The question of whether a professor could be taught classroom management arose fact that a few students in their end of term evaluation forms had commented they felt their teachers did not have control of their classrooms. Personally, I feel as there is so much in the literature in this area, it would imply that this ability can be at least developed upon. However, I believe the problem ensues when a teacher is reluctant to change. Therefore, my solution is to conduct a professional development workshop in order to attempt to encourage a mass movement of change. In this workshop, I am planning to explain different types of teaching styles such as authoritative teaching, encourage the uptake of the use of reflective notebooks and introduce the idea of implementing active teaching activities in the classroom.
I would appreciate any feedback and welcome any advice.
Thank you
Rhona
Class room management not totally innate yes some people born with innate abilities and they must be encouraged but regarding class room management is the ability to teach your subjects, the first thing you must have to prepare your lecture fully that you have to engage and satisfy the class, will definitely guide towards class room management, secondly you have to keep your class busy and engage in your lecture activities that they understand that the course is important for them and they can do if they attend and cover. Thirdly you have to involve your students in a pleasant way that they consider class a place of learning and enjoyment not the prison etc. lastly you have to evaluate your teaching and lecture continuously will help to overcome class room management
Class room management not totally innate yes some people born with innate abilities and they must be encouraged but regarding class room management is the ability to teach your subjects, the first thing you must have to prepare your lecture fully that you have to engage and satisfy the class, will definitely guide towards class room management, secondly you have to keep your class busy and engage in your lecture activities that they understand that the course is important for them and they can do if they attend and cover. Thirdly you have to involve your students in a pleasant way that they consider class a place of learning and enjoyment not the prison etc. lastly you have to evaluate your teaching and lecture continuously will help to overcome class room management
I feel if the teacher make the class interesting, understandable to the students then managing classroom is not be an issue. Continuous measuring and monitoring help to improve teacher's performance in the class and it is self practiced. Still there are some instructors struggles with class room management, some training may be helpful from them.
Let me share with you, Dr Rhona, a great quote by Brian Herbert; "The capacity to learn is a gift, the ability to learn is a skill, the willingness to learn is a choice." Applying these principles to your question explains why some teachers develop their skills over the years while others may continue struggling and show limited improvement. In the classroom, the teacher's interpersonal skills, the quality of leadership, the teacher's motivation skills, commitment, and professional behaviour add to the teacher's skills in managing the class and making a significant difference.
I think classroom management is both an art and a science. Is not totally innate but mostly inborn traits than something you learn about. Some teachers control or manage class naturally while some no matter how they are been taught class management their class will still not organized and always rowdy.
I think classroom management is a dynamic issue. No matter the experience you have had, it is something that you must continuously consuder changing strategies and been able to adjust your approaches to the group . I do not think this is an innate skill only. I think it is a Combination of both , innate skills and commitment.
First of all, this is a great question to ask and consider. If the professor or adjunct is passionate about his or her subject, then high risk students will be passionate and engaged. When we teach in any subject matter, then a symbiosis occurs. The professor or adjunct learns from students in the classroom, and vice versa.
I think classroom management is a combination of both. The key is establishing the tone of the class on the first day. Trying to do it later in the term is not effective. Also, you have to determine policies regarding late entrance into a class, food, drinks, cell phone usage, etc.
I sat on a university committee that addressed "disruptive behavior" and the concerns of those on the committee (junior faculty) revolved around arriving late to class, eating in class, drinking in class, usage of the cell phone, usage of the laptop, cross-talking, etc. When asked if these concerns had been addressed at the beginning of the term, for the most part, the answer was a resounding NO!
Whether it is innate or a learned skill it needs to be set at the beginning of the term to avoid issues later on. There are those that do consensus building/or behavior contracts at the beginning of the term to hold students accountable. Regardless of what is done, it should be done at the start of the term!
As a result of years of experience in the classroom, I also update the course syllabus to reflect the changes as a result of issues that may arise from classroom management concerns!
I do believe that classroom management skills can be taught, but like any skill, procedural knowledge is not sufficient. Enactment is required to truly master the skills. Clear expectations and consistent consequences are essential. I think we also need to look at causes - can you make the class more engaging?
Experience has taught me that classroom management is highly dependent on learner engagement in the learning process. Keeping learners busy especially in small groups significantly reduces noise making. Our ability to discern how well we need to control our class is innate but the ability to select appropriate activities to engage learners in the learning process is a skill that can be learned.
Since your question relates to management of classes at the college level, you should reference literature about adult learners. The goal of a well-managed classroom involves both pro-active and responsive actions. Proactive actions include routines (daily and for types of class sessions like discussions or stations, etc.), communicated expectations (clearly stated in the syllabus), even how technology will or will not be used, etc. One key to proactive approaches is actively engaging the students. Active engagement models are well covered in literature about adult learners, from question techniques, discussion techniques, collaborations, heuristic challenges, and interaction with materials or activities. There is also a place for anticipating what could go wrong and how the professor would respond. The typical problems can be addressed in the syllabus policies. Examples include if attendance and/or participation impact grading, how late work is or is not accepted, if you have a deadline for student challenges to grades, and especially policies concerning academic integrity. Balance syllabus policies with supports such as how to access learning supports, research support in the library, Disability Services, etc.
If you are new to research about adult learners, The Journal of College Reading and Learning is a good place to start with very "friendly" articles for practitioners to put into action.
Melinda Burchard, Ph.D.
Coordinator of Special Education
The management of people must be learned and can be taught. It involves learning behavioural management (human behaviour, motivation, conflict, expectations, group dynamics) and developing the required relational skills. I would suggest you develop you workshops around a good collection of stories rather than on logical arguments. People are tired of being told how to behave and, on the contrary, they tend to react very positively to stories that inspire and thrill them. Hope this helps!
In my opinion it is a skill that can be learned.
Teaching is a profession and classroom management it one of the skills a good teacher has acquired
I believe that classroom management is an innate skill. Some people are "born leaders" which is why they effortlessly yet effectively can manage a classroom. Classroom management can be taught however, that idea comes with the territory of teaching one to think.
One who has classroom management is proactive and quick on their feet. Every situation can't be played out in a training or coaching session.
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