Firstly, it is highly recommended that a concise set of classroom rules are established and verbally communicated to the class in the first lesson. For example, the following four rules are recommended:
1). ALWAYS listen to others-do not interrupt.
2). Hands up; don’t call out.
3). Respect all property-school and student.
4). Respect the opinions of others.
The class is relatively large, with 25 students of varying academic levels, and therefore one must immediately consider the physical classroom layout when founding a classroom management plan. The use of a ‘U-shaped’ seating arrangement is recommended here, as the teacher can discreetly manipulate student positioning throughout the classroom.
The ‘U-shaped’ classroom also ensures that all students are able to maintain eye contact with the teacher throughout the entire class. It is recommended that those students who are identified as disruptive or easily distracted are located on the side of the ‘U’ closest to the teacher’s desk or default teaching position, in order to ensure behaviour and attention are monitored. In turn, students who are identified as ‘advanced’ or ‘gifted’ are recommended to be spread evenly throughout the remainder of the ‘U’. Any students identified as ‘special needs’, such as the student with social issues, should be positioned on the opposite side of the ‘U’ to the disruptive students (Roe, Ross and Burns, 1984).
In addition to monitoring student behaviour through the use of a seating arrangement, by utilising student contracts to supervise the actions of students, effective classroom management can be achieved. Those students who display disruptive behaviour throughout classes will be put on a contract (see example), to be signed by both the student and teacher, that will set out specific agreements regarding behaviours, responsibilities and rewards. The contracts are a legally binding contract, and students who disobey the terms of the contract will be met with relevant disciplinary action.
