STLinSTL 2024

Effective classroom management planning helps to create a positive and safe learning environment that fosters motivation, addresses challenges, and develops critical thinking among students (Jobirovan, 2023). Social Emotional Learning plays a crucial role in building self-regulation among students. Research shows that students who are self-regulated and emotionally alert are able to achieve higher academic success (CASEL, 2017). A case study on an urban midwest K-5 charter school helped to identify the classroom management strategies used by grade 1 teachers to enhance the social emotional state of the students by implementing the “Zone of Regulations” strategy and analyzing the “observational notes.” A framework was developed to connect the “emotional alertness” of students, known as the “zone of regulations'' strategy, with the “predicted intervention,” which included various classroom management strategies used by grade 1 teachers. 33 students with two Grade 1 teachers were observed using the “Zone of Tracking'' framework. Current study includes data of four observations conducted per teacher for one hour each in all subjects. Descriptive data from eight observations shows that “Following Classroom Expectations'' was identified as one of the strategies in creating emotional alertness among students. Note making done during the classroom observations exhibit patterns which are grouped into two categories: instructional routines and classroom routines. Instructional Routines included four sub categories: Lesson Planning, Time Management of Teacher, Proximity of Teacher, and Automaticity of Students. Classroom Routines included four sub categories: Voice Level of Teacher, Classroom Norms, Rewards, and Transitions. Listing and recognizing the various classroom management elements considering the emotional alertness of the students could assist the teachers to build a strong classroom management plan that can cater to both academic and emotional needs of the students.