Classroom Management Strategies
- Michael
- Jan 15, 2022
- 3 min read
Updated: Feb 4, 2022
Classroom Management Strategies
Every child is a unique individual with different strengths and weaknesses. Each child learns in different ways and at a different pace (ECDA). When faced with the adversity of visual impairment, educators must take an increased responsibility to ensure we provide the best quality education for them.
This is where classroom management strategies come in!
They serve crucial roles in creating a welcoming and nurturing environment for children to achieve their greatest potential.
Click on the video below to find out some of the common classroom management mistakes made by teachers.
Initially, some teachers shy away from the idea of classroom management strategies for the visually impaired. They have the impression that it may be troublesome or impractical. Although it may seem that way, we're here to put those misconceptions to rest!
These tips and tricks are easy to assimilate for children and quick to inculcate.
Here are some simple, yet effective strategies which you can implement in your own classroom today!
No. 1: Consider the use of enlarged print/magnified worksheets.
No. 2: Lighting
Make sure lighting is suitable.
Make efforts to eliminate the risk of glare from the desk and whiteboard.
If possible, ensure lights are coming from behind or to the side of the student, rather than the front.
No. 3: Seat the student appropriately in the classroom (e.g. in the middle towards the front).
Encourage the student to use visual aids/resources that have been prescribed (e.g. glasses, magnifiers, big-print books, etc).
Give clear instructions as the student may misinterpret gestures and facial expressions.
The fewer configurations on a page, the better (worksheets can be cut in strips and stapled together to present less work at a time).
Print materials need to be clear and dark.
Incorporate Lesson on inclusivity with children; invite the child to talk about his/her special needs with class
Near point work should be limited to fifteen minutes or less. The student should be encouraged to look away from his/her work, sharpen a pencil or participate in another activity as this will allow the student to refocus his/her eyes so that the student is less likely to become fatigued.
Have students measure from their elbow to their fingers and tell them they need never get closer to their work than that distance.
Provide contrast on any visual materials used: black and white are best.
Supplement visual material with a clear verbal explanation.
Require less copying from the board or elsewhere.
Increase oral activities.
Use concrete material and hands-on experience whenever possible.
Allow more time to complete tasks and provide breaks to combat fatigue.
Do not lower expectations because the student has a visual impairment.
Provide mobility and orientation training as students with visual impairment experience great difficulty in acquiring skills in direction, mobility and travel. This is particularly important at post-primary level where the student may have to move for individual subjects.
Arrange for other students to act as buddies and use peer tutoring. Peer-groups should be encouraged to include and support the student.
Use the student’s name when seeking his/her attention.
Behavioural Management
Classroom Management Strategies go deeper than a child's immediate physical environment. As strong proponents of Urie Bronfenbrenner's social-ecological system theory, we believe that the most effective strategies engage their primary caregivers, getting them involved as well. We strive to build this bridge of communication between parents to liaise and establish rapport.
This strong relationship foundation works miracles!
It goes a long way in collaboration and planning ideal strategies. Seeing what works, what doesn't, and what best suits your child.
Lyford Model
Let's identify the process of the Lyford Model
• A practical framework to help teachers develop a sound theoretical approach to classroom management
• Describes how different theoretical influences shape our thinking.
• Helps teachers to design->develop->implement->review, thus improving classroom management plans.
• Empowers teachers to bring “theory into practice” in creating positive learning environments
(Visit https://www.scirp.org/pdf/CE_2015111913405034.pdf, for more information.)
Sociocultural perspectives provide explanations for the interactions of each of us with others in our social group
Psychoeducational perspectives provide explanations about individual beliefs, thoughts, feelings, emotions and behaviours.
Plan ----> Implement ----> Review
As an educator, bear an open mindset and engage in personal reflection.
• Ask yourself; what kind of educator do I want to be?
• What do I believe about learning?
• What type of classroom environment do I want to establish?
• What are the learning styles of children?
• What do I want my children to learn?
• How do I want my children to behave?
I find it extraordinary beneficial to realign my purpose with my actions, what am I fighting for... Does my management plan prioritise the child's interests and what might I need to change and why?
Only through professional self-reflection, do we acquire the answers to these questions.
References
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