Introduction
Classroom management is one of the methods widely used in a modern educational environment. This technique involves avoiding traditional teaching practices and expands the powers of those involved in the process of interacting with the target audience. The analysed case study mentions Mr. X’s concerns regarding the appropriateness of his involvement in a new position and anxiety in relation to increasing responsibilities.
Nevertheless, when comparing this methodology of teaching activity with classical work as an educator, one can note that the managerial role helps expand the range of potentially positive interventions. This position involving instructor responsibilities opens up wider prospects for teacher-student interaction and allows for the introduction of relevant work strategies to increase the academic performance of the target audience and other significant aspects of education.
Advantages of Classroom Management
One of the main advantages of being a class manager is the ability to facilitate a productive learning environment. According to Korpershoek, Harms, de Boer, van Kuijk and Doolaard (2016), if an educational specialist adheres to a clear strategy for working in this direction, his or her capabilities are not limited solely to teaching activities. The authors note that employees of this profile engage students in an active learning process and, at the same time, stimulate the maintenance of positive behavioural, emotional and other aspects of joint learning (Korpershoek et al., 2016).
In this case, the work is of a preventive nature but not reactive, which minimises the likelihood of conflicts and contributes to a favourable learning environment. As a result, specialists of this profile have respect both among the target audience and colleagues since this position opens up wide opportunities and makes it possible to choose a flexible working method based on the current indicators of students’ activities.
Instructor work brings teachers and students closer and helps achieve positive and effective interaction. As Sieberer-Nagler (2016) argues, experienced classroom managers can address both the academic and behavioural aspects of learning, thereby creating the most productive educational environment. Since both indicators form the basis of successful teaching, instructor activity in this direction is of high importance to all interested parties. Sieberer-Nagler (2016) notes that every teacher, sooner or later, faces a crisis when he or she is lost and cannot clearly realise one’s goals and priorities. Working as a classroom manager contributes to avoiding such reflections because, in case of the conscientious fulfilment of immediate duties, specialists of this profile cover a wide range of educational practices, thereby realising personal responsibility.
In relation to the case of Mr. X, who is not ready to combine the responsibilities of an educator and classroom manager, it is essential for the employee to understand the importance and benefits of this role. Accordingly, it is necessary to convey to him the advantages of his position and describe what valuable outcomes may be achieved if the work plan is implemented correctly.
Mutual Motivation as a Stimulating Factor
Motivated students demonstrate higher academic results than those who do not show interest in learning, and this rule is an axiom. However, as Sieberer-Nagler (2016) states, the possibilities of working as a classroom manager open up additional stimulating opportunities for specialists themselves. The ability to address different aspects of student work, including emotional stability and behavioural factors, helps instructors better adapt to dynamic teaching environments and develop effective interaction strategies. Mutual cooperation increases the interest of both parties, but for this purpose, it is necessary to ensure the involvement of all stakeholders without exception.
Mr. X may fear the responsibility for the results of working as a classroom manager, but if he takes the initiative and uses his teaching experience to achieve high student motivation, this will become a significant incentive for him to continue working and improve his professional qualification.
In addition to clear learning objectives, following the principles of work as a classroom manager may allow coordinating other aspects of student preparation due to the introduction of motivational strategies. Korpershoek et al. (2016) provide a list of interventions aimed at enhancing socio-emotional and behavioural factors and argues that, “in many interventions, both preventive and reactive strategies are used” (p. 646).
This means that the participation of instructors helps create a highly effective mode of lifelong learning, where each participant is able to receive the necessary support with a minimum risk of errors. Mr. X has sufficient teaching experience, but his inability to perform manager functions can be explained by a fear of too high demands. In order to allay his discomfort, the employee should make sure that such complex work may have positive results not only for students but also for him, which can act as an additional motivational factor.
Conclusion
The position of a classroom manager that Mr. X fears is important for establishing a productive teacher-student interaction and realising valuable behavioural and emotional interventions. Its advantages are undeniable in the context of students’ academic performance and the creation of an effective learning environment. Motivational aspects can affect both the target audience and managers themselves by maintaining a high level of communication and personal impacts.
References
Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643-680. Web.
Sieberer-Nagler, K. (2016). Effective classroom-management & positive teaching. English Language Teaching, 9(1), 163-172. Web.