied solely on mum, dad, or caregiver to do everything for them. They were not used to having this new set of rules that they had to follow, and it was a lot for them to comprehend on top of everything else such as new routines throughout the day, time management, daily schedules etc. This is why I ensured that the classroom rules and expectations were clear and concise right from the get-go. I did this by sitting with my students on our first day together and having a group discussion surrounding classroom expectations, (see figure 1.1). I did not tell the students how our classroom would be, I asked them how they wanted the classroom to be and what sort of behaviours/actions they believed helped a classroom to be a safe and happy environment. Enabling students to take responsibility for their environment shows that as a teacher, you value and care about their opinions. In the book, The Classroom of Choice: Giving Students What They Need and Getting What You Want, author Jonathan Erwin says, “One of the most effective and practical ways teachers can give students a say in the classroom is by allowing them to participate in developing the classroom rules or behavior guidelines.” (2004, p.112). 

​

I had numerous practices in place to ensure that I had effective classroom management to enable my students the best possible opportunity at success within their learning. I had two reward systems, a noise level system, and a behaviour management system in place, all there to encourage and help build strong student-teacher relationships and respect for everyone within my classroom setting. “Establishing behavioural expectations is one of the many effective classroom practices which research shows has the greatest positive impact on learning and behaviour.” (NSW Department of Education, 2022). See figures 1.2, 1.3, 1.4.  

​

With the noise level traffic light, I would often leave it up to the students to decide by asking, ‘who can tell me what noise level we should have for this task or activity?’ and they would always be responsible and honest in their responses because of the teacher-student relationship we shared and the mutual respect.  

Green = talking with inside voice  
Yellow/amber = whisper with your table  
Red = silent 
 

In figure 1.3, you can also see the table numbers with tally’s written on them. This was my classroom management system for what tables were showing the best behavior, this could be lining up to go to assembly, waiting to go out to recess or lunch, packing up their activity, etc. This was an awesome way to get the students working together and it did not single out individual children which can be detrimental. At the end of the week, the table with the most tallies would get a lollypop or freddo frog (approved by parents/caregivers).  

​

In figure 1.4, you can see one of my reward systems that I had in place. At the beginning of everyday, all students would begin on the sunshine and with good behavior and being a good classmate, students could work their way up from the sun to the rainbow and eventually to the moon which we called ‘Above and Beyond!’ Once a student reached above and beyond, they received a little laminated badge that they could wear for the day with a picture of the moon and said ‘Above and Beyond’ on it. This was an awesome motivation for my students and a way for them to feel proud of themselves. It was never a negative thing as they all started on the sun and every day, we started fresh. Due to their young, vulnerable age, I never wanted to hurt their ego. Students were given the choice to take their badges home to show their families if they wanted, this also allowed them the responsibility to bring the badge back the following day.  

​

Brain breaks were an effective and frequent occurrence within my classroom management system as they are designed to generate positive emotions, help to reduce challenging behaviour and enhance relationships. Research shows that periodical physical activity breaks can enhance student learning and behaviour. Energiser activities can also increase blood flow and epinephrine levels among drowsy learners and reduce student restlessness, (Institute of Positive Education, 2018).  

Receptions are the human equivalent of wriggly, restless worms! Brain breaks were my best friend whilst teaching my reception classroom. My brain breaks varied from going outside the classroom and having a run around for 10-15 minutes or stopping the classroom activity and doing a just dance video from YouTube or just simply standing up and moving their bodies. (See figure 1.5). 

​

Results 

As a result of my effective classroom management, my reception classroom ran smoothly, displayed positive student-teacher relationships and was a safe, respectful, and positive space that encouraged learning. Research by Brophy (2006) in the journal "Teachers College Record" underscores the importance of creating inclusive and positive classroom environments through effective management. As a result of my systems in place for behaviour, noise control, brain breaks and classroom expectations, my classroom management was effective. Of course, there is always room for improvement and feedback I received from colleagues during my active teaching period on my classroom management displays what I did well and what I need to work on. See figure 2.1.   

​

Some further feedback I received from my colleagues, upon the completion of my time spend with my reception class, I received more feedback. During my 6-week teaching block with my receptions, I took in the feedback I received and did my best to improve my classroom management as suggested and to keep doing the things that were effective. See figure 2.2 for the feedback upon completion of my 6-week teaching block.  

​

Evaluation 

Upon reflecting on my classroom management skills and how effective they were during my 6-week teaching block; I am content with where my classroom management skills are at now. When reflecting on the feedback I received from my colleagues, I am happy with the effort I made to take in their constructive feedback and put it into action. I believe I can effectively manage a classroom by using various strategies such as forming positive student-teacher relationships, setting expectations as a class, good behaviour management and various systems to assist in classroom management.  

387588480_1748639588931554_6763935413607833820_n.jpg

Figure 1.1: Class discussion on classroom expectations 

This evidence in figure 1.1 shows my reception class sitting on the floor in front of me whilst we had a group discussion. This is something we did every day as a class. When we discussed our classroom expectations, we did so in the exact same manner. Students were asked to put their hands up to make suggestions and we added them to a class expectations list.  
Focus Areas: 3.3, 3.5, 4.1, 4.2 

Figure 1.2: Classroom management systems in place 

In figure 1.2, image displays what my reception class knew as ‘blurt lines.’ This was my way of correcting student behaviour if they called out or were talking when an educator or someone else was speaking. When a student ‘blurted’ out, we would wipe away one of the blurt lines. If, at the end of the day, my class had all the blurt lines left, they would get a crystal added into their class crystal glass, once the glass was full, they were able to vote on a class reward. Whilst I was teaching them, we had numerous class rewards - we had a dance party with lollies for one of the rewards and a movie with popcorn another time. At the beginning of every day, we would put up ten fresh, new blurt lines.  

It was also a fantastic opportunity to include some of the maths that we were learning which were bonds of 10. We would do the number sum and bond of 10 as a group every morning when we would put the blurt lines up and alter it throughout the day if any lines were erased.  

Focus Areas: 2.5, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3 

Figure 1.3: Classroom management systems in place 

In this image, two of my classroom management systems are displayed. There is a noise traffic light that I used to monitor and control the classroom noise level. 

​

In figure 1.3, you can also see the table numbers with tally’s written on them. This was my classroom management system for what tables were showing the best behavior.

Focus Areas: 2.5, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3 

368510491_284658494494316_3020962227953698060_n.jpg

Figure 1.4: Classroom management systems in place 

In figure 1.4, you can see one of my reward systems that I had in place. The picture is a little blurry, my apologies. However, this reward system was extremely proactive! On the bottom poster is a sunshine drawn by a reception student from a previous year which has all my students’ names stuck on it. The middle poster is a rainbow drawn by a previous reception student and the top posted is the moon, also drawn by a previous reception student.

Focus Areas: 3.3, 3.4, 3.5, 3.7, 4.1, 4.2, 4.3 

Figure 1.5: Classroom management systems in place 

During one of my mathematics lessons, I could sense that my students were losing focus and interest, they were becoming restless, so I got them to stand up and I did a quick brain break with them. Their concentration improved dramatically following this quick body movement break.  

Focus Area: 1.1, 2.6, 3.2, 3.3, 3.4, 3.5, 4.2, 4.3. 

Figure 2.1: Feedback from colleagues  

Feedback from colleagues on my classroom management during my 6-week teaching block.  
Focus Area: 4.2, 4.3, 6.3, 7.4 

Figure 2.2: Feedback from colleagues on classroom management 

Feedback from colleagues on my classroom management upon completion of my 6-week teaching block. There are three lots of feedback from three different colleagues. 
Focus Area: Focus Area: 4.2, 4.3, 6.3, 7.4 

Standards
Focus Areas: 1.1, 2.5, 2.6, 3.2, 3.3, 3.4, 3.5, 3.7, 4.1, 4.2, 4.3, 6.3, 7.4 
 

  • Focus area 1.1 Physical, social, and intellectual development, and characteristics of students 
    Refer to figure 1.5: Brain breaks to improve student engagement and concentration. 
     

  • Focus area 2.5 Literacy and numeracy strategies 
    Refer to figures 1.2, 1.3: Numeracy used for blurt lines and table scores. Number bonds of 10 and tallies incorporated into classroom management strategies. 
     

  • Focus area 2.6 Information and communication technology (ICT) 
    Refer to figure 1.5: The use of ICT during brain breaks. 
     

  • Focus area 3.2 Plan, structure, and sequence learning programs 
    Refer to figure 1.5: The use of brain breaks promotes student learning and engagement. 
     

  • Focus area 3.3 Use teaching strategies 
    Refer to figures 1.1, 1.2, 1.3, 1.4, 1.5: The use of various teaching strategies to create and maintain effective classroom management.  
     

  • Focus area 3.4 Select and use resources 
    Refer to figures 1.2, 1.3, 1.4, 1.5: Resources used to create and maintain classroom management strategies.  
     

  • Focus area 3.5 Use effective classroom communication 
    Refer to figures 1.1, 1.2, 1.3, 1.4, 1.5: Effective communication used throughout my teaching block to ensure effective classroom management. Effective communication used to set expectations, rules, positive student-teacher relationships etc.  
     

  • Focus area 3.7 Engage parents/carers in the educative process 
    Refer to figure 1.4: Students allowed to take home their ‘Above and Beyond’ badges to show parents/caregivers. Photos of students with their badges uploaded to Seesaw for parents/caregivers to see.  
     

  • Focus area 4.1 Support student participation  
    Refer to figures 1.1, 1.2, 1.3, 1.4: Classroom management strategies and techniques encourage and support student participation.  
     

  • Focus area 4.2 Manage classroom activities 
    Refer to figures 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2: The use of classroom management strategies to manage classroom activities.  
     

  • Focus area 4.3 Manage challenging behaviour 
    Refer to figures 1.2, 1.3, 1.4, 1.5, 2.1, 2.2: The use of classroom management strategies to manage challenging behaviour. 
     

  • Focus area 6.3 Engage with colleagues and improve practice 
    Refer to figures 2.1, 2.2: Taking on colleague's feedback and applying it to my practice to improve my classroom management.  
     

  • Focus area 7.4 Engage with professional teaching networks and broader communities 
    Refer to figures 2.1, 2.2: Talking to colleagues and staff for advice on classroom management. 

References
 

bottom of page