|
Classroom Procedures
I. Start of Class
- Greet students at door, making effort to catch up when possible
- When bell rings, check
seating chart and take class role
- Homework: I have two possible procedures with homework. I may simply
have students
pass in their homework to start class. If we are going to be reviewing the
homework as part of our lesson, however, I
will have students keep their homework and
I will walk desk to desk to see if the students have completed the work. This
enables me
to know the work was completed and cuts out the chance for a student to work on it
secretly while class
is going on. Regardless of the which homework procedure I am
using, of a student does not have his or her homework I will
have him sign the
assignment folder and he will have an extra day to turn in the work for half credit.
II. During
Class
- Water fountain or bathroom policy: At the beginning of each quarter I pass
out four passes to each student.
These are their bathroom/hall passes for the quarter.
They are expected to use them wisely. They will get no more and
no less. Furthermore, if
they keep all four I will give bonus points to the students on the nine weeks exam. If
they
need to go to the bathroom, they fill out the pass, hand it to me and leave.
- Students who lack materials: Students who
come to class lacking materials
(books, homework, etc.) because they left them in their locker are expected to give me
one of their passes to go retrieve their materials.
- Students are expected to raise their hands to interject into
a class discussion.
III. End of Class
- Assignments: I will write all homework assignments on the board
at the end
of class.
- I will ask students to pick up any trash around their desk at the end of class.
- I do not
allow students to start packing up to leave class until the bell rings if
we are involved in lecture or discussion.
- When
the bell rings students are to leave in an orderly manner and, once
again, I will try to speak with students. Some will
have questions about the day’s work.
Others may simply want to briefly chat. I have some boys who like to ask if
I saw the
previous night’s baseball or football game and I always try to take the time to reply.
IV. Student
Responsibilities
- In some classes I assign students on a weekly rotating basis to pass out
books, workbooks or
return papers.
Management Metaphors
According to Powell’s text, classroom management styles can be defined by
three metaphors: management, guide
and mediation. Each metaphor relates to the way
in which a teacher and students negotiate power and control in the classroom.
These
three approaches are not, however, mutually exclusive. They may in fact be combined in
various ways to create
a classroom environment beneficial to all students.
The management metaphor is the traditional approach to managing the
classroom. In this scenario a teacher is the sole source of power. The teacher fosters
circumstances in which power
and control are non-negotiable. Ideally, this teacher would
exercise his or her power in the interest of “continuity
and community (Powell, 25).” As
a student I found this style of teaching to be beneficial. The focus and sense
of order
suited my character. I also believe I enjoyed it more because I tended to be less
assertive and enjoyed a
more passive approach to learning. I fully realize how
constraining this style can be for some students and as a teacher
I have fought a
tendency to take this approach all the time.
The guide approach imagines the teacher as a type of
pathfinder through the
educational wilderness. The teacher, having been down the path, comes back to lead
those students
willing to go on their own individual journeys. The guide model can be
highly effective, particularly with highly motivated
students. As a teacher I enjoy this
approach because I enjoy hearing what students have to say and seeing them come to
grips with their possibilities and responsibilities. One downside, however, can be the
failure to gain what I call
“hard knowledge” at times, particularly if dealing with students
less motivated to succeed and take responsibility
for their actions.
The mediation approach asks the teacher to relinquish a good portion of his or
her authority in
the interest of handing students the opportunity to come to grips with
power and exercise responsibility. I can see this
method working, but I have had first
hand knowledge of its failure. As a high school student my Geometry teacher tried
to
institute this mediation method in his classroom. He fancied himself to be an iconoclast
and was planning on writing
his own textbook one day. When his theories were put into
practice, anarchy erupted. As a result I learned very little
Geometry and still regret
having not had a more traditional approach to the subject. I also look back and
somewhat
resent the feeling of having been something akin to a lab rat in his classroom
management experiment.
In summary,
I think the best way to view these metaphors is to see their
interconnectedness and the way each metaphor can be employed
on occasion to add
variety to the classroom management experience. As Powell states, “Not everything
needs be
mediated (Powell, 29).” Nonetheless, mediation can be effective when
employed selectively as in the case of Lee
Colsant (Powell, 29). Accordingly, the
management and guide metaphor can be employed effectively also. In the end the
best
management style would appear to be one in which a self-aware teacher connects the
three metaphors to the maximum
benefit of the students.
|
