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Journal of Classroom Management

Discipline Theory Translated into Practiceby Practitioners

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Year: 1992-93

Volume: 2, Number: 5

February, 1993

Edited by

Robert T. Tauber

Published by

Management Development AssociatesP.O. Box 9328

Winter Haven, Florida 33883-9328

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________________________________________________________________ERIC ABSTRACT: EJ 438 176

Managing the Early Childhood Classroom.Crosser, Sandra. Young Children; v47 n2 p23-29 Jan 1992

Descriptors: Classroom Environment; Classroom Techniques; ConflictResolution: Early Childhood Education; Physical Environment;Scheduling; Teacher Role: Teacher Student Relationship; TimeManagement; Young Children

Classroom management can have a direct effect on the kinds of behaviorsstudents exhibit and make the difference between chaos and an orderlyenvironment that facilitates learning. Suggestions for teachers involve planningfor physical space, arrival and departure times, the scheduling of transitions,childrens interactions with equipment and materials, and conflict resolution. (LB)

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PRACTITIONER REACTION EJ438 176

Janice Repasky, Principal, Nicholson Elementary School, Marietta, GA.

Crossers approach to early childhood classroom management, appropriatelynamed BASIC, promotes the concept of preventative classroom managementthrough emphasis on comprehensive planning for every detail of the school day.

The practice of thoroughly attending to the physical, social and learningenvironment before a child enters the classroom, is and has been (forgenerations as Crosser reminds us) the basic ingredient in managing behavior.Effective teachers have consistently created an atmosphere and surroundingsthat are conducive to learning. Creative, relevant and effective delivery ofcurricula must work in concert with an organized and age-appropriate classroom.

The amount of time needed to handle organizational details has long beenunderestimated, especially in the early childhood classroom. However, thepremise of detailed planning and organization could and should be applied to anyeducator at any level. The attitude of a teacher thinking, Thee students are wild

and uncontrollable! can be changed by substituting the focus to, If students aremisbehaving, what area of the learning experience do I need to change?Crosser suggests a reflection on these five areas: Before school begins, Arrivaland departure times, Schedule transition, Interactions with equipment andmaterials, and Conflict management.

Crosser addresses the issue of classroom management with the same, obviousthoroughness with which she created a classroom. Explicit details and

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suggestions are shared and explained. The complete array of questions providedcould be used by early childhood educator to assess the preparedness of aclassroom.

The article reiterates the consistent and logical theme of avoiding misbehavior

through sound planning that can only be done if, in fact, the nature of the youngchild is truly understood and accommodated. True understanding of the nature ofthe learner is certainly a mandatory ingredient to preface the planning of anappropriate classroom. So many areas of education lose effectiveness becausethe focus has been placed on the curriculum and the book rather than thelearner. Understanding the personality, characteristics, wants and needs of achild of a particular age can be accomplished through reading and throughobserving children in different developmental stages.

Although each topic addressed was thoroughly discussed, the relationshipbetween teacher and student was not presented. This element is much too

influential to ignore. In addition to a teachers understanding of the importance ofthe affective domain there is an almost innate quality in effective teachers thatconnects the teacher and the student. That connection will be manifested in ateachers empathetic and accommodating attitude. The teachers rapport withstudents, coupled with Crossers practical suggestions for managing an earlychildhood classroom are essential interlocking components in that classroom.

In summary, the concept of BASIC preventive classroom management has been,and will continue to be, a cornerstone of effective teaching and successfulclassrooms. One might say that attention to the logistics of the school day, pairedwith the power of the teacher/student connection, makes for a dynamic behavior

management system.