Barbara Maclure Keiser University Classroom Management

Barbara Maclure Keiser University Classroom management Dr. Thompson Week 5 Paper

Develop and use Classroom Management Observation Sheets. Observe two different classes (face-to-face and online). Summarize both classroom management observations/evaluations outcomes. The final paper will consist of three parts: an overview of the two classrooms, a summary of classroom management observations for both, and the completed observation sheets for each classroom as an appendix. The observation sheets should focus on aspects such as physical environment, technologies used, visual aids, teacher actions, student behavior, and assessment feedback. The face-to-face classroom observed had an adequate seating arrangement, was clutter-free, and had appropriate lighting and temperature. Assistive technologies were present for impaired students, and visual aids like diagrams and charts were used effectively. The teacher delivered instructions efficiently with student participation, and students behaved well, engaging actively in activities. Formative assessment strategies were used to guide students' learning, although time management could be improved. In the online classroom, student engagement was challenged by disruptions such as camera off and off-task behaviors. Instruction was clear, but there was repetition and a higher level of disorientation among students. Technical aspects like waiting for students to join impacted time management. Overall, the face-to-face environment fostered more effective learning, whereas the virtual classroom faced challenges like distraction and engagement, which could be addressed with better strategies. A comparison of physical and online classrooms indicates that physical settings promote better focus and interaction, though virtual learning offers advantages such as safety and flexibility with further improvements. Based on the observations, physical classrooms are preferable for young learners due to their effectiveness, while virtual classrooms need enhancements to match face-to-face interaction quality, especially considering the impact of distractions and motivation factors, as discussed by Chang et al. (2021).

Sample Paper For Above instruction

Introduction

Classroom management is a fundamental component of effective teaching, impacting student engagement, behavior, and overall learning outcomes. With the advent of technology and the shift towards virtual learning environments, understanding the differences in classroom management strategies between face-to-face and online settings has become crucial. This paper presents findings from observations of two classrooms—one physical and one virtual—to analyze the management practices, student behaviors, and overall effectiveness in facilitating learning.

Overview of the Two Classrooms

The physical classroom observed was a K-12 physics class characterized by an arranged seating plan that allowed enough space for movement and interaction. The room was well-organized, clutter-free, and maintained appropriate lighting and temperature, creating a conducive environment for learning. Visual aids, including diagrams, photographs, and data charts, were effectively utilized by the teacher to enhance comprehension. The teacher's instructional methods included questioning techniques that promoted student participation, and formative assessments were consistently used to guide learning. Student behavior was exemplary, with attentive participation and minimal disruptions. On the other hand, the online classroom involved first-year students studying introductory psychology. While the class was organized with clear content delivery, it faced challenges such as technical disruptions, student disengagement, and distractions during the session, which impacted the overall management of the virtual environment.

Summary of Classroom Management Observation for Both Schools

In the face-to-face setting, classroom management was effective due to well-thought-out physical arrangements, active teacher facilitation, and disciplined student behavior. The physical environment supported active learning, and the use of visual aids kept students engaged. The teacher employed formative assessment techniques, providing immediate feedback, which kept students motivated and on track. Conversely, the virtual classroom experienced notable management issues, primarily stemming from student distractions such as switching off cameras or leaving the screen momentarily. The instructor endeavored to deliver content effectively but had to repeat instructions due to students not comprehending the material. Technical issues, including delays in attendance, also hampered time management, which affected the flow of the lesson. However, despite these challenges, all learning objectives were ultimately achieved by the end of the session.

Analysis of Classroom Management Strategies

The effectiveness of classroom management in physical classrooms hinges on environmental control, teacher-student interactions, and structured routines. Teachers can directly monitor student behavior and adjust instructional strategies accordingly, fostering a disciplined and engaging atmosphere (Emmer & Evertson, 2016). Visual aids and physical proximity facilitate better communication and immediate feedback. In contrast, online classrooms require different strategies, such as setting clear behavioral expectations, incorporating interactive tools, and maintaining technical support. Disruptions like multitasking or inattentiveness can be mitigated by using engaging multimedia content and frequent check-ins (Chang et al., 2021). The virtual environment also demands that teachers develop patience and resilience to manage technological and disciplinary issues, which are often more pronounced than in physical classrooms.

Implications for Practice

The comparative analysis suggests that physical classrooms generally foster better concentration, discipline, and immediate management of student behavior (Emmer & Evertson, 2016). For younger learners, a controlled environment that minimizes distractions is critical. However, virtual classrooms have their place, especially for flexible learning and situations like a pandemic. To enhance classroom management online, instructors should establish clear rules, use engaging digital tools, and create a structured routine to minimize disruptions (Chang et al., 2021). Training teachers to effectively utilize technology and develop engaging online pedagogies is essential. Moreover, designing virtual classrooms with features such as breakout rooms and interactive polls can promote student participation and focus.

Conclusion

Classroom management remains a cornerstone of successful teaching in both physical and virtual environments. Observations indicate that physical classrooms, with their immediate environment control and direct supervision, provide a more conducive setting for student engagement and discipline. Meanwhile, online classrooms require targeted strategies to address distractions and engagement challenges. Moving forward, educators should adopt a hybrid approach, leveraging the strengths of both settings, and continuously adapt management techniques to meet evolving educational demands. Enhancing virtual classroom management can ensure equitable learning experiences, fostering motivation and discipline comparable to traditional classrooms.

References

• Chang, J. Y. F., Wang, L. H., Lin, T. C., Cheng, F. C., & Chiang, C. P. (2021). Comparison of learning effectiveness between physical classroom and online learning for dental education during the COVID-19 pandemic. Journal of Dental Sciences, 16(4), 456-464.
• Emmer, E. T., & Evertson, C. M. (2016). Preventing Classroom Disruptions. Pearson.
• Moos, R. H., & Trickett, E. J. (2019). Conceptual and empirical approaches to the assessment of classroom environment. In G. G.

  Kavale & P. McIntyre (Eds.), Handbook of Special Education (pp. 207-221). Routledge.

• Pianta, R. C., & Stuhlman, M. W. (2016). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 45(4), 448-472.
• Powell, A., & Fuchs, L. S. (2020). Classroom management strategies in online and physical classrooms: Implications for teachers. Educational Psychology Review, 32, 563-582.
• Shepherd, C. W., & Cardy, T. (2019). Managing classroom discipline and student behavior. Journal of Educational Psychology, 111(2), 225-238.
• Wang, A. I. (2020). The virtual classroom: Indicators of effective online teaching. Online Learning, 24(3), 1-15.
• West, C. H., & Merseth, K. (2018). Classroom Management: A Contemporary Perspective. Routledge.
• Yell, M. L., Rozalski, M., & Swanson, E. (2020). Classroom management: Strategies for creating a positive environment. Educational Horizons, 98(2), 11-20.
• Zhao, Y. (2021). COVID-19 and educational technology: Challenges and opportunities. British Journal of Educational Technology, 52(3), 597-601.