Management Strategies

An ideal classroom layout supports student learning, promotes engagement, is accessible, and flows nicely throughout the learning space. Classroom layout should encourage collaboration and individual work depending on the setup of the room whether it be in rows, pods, or in other ways. It is important to ensure clear sightlines to the teacher and instructional materials and help minimize distractions and support behavior management. Creating zones for different learning activities is especially imperative in elementary classrooms for activities like technology use, small groups, or quiet reading. To implement effective layouts consider the subject of the class, the ages of the students, and the teaching style. For lectures, the ideal classroom layout is most likely front facing rows or columns, whereas if the teacher does more group projects, pods of four or five might be more appropriate. In a kindergarten classroom a Storytime mat might be on the side of the room, but this would be inappropriate for a high school chemistry classroom. The arrangement of desks should always remain accessible for differently abled students and educators. Be sure to include areas for materials, teacher movement, and student independence (e.g., turn-in bins, supplies table, etc.). Using flexible seating or varying types of seating can help meet diverse student needs, and research is still being done on whether this is effective in the classroom. Two types of seating that promote class discussions include the horseshoe layout and the fishbowl layout. The first of the two sets the teacher at the front of the room, and allows students to see many of their peers, whereas fishbowl has two circles on students, one circle being in the center of the other, where students switch desks during a conversation and only the inner circle converses. Evertson and Weinstein (2006) in their Handbook of Classroom Management taught that "the classroom environment can influence the way teachers teach, and students learn. By thoughtfully designing the classroom layout, teachers can create a learning environment that maximizes comfort, engagement, and collaboration.

"Effective routines, such as hall pass procedures, support a well-managed classroom and maximize student time on task" (Marzano & Marzano, 2003). Hall pass procedures are essential classroom routines that promote safety, accountability, and minimize instructional disruptions. There are many purposes for a hall pass. Some include tracking student movement, reducing hallway misbehavior, limiting non-instructional wandering, and providing consistent expectations. However, hall passes might look different for different classrooms. For a third-grade classroom, the procedure and expectation might be to raise your hand, ask for the hall pass, and return within 5 minutes. In a middle school lecture-based classroom, the process might be to head to the back of the room, sign out on a clipboard or digital log, and sign in when you have returned the hall pass. Yet, for a high school literature classroom, the expectation might be to hold the hall pass and make eye contact with the teacher before heading out of the room. Clear signage or physical passes like laminated lanyards will benefit teachers and hall monitors. Teaching students at the beginning of the year when and how to use the hall pass, and establishing a time limit on how often or how long students can leave the classroom per week/day, can reinforce the expectations that hall time is brief, purposeful, and respectful. I commend my high school, as they had a separate hall pass to a room for students who needed time to de-stress or refocus. This room had a school counselor and many activities to ground students. It was primarily used for students sleeping in class, having a rough day, or feeling hyperactive. This hall pass procedure was to hold the pass and make eye contact with the teacher. When the student reached the room, they were asked to sign in digitally and were given a 15-minute timer. If students felt they needed longer, the counselor would either agree and email their teacher or send them back to the classroom. This limited misuse of bathroom passes and provided a dedicated space for students to emotionally regulate and return to class. 

Effective parent/guardian communication should foster collaboration, trust, and student success. It is foundational for building positive relationships between school and home, and keeps parents in the loop about academic progress, behavior, and classroom events. Parent-teacher communication encourages support and reinforcement at home and enhances student learning and accountability. Not only does it encourage support, it also prevents misunderstandings and provides opportunities for early intervention when challenges arise. Implementing effective communication with parents starts with a regular schedule for updates on weekly and monthly summaries to prevent last minute scrambling. Using methods like emails, apps, newsletters, or phone calls can help meet different family needs. Personally, I recommend both a printed Newsletter and an emailed version to get information for students who might not have technology outside of the classroom or lose track of where assignments end up. It is important for teachers to be proactive and balanced and receive feedback with grace. "Teachers who maintain regular communication with families foster a team approach that leads to greater student achievement and fewer behavioral problems" (Epstein, 2011). Providing translation or accessible support for non-English speaking or differently abled families is imperative, along with maintaining confidentiality and professionalism in all communication. Clear, respectful, consistent communication with parents and guardians creates a supportive network that empowers students to thrive both at home and at school.