Lesson10: Teacher’s Effectiveness Training

The Model

The third model of classroom management is Teacher’s Effectiveness Training, proposed by Thomas Gordon in 1977.

Gordon views effective classroom management as transitioning management responsibilities from Early Childhood Education (ECE) teachers to students. He asserts that students should be aware of appropriate behaviors, and it’s their responsibility to exhibit them. Therefore, the responsibility of behavior management has shifted from teachers to students, making students more accountable for their behavior.
Gordon emphasizes the importance of teaching students to self-regulate and manage their own behavior. This regulation is crucial, and students must be made responsible for it.
He also highlights the significance of using intrinsic motivators and I-messages when discussing problematic behavior with students. It’s not enough for students to display good behavior solely for external rewards; they should be motivated intrinsically. To facilitate this, teachers should use I-messages.

What are I-Messages?

An I-message is a tool that helps children express their feelings effectively and accurately, demonstrating the ability to connect feelings with behavior. It shows trust in a child’s ability to change their behavior. I-messages focus on the speaker’s feelings and perspectives rather than what the student did wrong.

For example: If students misbehave, the teacher can express how it affects them and others, helping students understand the impact of their actions and encouraging self-regulation.

Self-Regulation of Behavior

Teaching self-regulation to students is a teacher’s responsibility. Empowering students is crucial, as overloading them with data can inhibit their independent thinking. Teachers should encourage students to reflect on their behavior and solve problems independently, serving as role models for appropriate behavior.

Students from socially deprived backgrounds or with unmet needs may not know what appropriate behavior is. Teachers must guide them, integrating knowledge of the socio-emotional domain to foster good behavior in the classroom. Reflective and empowerment strategies help educate students about appropriate behaviors indirectly.

This model emphasizes empowering students to self-regulate their behavior through modeling and problem-solving, which is more effective than merely enforcing consequences.

Classroom Management Strategies (An Overview)

Classroom management issues often arise during transitions between activities or changes in space. Effective classroom management involves creating and maintaining appropriate student behavior in classroom settings, including:

Student Arrangement: Grouping students appropriately based on lesson plans.
Material Management: Ensuring materials are readily accessible to students.
Furniture Arrangement: Properly organizing furniture before the lesson starts to avoid disruptions.

Teachers must proactively manage potential problems during transitions. A great teacher possesses classroom management skills that ensure good student behavior, effective work habits, and respect in the classroom.

Developing With-It-Ness

With-It-Ness refers to a teacher’s ability to perceive and respond to students’ needs and behaviors promptly. Teachers with with-it-ness are highly alert and aware of classroom happenings, ensuring successful lesson planning and classroom control. They make eye contact, move around the classroom, and stay engaged with students to maintain order and effectiveness.

Helpful Hints to Practice With-It-Ness:

Stand where you can see all students during lessons.
Make eye contact with many students.
Face the students when writing on the chalkboard.
Move around the classroom.

Overlapping

Overlapping involves handling multiple situations or activities simultaneously, maintaining classroom smoothness. For instance, a teacher can provide feedback to one student while encouraging others. Overlapping saves time and maintains lesson continuity, preventing disruptions.

Practicing Overlapping:

Make eye contact or move closer to a misbehaving student while continuing other activities.
Direct a question to inattentive students.
Remove distractions without interrupting the lesson.

Managing Movement

Movement is vital in the classroom environment, helping students focus and learn more effectively. Skilled teachers use movement to regulate classroom activities, minimizing dead time. Proper management of materials, efficient routines, and control over movement enhance classroom management.

Helpful Hints to Improve Movement:

Organize materials and teaching aids in advance.
Train students to promptly access their materials.
Establish efficient routines for transitioning between activities.
Maintain control and preparedness to manage classroom issues effectively.

Teachers should also train students to manage their movements, ensuring a well-organized and efficient classroom environment.

Multiple Choice Questions