Constructivist Approaches

Problems to Limit Versus Problems to Solve

Discussions of classroom management often revolve around structures that teachers put in place to limit the likelihood of problem behavior. For example, most teachers have, at varying levels of formality, procedures for entering and leaving the classroom, using restrooms, distributing papers, and submitting assignments, among others. In some instances, lack of preestablished procedures or practices in these domains can cause crowding, foster frustration, or create unnecessary waiting. These problems are worth limiting or avoiding.

Conversely, there are problems worth addressing, and not avoiding. Some problems are opportunities from which learning can occur. Teachers distinguish between problems of such limited learning value that are best avoided and the types on which lessons can be built. For instance, in constructivist classrooms in which students are using materials unique to their research design solution to a task, teachers want to avoid problems of wasted time. Thus, to manage these classrooms, teachers ensure predictable access to online, print, and 3D material and create predictable places and processes for finding and using materials. They post necessary pass codes or sign-out sheets that are visible where they are to be used. They label supplies and materials, store them in appropriately sized containers, and maintain them in working order. These are some of the resource management structures that teachers put in place if they are to manage successful classrooms in which students efficiently select and retrieve materials on their own. A set of preestablished routines in the management of instructional resources is an example of a classroom management structure that limits the types of problems from which only minimal learning can emerge.

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