Classroom Management: KSA#7
1. Prevention
Management prevention should be greatly emphasized in the classroom. The best way to manage the classroom is to prevent the potential issues before they even arise. I feel that the best way to do this is to create a relationship with all the students. If the students know and respect you, they will be less likely to act out. Additionally, before busy or complicated activities in my class I predict the possible problems that could arise and cause conflict, and address such issues before we even begin. To avoid these issues, I have adapted many strategies; for instance, predetermining the groups that students will be working in. This not only separates the more "active" students, but it also gives each student an opportunity to learn and work with other peers to form more relationships in the classroom. Other prevention strategies are as simple as having the lab equipment already organized on the labs or having extra to work/activities for students to do so they stay busy and engaged.
2. Engagement and having a safe classroom environment
If students are bored and unhappy with the classroom dynamics, the chances of having management issues are greater. I feel that it is important to set up a safe and welcoming classroom for everyone. On the first day, I focus on getting to know the students and having the students better know each other. Throughout the year it is also important to maintain this relationship. For instance, asking students what they are going to do over the weekend and then asking them how it went on Monday is a way of maintaining this relationship. Additionally, it is important to keep students engaged in the lesson and to try new teaching strategies often. When students are engaged and interested in the lesson they are more likely to learn and retain the information, but also they are more likely to maintain an appropriate behaviour.
3. Calm Voice and Smiling
I believe teachers should be the role model for student behaviour. Treating the students with respect and dignity is extremely important, and by speaking calmly and portraying a happy demeanour this helps maintain a positive relationship. By speaking in a calm voice to the students I found that the students are more likely to respond calmly as well. Smiling is also a great way to model the behaviour that is expected from students. Smiling establishes relationships and creates a stress free environment.
4. Clear Expectations
For students to be well behaved, they must first know how you expect them to behave. Every teacher is different and expects their students to behave in different ways; therefore, I feel it is very important to discuss the roles of the student and the teacher in the first class and throughout the year. Students need to be reminded before certain activities and lessons. In addition to letting students know about their roles and expectations, clear consequences should be outlined before the class begins. Finally, at the end of each day the expectations should be reinforced. I believe that good behaviour should be praised and therefore reinforced. Behaviour that is not encouraged should also be mentioned and a plan should be made for the next class to ensure the proper behaviour is maintained.
5. Establishing a Routine
Establishing a routine helps get students attention and begin the class. At the start of each class I will show a short, fun video, take attendance and let students know the schedule for the day; then, we will begin the lesson. After time, students expect this routine and are prepared to begin class after the introduction is complete. This helps manage the flow of the class and get students attention to begin the day.
6. Wait time
When I have tried a few of my management strategies to gain the students attention and they do not respond, I will stand at the front of the classroom and wait. I will often raise my hand and wait for the student’s attention. This works very well for every grade level.
7. Clapping hands (Elementary)
In a busy lesson I found clapping my hands in a pattern got the students attention very effectively. Clapping works very well because it is loud enough for everyone to hear without having to raise my voice, or even speak at all. Once the students heard my clap, they would copy it and then give me their attention by showing me eye contact and listening. This response is only established through practise and routine.
8. Raise my hand (Elementary)
I would use this strategy when everyone was sitting in their desks working on an activity individually or quietly in pairs. To get their attention without speaking, I
would stand in front of the class and simply raise my hand. When the students saw this gesture, they would also raise their hand and give me their attention. This silent strategy worked very well to get the student’s attention.
9. Learning position (Elementary)
When I wanted to tell the students something new in a subject, or instructions for an upcoming activity I would have the students get into the learning position. I would also use this strategy when the children had manipulatives on their desk. For instance, in math I would often give blocks to each student to help them understand multiplication and division. Most students would continue to play with the blocks when I was speaking, so I had them get into the learning position. The students would cross their fingers
together and place their hands on top of their desk, while also sitting up straight and with their eyes up front. This position helped the students stop fidgeting and pay attention.