Some of the behaviors of effective classroom managers as described in the Texas and Kounin studies include preventative management. Kounin emphasized the importance of how teachers managed groups and kept the class instruction running smoothly. These teachers had what he called with-it-ness, that is, they were able to stay on top of things! The Texas study showed that the most effective classroom managers had rules that governed student talk, participation, movement, turning in work and instructional down times. Instructions in these classrooms were clear and misbehavior was handled quickly. Their work requirements were defined plainly and they monitored students carefully. They also had clear presentations and directions for what was expected from the students.I think that in both studies the successful educators were shown to have planned appropriate activities and tasks and managed their classes well.
2 comments:
I like the term Kounin used, "with-it-ness". Someone who has it together and is smooth in how they handle the class. I think this involves both preparation and organization before hand as well as the ability to handle what goes on with the students in the moment. I also loved that they notice in the Texas studies, the importance of teachers listening to the students.
I thought the article was very accurate with my experience so far in the classroom. The amount of time it takes to establish the routines which work for each teacher are underestimated. In addition to establishing the expectations, there is also the need for consistancy over time to maintain an efficient classroom climate.
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