I don’t know about you, but, for me, classroom management has always been the hardest part of teaching. In my attempts to improve classroom management, I have read books, observed other teachers, and tried and failed numerous times. I finally have learned at least a few tips for classroom management worth sharing. While I am not a certified expert in classroom management, I am a mentor to many new teachers and I have had enough trial-by-fire experiences to offer you a few of my personal favorite classroom management tips.
As soon as students enter my classroom, they know they have to read independently for the first few minutes. This classroom management strategy focuses students’ attention immediately. It allows me to talk quietly with students who need individual attention and to take attendance. I also love the quiet and reverent tone it sets for the day’s learning. It also underscores the importance of reading in the English classroom.
While this sounds simple, the most challenging part of this classroom management strategy is to notice small signs of disrespect as soon as they happen and to have quiet, but serious, conversations with the disrespectful individuals. I find it works best when I have a personal conversation with the student in question and let them explain their actions to me first. I then politely explain that respect is the only expectation that I have for them, and that I want the student to keep my respect and that of their peers, so remaining respectful is their only choice. I also find it difficult to remain respectful when a student is NOT respectful to me, but in my experience, continuing to speak softly and politely, but firmly, almost always wins out in the end.
Speaking of being polite yet firm, when a student becomes frustrated or angry in class, I try to treat them with the utmost kindness and to listen carefully to what they are saying. However, unless there are extenuating circumstances, I remain kind yet firm on my policies about grading, tardiness, and need for respect. I also find that stating, “I need two of you choose a new group” and then standing quietly but firmly next to the students who are being disrespectful until they have done what I ask, usually convinces them and allows the class to continue. There is no need for you to keep speaking — just remain firm in your position and your expectation.
My pet peeve is seeing students line up at the door before the bell has rung. There is never enough time to teach everything we teachers want, so why do we allow students to not take full advantage of their time in class? I have found that the best classroom management strategy to avoid that line if class ends earlier than expected is to play a simple vocabulary game (I know — I can’t resist vocabulary!).
There are two variations to this game. The first version is to toss a stuffed animal to a student and call out a word; if the student answers with the correct definition or a strong sentence they get to toss the stuffed animal to another “victim” — if not, I provide another word. Alternatively, all students have to stand up and can only sit down (suddenly, sitting down becomes attractive again) if they individually answer my query about a vocabulary word definition correctly or use it in a sentence.
Can I go to the bathroom? Can I take this phone call? Can I text in class? Can we do nothing today? Students of all ages ask so many questions — and my simple response is to reiterate my mantra enthusiastically: “Our Learning Time is Sacred!” I then follow up by asking how much of an emergency the situation is. If the student clearly is desperate, I allow them to use the restroom, for example. Otherwise, it is hard for students to overcome the mantra, especially if you remain kind yet firm (see tip #3).
I hope that these classroom management tips resonate with you. I look forward to hearing your comments, as well as some of your best tips for classroom management, as my list certainly isn’t complete.
|
|
|
|