CLASSROOM MANAGEMENT
THEORETICAL UNDERPINNINGS
According to Chandra (2015), teachers play an integral role in managing the classroom effectively. In other words, it is the teachers’ responsibility to manage and engage the learners effectively in order to ensure active participation and well-managed learners (Chandra, 2015). It is important for the teacher to establish classroom rules in order to ensure that the behavioural expectations are communicated (Greenberg, Putman and Walsh, 2014). Structure and routines should also be established in order to guide the learners, in addition, the teacher should ensure that learners are constantly engaged in every lesson (Greenberg et al., 2014). Through establishing rules, routines and ensuring engagement, the classroom will be managed effectively (Chandra, 2015). The behaviourist known as Frederic Skinner originated the theory known as reinforcement, which focuses on rewards and punishment (Omomia and Omomia, 2014). Through the use of Skinner’s theory of reinforcement, the teacher is able to manage the classroom effectively (Omomia and Omomia, 2014). The theoretical underpinnings of the reinforcement theory focus on operant conditioning, where the probability of a behaviour is increased through the form of a response which is delivered immediately after the behaviour is carried out (Gordan and Krishanan, 2014). The reinforcement theory includes the approach known as positive reinforcement, which focuses on teachers responding to positive behaviour through rewarding in order to encourage and motivate the learners (Gordan and Krishanan, 2014). In other words, through the use of positively responding to positive behaviour, the teacher will manage the classroom in a positive way (Gordan and Krishanan, 2014). Therefore, as a teacher, I strongly believe that through the use of Skinner’s theory of reinforcement, positive behaviour can be promoted, therefore leading to an ideal teaching, and learning environment (Browne, 2013). With relevance to the theoretical framework of Skinner’s theory of reinforcement, the selected classroom management tool focuses on positive reinforcement within the classroom (Browne, 2013). Through the use of the theory known as positive reinforcement, the learner’s positive behaviour is increased through the use of a reward system and through praise (Browne, 2013). Through the use of my classroom management tool, I will ensure that it is repetitive in order to increase the positive behaviour, therefore leading to effective classroom management (Gordan and Krishanan, 2014). My classroom management tool involves rewarding the learners using a ‘punch card’ every time they behave in a positive manner (Browne, 2013). Through the use of establishing rules and routines, the learners will have an understanding of what the expected positive behaviour is (Greenberg et al., 2014). Thus, when they are rewarded repetitively through the use of the ‘punch cards’ and a wheel spinner, learners’ positive behaviour is increased (Browne, 2013).
The classroom management tool that I created and implemented during my teaching experience is known as 'punch cards' and a mystery wheel spinner. The ‘punch cards’ and mystery wheel spinner relate to the theoretical underpinnings of my selected classroom management strategy which resonates well with the way in which I would like my classroom to be managed. This creative, original and fun tool that I created lead to a sustained positive behaviour within the classroom through the use of a reward system. The way in which the ‘punch cards’ were introduced to the learners is through the use of establishing and practicing the classroom rules. Once these rules were established, the learners had an understanding of their expected positive behaviour. I then explained to the learners how the ‘punch cards’ and mystery wheel spinner worked. I explained to the learners that when they make great choices and follow the classroom rules, I will punch a hole in their ‘punch cards’. I explained to the learners that once they had 20 holes in their ‘punch cards’, they could spin the mystery wheel and could receive a mystery reward. This was exciting for the learners as the wheel spinner was displayed for the learners, which motivated them to make good choices as they were excited to see what the mystery rewards were going to be.
Throughout each day in the classroom during lessons, if a learner behaved in a positive way, I would provide this learner with a hole in their ‘punch card’. I would also ensure that all the learners knew that a learner was receiving a hole in their 'punch card' in order for the learners to see this positive behaviour and model the behaviour. Therefore, this aligns with the theory known as positive reinforcement due to the learners receiving praise and rewards for positive behaviour. Once a learner receives 20 holes in their ‘punch cards’, they are provided with an opportunity to spin the mystery wheel.
Punch cards
20 shapes as the border of the punch cards - the holes are punched in each shape.
Mystery Wheel Spinner
Learners spin the wheel after receiving 20 holes in their 'punch card' and where ever the arrow points to is where they can remove the cover and reveal the mystery reward that they will receive.
