EFFECTIVE MANAGEMENT.

EFFECTIVE MANAGEMENT

Brenda Lee Morales

Effective management in the classroom can be evaluated and observed. Teachers are responsible for a number of roles in any given schoolroom, and perhaps the most critical and impacting is the schoolroom administrator. Simply put, teaching and learning cannot occur in a schoolroom where entropy rules. Should alums be in disarray and disrespectful, and neither guidelines nor conduct norms are in place, chaotic behavior becomes widespread. In cases like this, the alums and the educators suffer. The educator has to fight to try to teach and alums will learn, if at all, way less than what they are capable of. On the other hand, a tight ship, well administered schoolroom nurtures a learning environment where both teacher and students can display the best of their talents and have fun at the same time. Let’s make the point via an analogy. If we consider learning as the appropriation of a given knowledge and we equal this knowledge to a fine juice, then we could equal the classroom management to the container used to deliver this juice. Now, imagine that instead of a fine, well define, stable container, there is instead some sort of a paper wrap to deliver this juice, randomness will ensue and instead of the great experience of tasting this great juice, we’ll be left with a whole messy syrup splatter all over, resulting in a sad experience both to the recipient and the deliverer.  Now, to be clear, a great administered schoolroom is no magic, but a lot of work, effort and sweat and the key responsible person for it to happen is the teacher (Marzano, 2003).

The impact an educator has in the alum’s’ performance is clear cut, the mechanisms by which this impact is created though, is not simple. Actually an effective teacher performs many functions, which could be categorized in three major areas: (1) wisely selecting the most effective instructional approach to use, (2) designing schoolroom curriculum to enable alum learning, and (3) using effectively schoolroom administration approaches (Marzano, 2003).

Schoolroom administration errors:

1. Skip the teaching of critical schoolroom routines probably because consumed by the instructional content that needs to be delivered.
2. Unresolved dilemmas about which schoolroom administration approach to use: the fun, buddy teacher versus the stern, authoritative educator.
3. Incur in communication errors (Fisher, 2012).

Daily, routine tasks like entering the classroom, hanging coats, sitting in assigned seats, and eating breakfast are just a few key routines which are critical to schoolroom administrations, though more than one new educator ( and some old ones too), neglect to teach them. In this line of thinking, Fisher (2012) emphasized the interactive modeling method by which educators show and tell the expected daily conducts, discuss it with alums, get an alum to volunteer a demonstration, discuss the demonstration, and also have every alum try the expected behavior. This repetitive approach is critical (Fisher, 2012).

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