Every start to the new school year creates stress to any teacher worth their salt. Each year entails preparation of teaching material, the new curriculum and consideration of the students’ needs. There is one thing that can make a teacher’s life a bit easier and that is Classroom Management and Organization (CMaO). For some, these words could prove to be quite intimidating, the sheer thought on trying to manage children fresh from summer vacation could be quite frightening, nonetheless it would help in the long run.
Classroom Management made simple
As challenging a task as it might be, CMaO can be interesting and fun for teachers and students. The key ingredients are effective teacher preparation and student involvement.
When a teacher sets up their classroom, it helps to view it as an environment where language learners are supported and can feel comfortable and content. As an educator looks around their classroom from this perspective, they should think about:
- The written language (posters, word walls, charts)
- A reading area-are there books that would help develop students’ reading skills?
- The spaces for learning – are desks and other areas set up in a way that children could collaborate?
Make some changes
Establishing the appropriate layout for the language classroom can be a demanding task; however, it can determine the style of the lesson and subconsciously prepares the students for a logical and organised setting. Moving desks around in a circle, U-shape or group formation can open up communication and create a welcoming environment, as opposed to desks in rows. Imagine how your students would feel after enjoying a fun summer to walk into a classroom where the desks are in rows facing the teacher, without any encouragement of interaction. Desks formed in a way that insinuates teacher-student and student-student interaction can motivate language learners and even improve the teacher’s rapport with the students since children can immediately be aware that the teacher supports their need to cooperate with their peers and feel safe in the environment created for them.
Set the tone
After the teacher has decided on the layout of the room, the location of materials and displays the children need to be involved in the Classroom Management and Organization process, meaning that the teacher must introduce students to the resources and explain their use, draw their attention to the displays on the wall and the seating. This will help the language learners understand and appreciate the purpose of the specific setting and the importance of the CMaO plans. The threat of misbehaviour can be dealt with by instituting rules from the very start. Rules establish the behavioural context of the classroom by specifying what is expected, what behaviours will be reinforced and the consequences of inappropriate behaviour.
Get your students involved
In my experience, what helped ensure positive behaviour and avoid misunderstandings was to draw up ‘Behaviour Contracts’. These contracts declared what the teacher expected of the students in the cooperative setting, the awards of positive behaviour and the consequences of negative behaviour. The award for positive behaviour would be left blank for the students to fill in which was fun and gave them a chance to be part of the Classroom Management and Organization planning. Once the contracts were completed, I would read what students would fill in out loud to the entire class which was anything from ‘the teacher would bring us cake’ to ‘the teacher would be very happy’. This helped lighten the mood, made children laugh and excitingly anticipate the lessons to come.
Young learners are highly aware of how their direct surroundings form their learning experience once its importance and benefits are brought to their attention. When a teacher adopts a consultative approach to the design of the classroom, it could lead to many desirable outcomes and increase. This could give the teacher the freedom to teach and the student’s the freedom to learn (Pollard, 2008). So don’t fret, manage and organise!
Pollard, A (2008) Reflective Teaching. Continuum International Publishing Group
Christina Giannikas is a published writer and has extensive experience in language teaching. Her career history spans from primary and adult language teaching and ESOL examinations in the UK and Greece. Additionally, she has worked as a seminar tutor and guest lecturer for London Metropolitan University and has conducted empirical research for the ELLiE project. For her PhD she conducted a two-year case study in primary state schools and private language schools in Greece, in order to collect data regarding early language learning within a Greek regional context.