Minds on Science Gazette

Gerry Pelletier. I would say that I am always in charge. I try to create an atmosphere in which students can question, move about converse with each other within a structured environment. Students understand that if they work well within this environment that there will be rewards throughout the year. The reward for eighth graders is a trip to Great America for Physics Day. The most important piece of advice I would give to teachers regarding classroom management is that they must be consistent. Students must understand the goals of the classroom and the consequences of not attaining these goals.

Bob Miller. Keep tight control of the classroom until you have had a chance to assess personalities and group dynamics. Distribute responsibilities with in the classroom on a reward system: daily work, extra credit and so forth.

Ginny Almeder. I am most comfortable in a relaxed but structured classroom. I try to give the students as much freedom and responsibility as they can manage. Seating is open. I am fairly flexible and try to remain open to student input. Short class discussions are held to deal with classroom procedures. I typically follow a set of rules consistent with school policy.

If behavioral problems occur, I deal with these immediately and directly in class. If the behavior persists, I speak with the individual after the class and describe the situation as a mutual problem that both of us need to solve. I ask for suggestions and offer suggestions, and we arrange a strategy to deal with the situation. If the problem persists, I will use a seating change, parent conference, or rarely, an after detention for further dialogue.

Mary Wilde. Classroom management is a very individual aspect of teaching, for what works for one teacher may make another teacher miserable. However, if teaching science is done through small groups, using hands-on activities and the inquiry approach, one must be flexible but well organized. If you are a teacher that needs a quiet classroom to maintain sanity, science is probably not the area for you. Science is not a discipline where all students should be quietly sitting in their seats, reading or note-taking about concepts they should be experiencing. Therefore, to organize a student and activity centered classroom, there are some general guidelines that lead to greater success (Figure 1.). These are just a few suggestions that might help classroom management in the science classroom. The most important aspect to remember is that you have to look at yourself and develop a classroom system you are comfortable with. Allow for flexibility, but be organized so that the time you spend on planning and preparation is reflected through the achievement of your students.

1. Establish class rules in the beginning before you begin any group activity. They need to know your expectations and their limitations on classroom order. 2. Make sure that whatever rules are made, they are enforced consistently. Before discipline problems arise, know how you will handle them, and communicate this with your students. 3. Particularly at the middle school level, don't give assignments you aren't going to grade or discuss in the classroom. If you want them to fulfil the responsibility to complete work, then you need to make sure they see a purpose for their effort. 4. Teach laboratory safety procedures before beginning any lab activities so that the students will know what to be cautious about, and how to deal with the situation. 5. Provide ample time for students to complete laboratory or hands-on activities. It is of most importance that all materials, equipment and lab procedures are available to students. 6. Be sure all students understand the laboratory procedures before allowing them to continue. 7. Develop lab assistants who are trained to set up labs and gather materials. This can be organized through the "science club."

Dale Rosene. Understand your students' needs and development. This will allow you to better understand and deal with their behaviors. Make your rules appropriate---enough to maintain order, but not too many, which might create a hostile environment. Be open and friendly and admit your mistakes. Use humor, and finally be yourself so that students can see you as a person.

John Ricciardi. I sense a classroom of students as being a unified, but independent entity unto itself---an awesome ecosystem of thought and feeling---a kind of greater being of multi-body mind and spirt. If a classroom is perceived as such a creature, then its management can be like maintaining the healthful life of an organism. (Italics, mine)

Here are three helpful "care and feeding" hints for the classroom:

1. The classroom organism must be comfortable in its physical environment---changing and using a variety of lighting levels, furniture positions, wall decorations, background music is important to maintaining a stimulating "mind space" for the creature to grow in.

2. The classroom organism must not be harnessed and controlled. Learn instead to coax and nurture it with reflexive input and response. Distractions and disruptive "order imbalances" are normal and natural. Know that the creature by itself, will quickly find its equilibrium again.

3. The classroom organism must be treated humanly---with dignity and respect at all times. The integrity of all individuals must be equally honored within the wholeness of their own identity and unity.