Introduction to Management
The most important issue overall for teachers regarding management is to keep their eye on the prize: developing, monitoring, and adjusting their manage- ment systems in ways that clear obstacles to student learning and help students to develop their identities as capable, respected, and self-reliant high achievers. Fred Jones (2013) defines classroom management as a “system that includes in- structional strategies focused on making students independent and resource- ful, motivational strategies that help students be more conscientious and ac- countable, and discipline strategies that reduce goofing off, set limits, and train students to be responsible and cooperate with one another” (p. 22). We think that sums it up pretty well.
An effective management system paves the way for learning to occur with min- imal interference and maximal nourishment. Thus Part 2 lays the groundwork for successful instruction. There are six important management areas, each of which has a chapter devoted to it:
Chapter 5: “Attention” addresses the question, How do teachers get student attention, keep it focused on learning, and refocus it when it drifts? This chapter explores recent brain research and relevant guide- lines that emerge for focusing attention. It also offers a vast repertoire of interactive tools that serve this purpose.
Chapter 6: “Momentum” addresses the question, How do teachers anticipate, manage, or circumvent blocks to the smooth orderly flow of classroom life in order to preserve maximum time for learning? In this chapter, we identify eight categories of events teachers monitor to minimize disruptions to the learning environment.
Chapter 7: “Space” addresses the question, How is the classroom’s physical space arranged and used to support instructional objectives and signal what is important? This chapter examines repertoire and flexibility in furniture and seating arrangements with an eye to match- ing them to different forms of learning and ensuring easy access, visual
Management Introduction
An effective management system paves the way for learning.
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PART TWO | MANAGEMENT | INTRODUCTION
and physical, to every student in the room. It also explores the ways in which space allocation and location of materials and resources indicate awareness of (and responsiveness to) students’ psychological needs to feel a sense of ownership, privacy, and self-sufficiency.
Chapter 8: “Time” addresses the question, What principles of time al- location do teachers need to use to guide the planning and implemen- tation of successful learning experiences? The bottom line in this area of performance is maximizing student-engaged and high-success time. This requires effective management systems, attention to pacing and rhythm during instructional time, and structures for providing ongo- ing and meaningful feedback when students are engaged in indepen- dent work.