The elementary classroom is the
context in which many teaching and learning experiences occur, and not just for
the children. Just like teaching styles and methods are constantly improving,
the philosophy of classroom management is changing as a result of experience. “Attempts
to implement the many aspects of the National Curriculum have shown that the
underlying management of the total learning environment is crucial to teachers’
and children’s feelings of achievement and well-being” (Hegarty, 2015, p.28). Often,
however, classroom management is taken for granted. Therefore, teachers have
stopped questioning many of the annoying aspects which have become so normal
and accepted, but which nevertheless actually undermine otherwise effective organization
and management. Why, for example, do teachers constantly allow interruptions when
it is relatively easy to prevent them if the reasons for their occurrence are
determined? How many times do teachers hear themselves saying the same thing to
different groups when effectiveness would suggest that a whole class discussion
would save time?
The complexity of the role of elementary
school teachers and their various duties cannot be denied and they go far
beyond keeping order in the classroom. In addition to the teaching profession,
there are not too many occupations where one person is individually and directly
responsible for thirty or more other people, for over six hours a day, five
days a week for almost nine months of the year. Recently, classroom
organization has been given the attention it deserves, which should enable
primary teachers to achieve their goals more effectively. The primary teacher’s
first goal is to understand the school’s values, mission, departmental expectations and so on. The next goal “of
immediate importance is to fully understand ‘who’ is being taught – what are
their abilities, prior subject matter knowledge, and what their expectations
are for learning” (Hegarty, 2015, p. 29). Next, the teacher should align
school’s mission and expectations with students’ needs for proper classroom
environment. Kyriacou
(1991) stated, “The general appearance of a classroom indicates to pupils the
care that goes into providing them with an environment which is conducive to
learning” (p. 76). Finally, standards and expectations
of activities and behavior will need to be articulated and manifested in
the way children generally go about their daily tasks. On-going monitoring and
a periodic reassessment of the learning environment will be beneficial to the
class teacher, children and others who
contribute to the classroom processes.
Hegarty, N.
(2015). The growing importance of teaching philosophy statements and what they mean for the future: Why teaching philosophy statements will affect you. MPAEA Journal of Adult Education, 44(2), 28-30.
Kyriacou,
C. (1991). Essential teaching skills.
Oxford: Blackwell, p. 76.
