Classroom Management
Sometimes it feels like we are herding cats.
Session Objective
At the end of this article teachers should be able to:
Welcome to Classroom Management!
(If you don’t plan, the student will plan for you!!)
What is Classroom Management?
What are some components of effective classroom management?
Classroom management is a way of organizing the resources, pupils and helpers so that teaching and learning can proceed in an efficient and safe manner.
The biggest deterrent to classroom management issues is proactive, effective lessons.
The more you plan, the more effective the lesson and delivery…the less problems with discipline.
Classroom Management involves:
Establishing procedures, having rules, and reducing discipline problems.
Why do students cause discipline problems?
Students misbehave for several reasons:
They are bored.
They don’t know the purpose of your presentation.
They don’t understand how the information that you are delivering applies to them.
Instruction is uninteresting
The pace of the instruction is incorrect (too fast, or too slow).
Not enough interaction between and among peers.
Principles of Classroom Management
Classroom Management Principles make a good first impression.
Come in with enthusiasm and show you are excited to be there.
Minimize the power differential in everyday communication.
Sitting behind a desk or standing behind a podium can send the message that you want to create some distance between yourself and the students.
Get down to their level when working with them.
Know the power of proximity
You can accomplish more through your body language than through your voice.
Put your body next to problems.
Put your body in-between students who are disruptive.
Know how to work one-on-one with students while not turning your back on the rest of the class.
Think Prevention
Consider how you can manage the learning process to prevent undesirable behaviors (i.e. classroom set-up, opportunities for students to interact, active involvement, clear communication of expectations, structuring for success).
Model behaviors you expect from the students: mutual respect, active listening, interest in learning, subject enthusiasm, open mindedness, positive attitude.
Know the schools’ procedures regarding such things as code of conduct
Make your lessons relevant and interesting to your students.
Use examples that interest students.
Teach positively and show your enthusiasm. Passion is contagious.
The Ideal Teacher:
Enjoys students.
Uses different teaching techniques.
Has a great sense of humor.
Acts like an adult and not a child (or high school student).
Keeps promises.
Is organized.
Knows the subject matter.
Admits when he or she is wrong.
Uses a pleasant voice.
Is enthusiastic about the subject.
Is willing to listen to both sides of an issue.
Has a reputation for giving challenging work.
Isn’t a pushover. Keeps misbehaving students in line.
Keeps everyone busy.
Does not have favorites.
Is polite to everyone all of the time.
Is friendly and fair.
The Teacher-Student Relationship
You should show that you care about your students. Attend sporting events, ask about their hobbies, and make a connection.
You should have a thorough knowledge of your subject matter. Being prepared builds trust.
You should take command of the class. If you are not the classroom leader, the students will gladly assume the position.
You should act in a mature manner all of the time. Don’t be sarcastic. Don’t tell lies. Don’t lose your temper.
You should maintain a certain emotional distance between yourself and your students. Students have peers. They need you to teach.
Dressing Appropriately
According to Harry Wong, “We are walking, talking advertisements for who we are.”
Educators should dress for respect, credibility, acceptance, and authority.
Effective Instruction
A structured and instructionally sound classroom will eliminate a majority of misbehaviors.
Two important key factors are:
Room arrangement
Time management
Movement is the key
Be able to have quick access to any student at any time.
Be comfortable moving around your room during instructional periods.
Being in close proximity to a student is an effective deterrent.
An Effective Discipline Plan
The 3 most important student behaviors to teach on the first days of school are:
Discipline
Procedures
Routines
The rules about rules
Wong writes, “The function of a rule is to prevent or encourage behavior by clearly stating student expectations.”
Creating Your Class Rules
Only have 3 to 5 rules
State rules positively.
Make the rules easy for you and your students to remember.
Be able to enforce the rules consistently.
Remember:
Rules deal with behavior, not procedures.
Rewards
“The best reward is the satisfaction of a job well done.”
Some examples include:
Praise
A note home (Good News Cards)
Student of the day, week, or month
Tangible rewards
Work posted
Certificates of Honor
Penalties
Time out
Demerit or fine
Detention
Assignment to write ways to correct problem
Being last to leave
Loss of reward
Exclusion of class participation
Enlist Parent Support
Be sure to send a copy of your discipline plan home to parents the first day of school.
Make positive parent contact before you need their assistance with a problem.
Contact parents as soon as you see a change in their child’s behavior patterns.
Parents can be one of your biggest allies in managing the student’s behavior.
Procedures and Routines
Harry Wong writes in The First Days of School, “The number one problem in the classroom is not discipline; it is the lack of procedures and routines.”
Wong also states, “A procedure is simply a method or process for how things are to be done in a classroom.”
Procedures answer the question, “What do I do when…?”
Classroom Procedures That Must Become Routine:
Beginning of a period. Do students know what to do?
Quieting a class. Do students know how you will quiet them down?
Students seeking help. Do students know how to get your attention?
Movement of students and papers. Do students know how to move about the room and pass papers in?
End of period. Do students know who or what will dismiss them at the end of the period?
Procedures to Consider
Entering the classroom
Getting to work immediately
End of class dismissal
Participating in class discussions
Changing groups
Turning in papers
When you finish early
Asking a question
Responding to fire, severe weather, and tornado drills
Leaving the classroom
When visitors arrive
Keeping a notebook
Interruptions
Getting classroom materials
You Must Teach Procedures!
EXPLAIN
REHEARSE
REINFORCE
4 Actions That Helped Me and Will Help You Too!
Maintain a professional relationship with students and fellow colleagues.
Be fair and consistent with students regardless of who they are.
Take an interest in students’ extracurricular activities.
Think, Pair, Share
Why is having control of the class so important in order to get your message delivered effectively?
"Listen" To The Students’ Misbehavior.
Student misbehavior isn't just an annoying disruption --- it's a secret message the student is (unwittingly) trying to convey to you.
Guiding Values of Classroom Management
Fairness
Firmness
Consistency
Developmental
appropriateness
Classroom Management Principles
Non-Verbal Cuing.
Non-verbal cues can be effective to show the class that the noise level is too high.
Tell the student up-front what is your cue, and use it throughout the presentation.
Cues can be a bell, a clicker, flipping the light switches.
They can also be facial expressions, body posture and hand signals.
Focusing. Be sure you have the attention of everyone in your classroom before you start your lesson. Don’t attempt to teach over the chatter of students who are not paying attention.
Behavior Scenarios
How you handle misbehaviors will matter in your stress level and that of the class.
