Effective Classroom Routines Are Procedural Representations Of A Teacher 's Expectations
For the purpose of this discussion I would like to introduce a case study from one of my early voluntary placements in which the names of all participants have been changed.
The antecedent was Mrs Jennings telling Chloe, a Year 2 child she had previously warned me was 'problematic, ' that she had to be on her best behaviour since she would be changing phonics groups that day. Chloe behaved negatively by vocally expressing her displeasure, throwing her phonics book at the teacher, and hiding in the corner. As consequence for her actions, she was sent to a time out room which contained books and toys to speak with the school counsellor.
This is an example of an ineffective classroom in which routines were used badly. In the transition to a new task the teacher called attention to a naughty child who had yet to misbehave that day, pre-empting her bad behaviour rather than reacting to it. Instead of being an anticipatory strategy, the situation became what Merton (1948) would call a self-fulfilling prophecy, “a false definition of the situation evoking a new behaviour which makes the original false conception come true.” Rosenthal and Jacobson (1968) tells us that teachers behaviour towards pupils can be influenced by their perceptions of both the child…