Classroom Management As Time Management
In their introductory text on teaching, Kauchak and Eggen (2008)Kauchak, D., and Eggen, P. (2008). Introduction to teaching: Becoming a professional (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. explain classroom management in terms of time management. The goal of classroom management, to Kauchak and Eggen, is to not only maintain order but to optimize student learning. They divide class time into four overlapping categories, namely allocated time, instructional time, engaged time, and academic learning time.
Allocated time
Allocated time is the total time allotted for teaching, learning, and routine classroom procedures like attendance and announcements. Allocated time is also what appears on a student's schedule, for example "Introductory Algebra: 9:50-10:30 a.m." or "Fine Arts 1:15-2:00 p.m."
Instructional time
Instructional time is what remains after routine classroom procedures are completed. That is to say, instructional time is the time wherein teaching and learning actually takes place. Teachers may spend two or three minutes taking attendance, for example, before their instruction begins.
Engaged time
Engaged time is also called time on task. During engaged time, students are participating actively in learning activities—asking and responding to questions, completing worksheets and exercises, preparing skits and presentations, etc.
Academic learning time
Academic learning time occurs when students 1) participate actively and 2) are successful in learning activities. Effective classroom management maximizes academic learning time.
Read more about this topic: Classroom Management
Famous quotes containing the words classroom, management and/or time:
“Living, just by itself—what a dirge that is! Life is a classroom and Boredom’s the usher, there all the time to spy on you; whatever happens, you’ve got to look as if you were awfully busy all the time doing something that’s terribly exciting—or he’ll come along and nibble your brain.”
—Louis-Ferdinand Céline (1894–1961)
“This we take it is the grand characteristic of our age. By our skill in Mechanism, it has come to pass, that in the management of external things we excel all other ages; while in whatever respects the pure moral nature, in true dignity of soul and character, we are perhaps inferior to most civilised ages.”
—Thomas Carlyle (1795–1881)
“In the range of things toddlers have to learn and endlessly review—why you can’t put bottles with certain labels in your mouth, why you have to sit on the potty, why you can’t take whatever you want in the store, why you don’t hit your friends—by the time we got to why you can’t drop your peas, well, I was dropping a few myself.”
—Mary Kay Blakely (20th century)