Dear Effective Classroom Management
As I prepare to begin my second year of teaching, I have spent a lot of time reflecting on what worked in my first year, and where I wanted to grow. Classroom management was one of the areas that I struggled with, particularly at the beginning of the year, was classroom management. I entered the classroom optimistic. I was ready to teach and connect with my students, but enthusiasm alone wasn't enough to maintain structure, especially with a class full of energetic four and five- year olds.
One of my most challenging experiences was with a student who frequently disturbed the classroom. At first, I thought he was just having a rough start, especially with this being his first time in school, but as the weeks went by, his behavior escalated. He was yelling out, becoming physically aggressive when redirected, and a danger to other students. I felt very overwhelmed and unsure of how to help him while maintaining order for the rest of the class. Eventually, I went through the steps to get the student support and classified as SPED with Tier 3 behavioral needs. With those accommodations in place, it helped us better understand his challenges and implement more targeted interventions, but it also forced me to reflect on my own skills as a classroom manager.
This chapter helped me see that managing a classroom isn't something your born knowing, it's a skill that can be developed through research-based strategies and reflection (Charles, Senter & Charles, 2014; Jones & Jones, 2016). Slavin (2020) emphasized that creating an effective learning environment is about more than preventing misbehavior. It includes maintaining student engagement, using instructional time wisely, and setting clear expectations. One of the biggest lessons from the text was the difference between allocated time and engaged time. Allocated time is the total time set aside for learning, but engaged time, (also known as time on task), is the time students are actually involved in learning (Slavin, 2020). I often lost time to transitions and off task behavior, I now understand that increasing engaged time through clear routines and engaging instruction is essential for classroom success (Slavin, 2020).
This chapter also made it clear how interruptions and mismanagement of routine procedures can disrupt learning. Whether it's unexpected announcements or a student walking in late, even small distractions can reduce attention (Slavin, 2020). I plan to implement some of the suggestions from the text, like placing a "Do Not Disturb" sign on my classroom door. This simple change can be very big in helping protect instructional time and reduce distractions.
Slavin (2020) also highlighted how student misbehavior is often reinforced, especially by teacher or peer attention. Looking back, I can see how I might have been unintentionally reinforcing my students outbursts. Even though he was receiving redirection from me, we was still receiving attention, and it was more attention than his peers who were behaving appropriately. When I scolded him or have frequent reminders, I was feeding the behavior instead of reducing it. Slavin explains that attention, even negative attention, can reinforce disruptive behaviors.
Understanding this has helped shift my perspective for next year. Rather than focusing on punishment, I needed to change what behaviors I was reinforcing. Slavin (2020) describes how Positive Behavioral Interventions and Supports (PBIS) can offer a school wide framework for improving behavior. At my school, we have monthly PBIS parties and weekly PBIS treats that we give students. I reward students PBIS points based off if their behaviors follow our school behavior expectation goals (Responsible, On-task, Aware of self and others, and respectful). By consistently reinforcing appropriate behaviors and establishing clear expectations, students are most likely to succeed. After my student's classification, my para and I developed a plan that included specific praise, token rewards, and visual cues. Over time, we saw improvements, and not because we were punishing less, but because we were reinforcing more of the right things.
Slavin also emphasizes that engaging instruction is one of the best ways to increase time on tasks nd reduce misbehavior. At first, I leaned too heavily on independent seat work, thinking it would help maintain calm. In reality, this often led to more off-task behavior. Slavin (2020) recommends fast- paced, interactive lessons with frequent student participation. This year, I plan on integrating more movement, hands-on leaning, and choices in how students show what they've learned. Keeping students engaged is one of the best ways to manage behavior proactively.
Another powerful takeaway from the chapter was the recommendation to use behavior modification techniques in a structured and defocused way. Salving 92020) explains that targeting one specific, observable, and frequent behavior tag a time increases the chances of success. In my situation, I tried got tackle too many behaviors at once like calling out, refusal to work and physical aggression, which overwhelmed both me and the students. Now, I understand that starting with a single behavior, like reminding in their seat during instruction, would have allowed us to be more consistent with reinforcement and to build success gradually.
In understanding how serious behavior problems are distributed, Slavin (2020) provides important context. Boys, especially those form low income background, or unstable family environments, are more likely to face behavioral challenges. That my student's situation exactly. He was dealing with instability at home, had low academic achievement, and frequently missed school. Recognizing the external factors infusing his behavior helped me move from frustration to empathy. And rather than labeling his as a "problem", I began to see him as a child in need of support, structure, and consistency.
Slavin (2020) also explains that schools can't address these issues alone, student's with severe behavior problems often require a team effacer such as involving families, administrators, and specialists. Once we brought in more support for my student, things improved. It showed me that classroom management wasn't just about having the perfect strategy, that it was about knowing when to ask for help and involving others.
One of the most helpful reminders was the importance of the first few weeks of school. During that time, teachers set the tone, teach expectations and establish routines. I rushed through this last year because I was just so eager to start teaching content. This year, I'm taking my time. I plan to spend the first few weeks explicitly teaching routines and practicing them with my students. I also want to co-create behavior expectations with my class, so they feel ownership and accountability. Slavin (2020) emphasizes that consistency and clarity are key, and this is the foundation I want to lay early on.
In closing, this chapter on effective learning environments gave me both practical tools and a fresh mindset. I now see classroom management not as something to get through, but as something to invest in. It creates the conditions for learning to happen. Going into my second year, I feel better equipped to build a structured, caring, and engaging classroom where all students, including those with behavioral challenges, can grow. My goal is to use time wisely, engage with my students in a meaningful way, and respond to behavior thoughtfully and with empathy. With these tools and a commitment to continuous improvement, I believe this year can be even better than the last.
References
Charles, C.M., & Senter, G.W. (2004) Building Classroom Discipline (8th ed.). Pearson.
Slavin, R.E (2020). Educational psychology: Theory and practice 13th ed.). Pearson Education.
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