Classroom Management: Hands on or Hands off?
Introduction
The issue of classroom management is a complex one in today’s world, especially as the issue of how to educate has taken on so many different dimensions over the previous decades. There are so many different schools of thought on the best way to educate that managing the classroom and instilling discipline is also impacted by these myriad voices and perspectives. This paper will focus on the issue of classroom management at the high school level and address the problem by examining whether character education, praise and relationship building can be facilitative types of classroom management approaches that can serve as effective strategies to classroom management.
Problem
The problem of classroom management and whether or not teachers should adopt a hands on or hands off approach to discipline has largely been impacted by the philosophical underpinnings of the modern era, which have largely been rooted in ideas of liberty, fraternity, equality, and other novelties (Koonce, 2016). The problem has been compounded by the fragmentation of political and social perspectives in the modern era, with relativism taking a larger and larger portion of the pie of perspectives so that there is little uniformity or universality in terms of how people approach the concept of discipline in the classroom.
In nearly every case, it appears that discipline and classroom management are topics that are commonly left up to the individual whim of the instructor—some of whom might prefer a preventive strategy while others might prefer a corrective disciplinary strategy while still others might prefer a liberal strategy that is distinctly “hands off” in the idea that allowing students to express themselves without restraint is best (Hinchey, 2010; Bayraktar & Dogan, 2017). While the personalized approach to classroom management may work for some teachers and administrators who prefer to let educators adopt whatever approach to classroom management they like best, the myriad approaches can send confusing signals to students who may feel frustrated, confused, perplexed or exacerbated by so many different approaches to classroom management and discipline, with each teacher seeming to have his or her own strategy and every student having to adjust from one class to the next. This can be especially true for students of different ethnicities who may encounter more or less prejudice from one teacher to the next (Gregory et al., 2016).
Instead of a uniform approach to classroom management that is universally accepted, there is a whole host of approaches—some of which are effective and some of which are not when it comes to managing a classroom and promoting discipline and positive, healthy relationships between educators and students (Aydin & Ziatdinov, 2016; Ersozlu & Cayci, 2016). The idea that character education, praise and relationship building can be helpful in promoting self-management, as Aydin and Ziatdinov (2016) have shown is helpful, could have dramatic effects in establishing a more common sense, universally accepted approach to classroom management and solve the problem of whether educators should be hands on or hands off once and for all. As Kristjansson (2014) shows, by simply re-introducing the concept of character education at an early age, students can be trained to develop self-management skills that help them to be more oriented towards pursuing the transcendental values identified by classical philosophers and educators like Plato and Aristotle. By pursuing such a path, the problem of classroom management and the clash of so many different ideas and techniques could finally be put to rest and a single, common and effective approach to discipline adopted across the board by all educators to help students be better adjusted, confident and able to develop positive relationships with peers and teachers from one class to the next.
Classroom Management Types
The Hands Off Approach
Fransen (2013) showed that when teachers take a more hands off approach to classroom management and discipline and allow students to moderate themselves more or less, the students respond with more demonstrations of maturity and self-regulation than might be expected. The basis of Fransen’s (2013) argument is that if educators want students to show maturity and good behavior teachers must be willing to trust them, allow them to make mistakes but ultimately be willing to tone down the aggressive approach to discipline that more restrictive and punitively-minded educators might prefer in order to keep tight control on a classroom.
What Fransen (2013) found was that when teachers give fewer deferrals for discipline, student achievement actually increases because students are more willing to engage...
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Rural special education quarterly, Vol. 23, Issue 4, 3-9. Retrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=104&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14 Lake, V.E. (2004, August). Ante up: Reconsidering classroom management philosophies so every child is a winner. Early Chil Development and care, Vol. 174, Issue 6, 565-574. Retrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=17&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14 Los Angeles County Office of Education. (2002). Teacher expectations and student achievement. Coordinator Manual. Marlow, E. (2009, December). Seven criteria for an effective classroom enviironment.
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