Creating an Atmosphere for Learning

Using Three Components of Classroom Management

By Marlene E. Henriques, originally published in ASCD Catalyst

If you visited my kindergarten classroom, you would see some of my students working independently in different learning centers while others work on a small-group activity with me. Students enjoy taking charge of their own learning. But teaching them to do so -- and creating an environment that supports student-directed learning -- takes planning on the part of the teacher.

Three major components of classroom management are the organization of the physical space and placement of materials, the rules that guide student behavior, and the need to gain and maintain the students' attention for instructional learning.

Designing a Space for Learning
One of the teacher's first considerations should be the organization of the physical space and placement of materials in the classroom. Every corner and space within the room should be visible to the teacher. Keep in mind that the physical environment effectively forms the foundation for good student behavior. For example, in an early education classroom, the block center should be far away from the Lego center so that setups can't get knocked down accidentally.

Biological considerations are important, too. Children's eyes, particularly in the early primary grades, are not as well developed as adult eyes. Full lighting increases stimulation for some children. Lower lighting is more relaxing and easier on the eyes. In my classroom, I have the option of putting my lights on one-third, two-thirds, or full power. I always keep them on one-third power. If this is a viable option, notice how quiet the room becomes when you lower the lights.

Establishing and Enforcing Rules
I firmly believe that children want to behave and that when learning is fun and enjoyable, they will. With this as a philosophical basis, it is necessary to create a positive learning environment. Many times the rules in a classroom are stated in the negative and tell students what not to do. Instead, tell children what to do. Rather than saying, "No running," say, "We walk inside; running is for outside."

Based on this philosophy, I've developed five rules for my classroom:

1. Respect others by keeping hands, feet, and objects to yourself.

2. Listen when others are talking.

3. Raise your hand and wait to be called on.

4. Walk in the classroom and the halls.

5. Follow directions, which includes following the routine, picking up after yourself at the designated time, and having all supplies ready.

The children understand these rules and the reasons why we have them, know what behavior is expected of them, recognize behavior that breaks the rules, and know the consequences of doing so.

When rules are broken, the most stringent consequence is to remove students from the group until they are ready to rejoin the others. This puts the responsibility for making the choice to return on the child rather than on the teacher and allows the teacher freedom to carry on her duties.

Every time a student does not meet an expected behavior, the teacher must react immediately, consistently, and tenaciously. She should give a reminder, a warning, or a consequence (usually in that order), presented matter-of-factly. The idea is to communicate to all students that you mean what you say. It is not a time for negotiating or bargaining. Inconsistency and lack of follow-through early in the school year are the major causes of discipline problems later on.

Many teachers believe in ignoring inappropriate behavior as long as it does not interrupt the instructional program. I believe in redirecting inappropriate behavior as it emerges by telling the student what the expected behavior is or praising another student who is exhibiting the appropriate behavior. This approach decreases the escalation of the behavior and emphasizes that inappropriate behavior will not be tolerated. Expectations need to be repeated often, especially at the beginning of the year. When taking the class from one place to another, for example, it is a good idea to take a moment for everyone to get ready. I use a little poem: "My mouth is closed. I'm standing tall. My arms are by my sides. I'm ready for the hall."

Gaining and Maintaining Students' Attention
I do not use external rewards such as stickers or points. Instead, I use internal motivation for learning by making it fun and exciting and by giving choices.

The belief that all children can learn, and that they do so at their own rates, leads to teacher choices and student choices. Teacher choices are managerial, including how to structure the environment and the overall curriculum. But the students should be empowered to make choices about their learning, such as what they want to do when they finish their work. This empowerment lets children engage naturally in activities that meet their needs and interests at a particular time. They are learning intrinsically through their own motivation and self-determination.

I find it helpful to introduce my students to choice gradually. At first, I offer just a few choices with a significant amount of guidance. But as the year progresses and the children become more independent, the amount of choice increases. Because I work with small groups of children most of the time, the rest of the class has to be independent. I color code my four tables (which seat 6-8 children each). When students finish their work, they check the choices I've listed for their particular color table. For example, the red table may choose to go to computers, Legos, or the puzzle area. The children know that only four children are allowed at one center at a time, so if there are four children already at one center, they choose another center. I rotate the centers each day for variety and also change them to correspond with themes we are studying.

Summing It All Up
Teachers should carefully examine their practices to make sure that all three components of classroom management are in place. Giving prompt and consistent attention to inappropriate behavior presents the biggest challenge for most teachers, beginning and experienced. Remember, children do like to test the limits, so it is up to the teacher to reinforce the expectations.

Students deserve the best instruction you can provide, and good management is the foundation of good instruction. Good management involves a well-arranged room, rules stated in the positive with observable behaviors and natural consequences, learning that is fun and exciting, and an atmosphere in which children have choices. If all this is in place, you will see inappropriate behavior reduced dramatically, if not eliminated completely.

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Marlene E. Henriques, Ed.D., teaches kindergarten at Centreville Elementary School in Fairfax, Virginia. She has supervised more than 15 student teachers and has mentored many beginning teachers.

Source: Marlene E. Henriques. "Creating an Atmosphere for Learning." ASCD Catalyst (Winter 1999).

Visit the  ASCD Web site for information on professional development and educational and classroom leadership.

Copyright © 1999 by Association for Supervision and Curriculum Development, republished by permission.