"Classroom management" includes the management of both the face-to-face and the online learning environments. One semester an educator might need management pointers for managing the number of late comers to face-to-face classes, but the next semester want to investigate different tools and tips for keeping their online learning environment up-to-date and on track. Classroom management incorporates both these desires for improvement.
How it works
The Association for Supervision and Curriculum Development (ASCD) provides an accessible framework for classroom management. It recommends balancing the “appropriate levels of dominance and cooperation.” Dominance is not threatening; it includes:
- establishing clear expectations and consequences
- clear learning goals
- exhibiting assertive behaviour
Cooperative behaviour supports:
- providing flexible learning goals
- taking a personal interest in students
- using equitable and positive classroom behaviours
Who can help you at Mohawk
CTL can provide input on instructional strategies and educational technology tools, respectively to boost your classroom management skills. Colleagues in your program are another great resource. You are all supporting and facilitating the learning of the same students. You could collaborate on strategies and share tools to send a consistent message across the entire program.
In addition, CTL workshop offerings often target this concern. Our large buckets for offerings include Course/Classroom Management as well as Communication and Assessment. These workshops may showcase a specific technology tool to assist or introduce a new instructional strategy to support classroom management.
Eisenman, G., Edwards, S., & Cushman, C. A. (2015). Bringing reality to classroom management in teacher education. Professional Educator, 39(1): Although it examines exercises developed for teacher candidates, the considerations and examples could easily be adapted for Mohawk faculty.
Frey Knepp, K. A. (2012). Understanding student and faculty incivility in higher education. The Journal of Effective Teaching, 12(1), 32-45: From the abstract: “In recent years, faculty have seen an increase in latecomers, sleepers, cell phone addicts, and downright discourteous students in their courses. Incivility is often a reciprocal process; both students and faculty may contribute to a climate of disrespect for one another or the learning process. Overall, uncivil behaviour violates an unspoken or implied understanding of respect for the learning process and the academy. If not dealt with swiftly and effectively, it can have detrimental effects on teaching and learning.”