1.4 Classroom Management

1.4 Classroom Management: The teacher’s classroom management strategies enhanced the classroom environment.

This indicator assesses the quality of the teacher’s classroom management, in particular whether the teacher’s management positively contributed to the students’ learning in the classroom environment. Teacher behaviors that should be noted include setting clear behavioral expectations for students and making sure these expectations are met, foreseeing and preparing for inappropriate behavior that may occur during the course of the lesson, consistently and effectively dealing with off-task and inappropriate behavior, adopting successful time management strategies, and utilizing positive behavioral modification strategies when appropriate. Classroom management also includes teacher’s selection of student group members and student seating to minimize distraction, how the teacher allowed students to move about the room during the lesson without affecting other students’ ability to learn, and how the teacher called on students to speak or present their ideas in a whole-class setting.

Special notes for video analysis with the UTOP

As it can be difficult to see whether students are off task and need management on a video feed, when rating this indicator take into account the students you are able to see and hear. Keep in mind that when the teacher audio feed is all you can hear, relying on teacher verbal reprimands of student behavior may not be helpful when rating this indicator—some teachers will reprimand students constantly, even if their off-task behavior is minor, while other teachers will allow major off-task behaviors to go unacknowledged.

General Rubric

1. This item should be rated a 1 if the classroom was very poorly managed, the students did not listen to the teacher, and/or the teacher made little or no attempt to manage their behavior. The lack of classroom management significantly disrupted all aspects of the class session, making it difficult for students to learn.
   
    
2. This item should be rated a 2 if the classroom was not well managed but was still functional—students were not overtly disruptive or creating distractions for others even though the teacher was not clearly “in charge.” The lack of clear direction or classroom management occasionally disrupted the lesson, sometimes making it difficult for students to learn.
   
    
3. This item should be rated a 3 if the classroom was managed adequately; there were some disruptions that the teacher may or may not have dealt with appropriately, but overall learning by the majority of students was not negatively affected by management issues. The teacher may have made some management moves to enhance the classroom environment so that all students were able to engage and learn, but the impact was only minimally beneficial.
   
    
4. This item should be rated a 4 if the classroom was well managed—the teacher's management actions were clear, enhancing the classroom environment, and positively affecting students’ opportunity to learn. There may have been minor or very occasional disruptive behavior that the teacher did not handle appropriately, but it did not negatively affect the whole class.
   
    
5. This item should be rated a 5 if the classroom was managed excellently and ran smoothly—the teacher's management actions and routines significantly enhanced students’ learning of the content. Classroom expectations, instructions, and routines were clear to all students at all times.

Specific Examples of Supporting Evidence

1. The teacher shouted instructions for the lesson and reprimands for off-task behavior continually while the students kept talking, essentially ignoring her requests for attention and engagement. There were numerous instances of off-task behavior and socializing during this lesson that the teacher did not or was unable to manage. The teacher remained at the front of the classroom behind the demonstration desk, did not circulate while students were working, and did not attempt to address the disruptive and distracted behaviors observed throughout.
   
    
2. The teacher allowed the students to engage in whatever activity or behaviors they chose, without direction or correction to facilitate and enhance the classroom environment. Although there were no major disruptive behaviors observed, there was also no successful productive collaboration between students focused on the assigned activity, and many students were not on task or participating. There were a few notable and inappropriate exchanges that distracted students or demonstrated disrespect for the classroom culture.
   
    
3. At the beginning of the activity, the teacher explicitly discussed and/or reminded students of the classroom behavior expectations. The teacher sometimes referred back to these expectations when some students got loud or disruptive during the class period, and this seemed to work adequately as a management tool for redirection for most of the groups (75%). However, there was some off-task behavior that the teacher did not manage, such as some groups socializing and taking a long time to get started working. Some of the students in these off-task groups missed opportunities to learn and became disengaged or only re-engaged when the teacher stood over their group.
   
    
4. The teacher managed the class by having students work in small groups and moved frequently so she could interact with each group individually. The teacher gave the students a clear overview of what was expected of them—both orally and by referring to the set of “classroom culture” rules and expectations posted on the wall. The teacher assigned each group member a role that they were responsible for and made clear the expectation that they would work collaboratively. There were no major behavior problems or disruptions, but there was very occasional and minor off-task behavior. In one instance, the teacher informed members of a group that it was important that they be respectful and allow each group member to actively contribute, but occasionally some more assertive group members took over, leaving other group members marginalized. In this particular instance, the teacher was unaware of the situation and unable to redirect the group dynamic.
   
    
5. Having established a culture of respect and making classroom expectations clear to students, the teacher dealt quickly and effectively with behavior problems (and potential behavior problems). The teacher’s strategies were accepted and well practiced, as evidenced by student responses to her management of their behavior and student requests. In whole-group discussions or when other student groups were presenting their ideas, the teacher made it clear to students that they needed to raise their hands to give an answer or ask a question and that talking over each other was not polite. The teacher moved fluidly around the classroom for the entire period, monitoring the behavior of her students. At the end of the class period, the teacher gave students clear and detailed expectations for how they would conclude the class. The teacher managed the groups’ behaviors continually by encouraging each member of the group to work respectfully and collaboratively to accomplish their work.