Roles of the Teacher - Controlling

Introduction

Controlling is the process by which teachers ensure that the learning activities and behavior of children in the classroom are consistent with the objectives, expectations and plans of both teachers and school. Controlling is closely related to planning. Planning involves the establishment of instructional objectives and the development of strategies, while controlling establishes standards of performance, influences, monitors and measures performance, compares performance with standards, and takes corrective action if needed. Indeed the initial step of the controlling process itself is actually a planning step ­ establishing standards or, more narrowly, rules.

It must be emphasized that the controlling process is essentially a positive one, its basic purpose is to facilitate and ensure attainment of instructional objectives. In the past, however, the terms control and controlling have generally conveyed the negative connotations of discipline and punishment which constrict student freedom and introduce teacher dominance, order and inflexibility in classrooms. A section dealing with discipline as a separate issue is included in this program. Today controlling is being recognized as a process through which teachers stimulate and guide productive learning behaviors rather than one through which they typically command and coerce students. Through controlling, teachers establish and maintain those conditions in which instruction can take place effectively and efficiently and in which their students feel comfortable and unthreatened.

Aims

The general aims of the controlling role is to ensure that instructional objectives and plans are attained by influencing the pace and direction of classroom activities and engagement in them, and by detecting actual or potential deviations and disruptions and by taking action to correct or prevent them. Subsidiary to this aim are four other aims. Controlling seeks to:

• Establish standards of performance and expectations of students consistent with instructional goals and plans.
• Influence and monitor student performance in the learning activities towards the attainment of standards, goals and plans.
• Locate through evaluation, instances where performance does not meet standards so that corrective action can be taken or planned.
• Motivate individuals and build the morale of groups by providing feedback, recognition, advice and encouragement on their performance and progress towards instructional goals.

Principles of Controlling

The following six principles are important in the implementation of the controlling role in classrooms. The initial three are basic and the latter three are highly desirable:

1. Controls should be clear and acceptable:

Students often resent controls, especially those considered to be vague or excessive. They should be able to grasp clearly what is expected of them as well as the purpose and process of the controls. If controls are excessive they signal that students are not able or trusted to act on their own.

2. Controls should encourage participation:

If students are to accept controls they should participate in the controlling process ­ that is, in establishing standards and rules, providing feedback, in locating deviations, and in determining correct action. To an appropriate degree, moreover, students may be delegated responsibility for controlling their own learning and significant parts of the class's activities.

3. Over control should be avoided:

Over control, where teachers view control as an end and not a means, or where they use it to coerce children to meet unreasonable demands should be avoided. Over control may lead to resentment and even rebellion, and be a barrier to motivation and learning.

4. Controls should be flexible:

Controls should be sufficiently flexible to be adapted to the styles of teachers and the needs of individual students.

5. Controls should be economical:

The less time and effort devoted to controlling the better. The fewer controls needed, the more effective they will be.

6. Controls should be operational:

Controls must lead to action that corrects differences between standards and performance.

While careful pro-active planning is essential to the success of the various roles of classroom management, it is especially pertinent to the task of establishing standards in the controlling role. It is now recognized that a crucial factor in pre-empting misbehavior and promoting student self-discipline lies in establishing clear guidelines and expectations regarding classroom behavior.