Article Review/Summary APA Style 2 pages: Effective Charter and Traditional School Characteristics

Running head: CREATING A WELL-MANAGED CLASSROOM 1

Creating a Well-Managed Classroom

Student A

Miami Dade College

EDF 1005

Professor Suzanne Cruz

May 20, 2015

CREATING A WELL-MANAGED CLASSROOM 2

Creating a Well-Managed Classroom

Amanda Brooks, Karen Rogers, Harry Wong, and Rosemary Wong explain the

importance of classroom management in their article Managing Your Classroom for Success:

Organization in the First Week is the Foundation for a Successful School Year. A teacher’s

priority in a classroom in the first week of the school year is organization. Classroom

management refers to organizing the time, materials to be discussed, and the students in the

room. Once the first two weeks of school are over, teachers should have already established the

rules and procedures.

Jacob Kounin’s Research

Jacob Kounin observed 49 first and second-grade classrooms to analyze the effects of

classroom management. As a conclusion, he declared that “good classroom management is based

on the behavior of teachers, not the behavior of students” (Brooks et al. 2012, p. 61). Classrooms

that are very organized make it easy for the teachers to know what is going on, even when they

are not facing their pupils. When the teacher had a structured learning program and procedures, it

increased student participation, increased learning time, and minimized misconduct. The lessons

were taught efficiently and students were focused.

Julie Sanford’s Research

Julie P. Sanford researched the differences in classrooms with effective management and

classrooms with ineffective management (Brooks et al. 2012, p. 61-62). In the classroom with

good managers and rules, the teachers clearly explained their procedures and expectations early

in the year and informed students about the materials they would need in each assignment. The

students would immediately take their seats and begin working once they entered the class.

CREATING A WELL-MANAGED CLASSROOM 3

However, in the unprepared classes, the teachers had no rules and it was difficult to transition

from one subject to the next. Students talked amongst themselves, paid little attention to the

directions, and were not taught how to use their time properly.

Start With a Plan

A class without management is “in disorganized chaos” (Brooks et al. 2012, p. 63).

Teachers who organize students into groups never waste time repeating the directions. Amanda

Brooks, a fifth-grade teacher who effectively uses classroom management, states: “My class

went like clockwork. The day was absolutely flawless, and I had an awesome day” (Brooks et

al. 2012, p. 63). She never lost time having to scold students or restating the instructions. By

having a structured classroom, time is also managed and students learn and progress quicker.

A Well-Managed Classroom

“A well-managed classroom is safe, predictable, nourishing, and focused on learning”

(Brooks et al. 2012, p. 61). Teachers need to plan for their first day of the year and how they will

introduce the students into their class. Organization promotes a stable environment and trust in

the teacher. Students can be aware of the schedule and activities for each day. They rely on the

agenda to prepare for each day and already know what their teacher expects of them at the end of

the course (Brooks et al. 2012 p. 64).

The Foundation of a Successful School Year

Organizing, structuring, and managing class events is necessary for a successful school

year. The classroom has a work-oriented environment that is satisfying and peaceful. Also, the

students are motivated and less time is wasted. Everyone gets involved and they produce visible

results of their improvements. Managing a classroom benefits both teachers and students.

CREATING A WELL-MANAGED CLASSROOM 4

Reflection/Opinion

In my humblest opinion, I agree with Amanda Brooks, Karen Rogers, Harry Wong, and

Rosemary Wong in their article Managing Your Classroom for Success: Organization in the

First Week is the Foundation for a Successful School Year. I believe that classroom management

is definitely important in having a successful classroom environment. It helps plan the agenda

and provides students with the comfort of reliability and predictably. Students know what to

expect from their educator and what their educator expects from them. Therefore, they can

“follow the procedures that structure the organization of the class” (Brooks et al. 2012, p. 61).

When the climate is peaceful and work-oriented, it can increase student achievement. I believe

that first-year teachers should use classroom management when preparing for the beginning of

the school year. Being properly prepared for the first day with a list of rules and standards of

appropriate student behavior will instill respect in the students. Teachers save time for learning

by practicing effectiveness. “Good classroom management requires constant monitoring of

student behavior” (Sadker & Zittleman, 2010, p. 387). By having a well-managed classroom,

teachers can develop and use many strategies and techniques to keep students focused.

For example, I believe that a class is well-structured if the teacher seems to have eyes in

the back of her head and always seems to know what is going on. This quality, known as with-it-

ness, “characterizes teachers who are aware of student behavior in all parts of the room at all

times” (Sadker & Zittleman, 2010, p. 386). Even though the instructor is teaching, she must

always be mindful of the students and their behavior or body language. Good managers can

arrange students to minimize disturbance, increase confidence and security, and ensure that

instruction can proceed efficiently (Sadker & Zittleman, 2010, p. 391).

CREATING A WELL-MANAGED CLASSROOM 5

References

Brooks, A., Rogers, K., Wong, H., & Wong, R. (2012, Summer). Managing your classroom for

success: organization in the first week is the foundation for a successful school year.

Science and Children, 49(9), 60-64. Retrieved from

http://db16.linccweb.org/login?url=http://go.galegroup.com.db16.linccweb.org/ps/i.do?id

=GALE%7CA294827621&v=2.1&u=lincclin_mdcc&it=r&p=AONE&sw=w&asid=048c

a72839c7494f5562cbf6b7b48c5d

Sadker, D. M., & Zittleman, K. R. (2010). Teachers, schools, and society. New York: McGraw-

Hill.