Amity International Journal of Teacher Education (AIJTE), Volume 4, No.1, April 2018 
                   
                   
                   
                                             CARE: PRINCIPLES OF CLASSROOM MANAGEMENT   
                                                                                                                    Ritu*   
                                                                       Abstract 
                  One of the most important aspect of the classroom is classroom management. The present paper explores the classroom 
                  condition existing in Indian setting. It seeks to identify the problems and challenges faced by the teacher in classroom. The 
                  researcher suggests the CARE principles of classroom management for maximizing learning outcome. 
                  Keywords-Classroom management, CARE, Learning outcomes  
                   
                  INTRODUCTION                                                      
                  Effective  education  refers  to  the  degree  to  which         classroom managers are teachers who understand 
                  schools  are  successful  in  accomplishing  their               relationship  between  teaching,  student  and  class. 
                  educational     objectives.    The     differences     in        Teachers  who  are  curious,  motivated  learners 
                  achievement between students who spend a year in                 receiving support      and    on-the-job    training can 
                  a class with a highly effective teacher as opposed to            continuously  improve  their  teaching  and  become 
                  a  highly  ineffective  teacher  are  startling.  Effective      very  skilled  in  class  room  management.  It  is 
                  teaching and learning cannot take place in poorly                undeniable that content knowledge of a discipline is 
                  managed classrooms (Jones &Jones, 2012; Marzano,                 indispensable for effective class management. Also, 
                  & Pickering, 2003). Effective classroom management               it is true that an individual’s characteristic pattern of 
                  strategies  support  and  facilitate  effective  teaching        thinking,  acting,  and  relating  (i.e.  personality) 
                  and  learning.  Effective  classroom  management  is             cannot  be  appreciably  altered  by  an  education 
                  generally based on the principle of establishing a               department’s  curriculum.  However,  to  assert  that 
                  positive  classroom  environment  encompassing                   content knowledge and personality are the only two 
                  effective  teacher-student  relationships  (Wubbels,             qualities of an effective class managers  would be an 
                  Brekelmans,  Van  Tartwijk,    1999).Classroom                   untested assumption. Although personality cannot 
                  management is defined as ,the actions teachers take              be taught, specific characteristics and behaviors can 
                  to  create  an  environment  that  supports  and                 be  isolated  and  developed  to  make  better  class 
                  facilitates  both  academic  and  social-emotional               managers .So good class managers can be made by 
                  learning..It    focuses  on  preventive  rather  than            proper strategy formulation and practice. The basic 
                  reactive classroom management procedures .  Good                 principals     are      Consistency,     Awesomeness, 
                                                                                   Relationships, and Excellence, or CARE. 
                  *Professor New Delhi Institute of Management, New Delhi           
                                                                   Amity International Journal of Teacher Education (AIJTE), Volume 4, No.1, April 2018 
                   
                   
                  2.1 Definition of classroom management                             •   What happens when a student disrespects 
                  It  refers  to  the  actions  teachers  take  to  create  a            someone? 
                  supportive environment for the academic and social                 •   What happens when a kid needs to use the 
                  emotional learning of students. They describe five                     restroom, or needs a pencil, or speaks while 
                  types of actions. In order to attain a high quality of                 you are speaking? 
                  classroom management, teachers must:                               •   What do kids do right when the bell rings? 
                  (1)  Develop  caring,  supportive  relationships  with         Having standardized ways of handling these things 
                  and among students and                                         communicates to our students that we know what 
                  (2) Organize and implement instruction in ways that            they are doing. And so planning for the bits of our 
                  optimize    students’   access   to   learning.   The          class  that  will  be  consistent  (rules,  policies, 
                  importance of developing favorable teacher-student             procedures) is one part of Consistency. 
                  relationships is there.                                        The  more  difficult part of Consistency  is  actually 
                  (3)   Teachers     should     encourage      students’         teaching  (and  re-teaching)  the  routines  we've 
                  engagement in academic tasks, which can be done by             designed  and,  even  more  difficult,  enforcing our 
                  using  group  management  methods  (e.g.,  by                  policies.  Thriving  cultures  are  best  built  on  the 
                  establishing rules and classroom procedures.                   foundation of consistent norms and behaviors, and 
                   (4)  Teachers  must  promote  the  development  of            such     foundations     depend      on     consistent 
                  students’ social skills and self-regulation.                   reinforcement. 
                   (5) Teacher should use appropriate interventions to           Awesomeness 
                  assist students with behavior problems.                        Literally, we want our class to produce awe in our 
                                                                                 students. we want it to be special for our kids to be 
                  Hence,  classroom  management  is  an  ongoing                 in there. We can achieve this in a few ways: 
                  interaction  between  teachers  and  their  students.              •   Challenging our students beyond what they 
                  “Classroom management refers to actions taken to                       think they are capable of. 
                  create   and    maintain    alearning    environment               •   Being honest with our students. 
                  conducive to successful instruction (arranging the                 •   Reminding your students, “Hey, _______ is 
                  physical  environment,  establishing  rules  and                       who we are. ______ is what we do.” 
                  procedures,  maintaining  students'  attention  to                 •   Doing hard things. 
                  lessons and engagement in activities)”Brophy.                           
                  Basic  principals  are   Consistency,  Awesomeness,            Basically,  this  is  going  to  look  different  in  every 
                  Relationships, and Excellence, or  CARE.                       classroom,  but  I  think  the  golden  standard  is  to 
                  What it specifies are:                                         achieve awesomeness while still being a team player 
                  Consistency                                                    amongst our colleagues and not exalting yourself 
                  Surprises are cool, but there are some things that             over   anyone  or  anything  (e.g.,  completely 
                  shouldn't be surprising about our room, like:                  disregarding our district curriculum because it's not 
                                                                                 awesome enough — a good workaround for that 
                                                                 Amity International Journal of Teacher Education (AIJTE), Volume 4, No.1, April 2018 
                 
                 
                situation would be to teach the curriculum fast so         that  teacher  expectations  of  the  students  can  be 
                that  we  have  time  for  more  awesome  things).  Be     communicated. 
                awesome, but also humble.                                  Step  3.  Define  teacher  responsibilities  for  rule 
                Relationships                                              compliance. 
                Here's what tends to be the earliest win for teachers.     It also important to consider what the teacher needs 
                Excellence, then, is the final piece of the puzzle; it's   to  do  to  assist  the  students  with  rule-following 
                the  part  that  keeps  us  striving  and  reaching  and   behaviors.  Understanding  teacher  responsibilities 
                improving  outcomes  for  our  students.First  and         associated with each rule are an important element 
                foremost, excellence has to come from us, just like it     for determining the success of a rule management 
                had to come from my teachers when we  were  in             concept. 
                school.                                                    Step  4.  Establish  logical,  positive  and  negative 
                The  following  steps  as  cited  by  Rademacher  and      consequences for rule compliance. 
                Callahan  (1998)  are  used  for  planning  a  rule        Teachers must not criticize student in front of others 
                management  routine  for  becoming  good  class            for breaking rule. If they do, teachers will risk the 
                managers:                                                  opportunity to build a trusting relationship with the 
                Step  1.  Create  rules  and  procedures  based  on        students .In addition, if the teacher implies that the 
                cooperative and productive learning behavior.              student who broke the rule is bad, the teacher fails to 
                Many behavioral problems can be eliminated when            promote positive self-esteem. 
                teachers begin to understand individual differences.       CLASSROOM MANAGEMENT STRATEGIES  
                For example, students who are low-achieving due to         Improving student behavior (e.g., self control) is an 
                differences in learning styles, often have difficulty      important  goal  in  many  classroom  management 
                completing  assignment  and  following  rules  and         programs    nowadays,     Moreover,    in    many 
                instructions inside and outside of the school setting.     interventions,  both   preventive   and    reactive 
                In other words, teachers who design and later teach        strategies are used. 
                effective rules and procedures based on principles of      1) Teachers’ behavior-focused interventions. 
                quality  work  expectations  and  cooperation  will         The  focus  of  the  intervention  is  on  improving 
                provide the necessary framework for teaching these         teachers’  classroom  management  (e.g.,  keeping 
                low-achieving student how to be successful both in         order,   introducing    rules   and    procedures, 
                and out of school.                                         disciplinary interventions) and thus on changing the 
                Step 2. Identify specific student behaviors for rule       teachers’ behavior.  
                compliance.                                                2)      Teacher-student       relationship-focused 
                After rules have been established, it is important to      interventions.  The  focus  of  the  intervention  is  on 
                think about what the student needs to do in order to       improving  the  interaction  between  teachers  and 
                follow  the  rules  successfully.  How  students  will     students  (teacher-student  interactions),  thus  on 
                behave in accordance with the rules is important so        developing caring, supportive relationships.  
                                                                    Amity International Journal of Teacher Education (AIJTE), Volume 4, No.1, April 2018 
                    
                    
                   3)  Students’  behavior-focused  interventions.  The                 Provide them examples of respectful behaviors that 
                   focus of the intervention is on improving student                    we expect from them). 
                   behavior, for example, via group contingencies or by                 Generally, do not exceed five expectations at a time; 
                                                                                   •
                   improving  self-control  among  all  students.  Both                 too many expectations will cause students to forget 
                   preventive and reactive interventions are included in                directions. 
                   this category.                                                       Adapt behavior expectations based on context such 
                                                                                   •
                   4) Students’ social-emotional development-focused                    as group size or setting. 
                   interventions.  The  focus  of  the  intervention  is  on            Reward positive behaviors 
                   improving students’ social-emotional development,                    Student praise is one of the most effective ways of 
                                                                                   •
                   such as enhancing their feelings of empathy for other                increasing  positive  behavior.  Giving  behavior-
                   children. Both preventive and reactive interventions                 specific praise that identifies what the student has 
                   are included in this category.                                       done correctly is a powerful strategy for increasing 
                   Further  some  more  Strategies  are  suggested  to                  good behavior. 
                   become good class managers.                                          Assess what rewards are reinforcing for the students: 
                                                                                   •
                   Approximately 80-85 percent of students will be able                 do they appreciate teacher attention or prefer small 
                   to meet classroom behavior expectations when given                   prizes? Rewards only work if the student finds them 
                   high-quality, universal instruction/intervention on                  reinforcing, so rewards may need to be tailored for 
                   behavior.                                                            individual students. 
                   Explicitly  teach  students  classroom  expectations                  
                   and routines                                                         Develop  a  curriculum  that  facilitates  student 
                   Teachers should not assume that students know the                    engagement 
                   appropriate  and  expected  classroom  behaviors.                    Ensure that the difficulty level of the instructional 
                                                                                   •
                   Instead, teachers should make it a priority to help                  materials     is   appropriate      for   the    students. 
                   their   students     understand  what  appropriate                   Instructional  materials  that  are  too  easy  or  too 
                   classroom behaviors are and make this information                    difficult can result in off-task behavior. 
                   explicit.                                                            Create opportunities for student choice in materials 
                                                                                   •
                   Spend  extra  time  teaching  expectations  at  the 
              •                                                                         studied. Student choice allows for greater ownership 
                   beginning  of  the  school  year;  this  plan  will  help            of academic experience.  
                   students get into the practice of following rules right              Incorporate  student  interest  into  the  curriculum, 
                                                                                   •
                   from the start.                                                      causing  the  students  to  become  more  invested  in 
                   Re teach our goals throughout the year, and make 
              •                                                                         what they are learning. 
                   sure our students are familiar with these goals. It                   
                   could be helpful to display them in your classroom.                  When a student doesn't responds to instruction?  
                   Make our classroom goals easy to understand and 
              •                                                                         If    student  doesn't  responds’  to    instruction  or 
                   measurable  (e.g.,  if  our  goal  is  to  "be  respectful"          interferes with classroom appropriate behavior, they 
                   make  sure  our  students  know  what  that  means.                  may need a stronger  or  customized  intervention.