7 levels to a better classroom management

Classroom management, where do I begin? It is quite the complex feat and is an ongoing and underlying challenge for all teachers new and veteran. Although it does get better with time as teachers figure out their style. It is challenging because every year we are faced with new students and methods that were used previously may need to be modified every year. I personally prefer the preventative way which I will discuss in another article. Below are a few tips that I suggest to teachers who are at a loss or are just beginning and need some guidance.

Classroom management depends a lot on the dynamics of the students and the teacher’s tolerance and personality. So if you follow these guidelines, you may not need to go to the extreme - the principal’s office. The key is too keep your class flowing without interruption so you don’t lose track of your lesson. Disruptive students can be a derailment to your lesson and to your thought process. Your plans may change because of these disruptions. I suggest to go with interventions that start by small, almost unnoticed interruptions to inevitable bigger interruptions. You will need to avoid the latter as much as possible, depending on the situation of course.

Level 1. Emphasize on the nonverbal

Your presence in class, both physically and verbally are very important. You must be assertive both physically and verbally. Appearance is everything. Students notice an authoritative teacher. No I’m not saying to shout and be mean, but it’s all in the way you present yourself.

Greet the students in the beginning of class as they walk in. Walk around as they walk in to make sure they start settling in. Walking around during the lesson also helps a lot. If a student disrupts or is not attentive, your mirror presence already Prevents the students from acting out. You may even just stand next to the student that is chatting and give them a stare. They know by the way you look at them that you mean business and that you want them to pay attention to your lesson. You can even do a tap on the desk they will quickly pay attention. Our eyes tell a lot and can be intimidating to them. As serious stare is sometimes enough!

Another nonverbal way is to change the intonation of your voice. Make sure to have an assertive voice When talking to students. You may even call out the name of the student and ask them to answer a question or read a paragraph. This diverts their attention back to task at hand. You see? Without really interrupting the flow of your class you’re telling the student, I see you, and I notice you are not listening so pay attention and do something constructive.

Level 2. Talk to the student in question.

While you’re walking around and you notice that seems students still disrupting, quietly go down to their eye level and whisper that you would like them to pay attention. You can tell them that this is a warning and the next step will have to move them from their place. This is a small intervention, and shouldn’t interrupt your flow too much.

Level 3. Move the student around

Once you get to know your students you can make a better seating arrangement. Prior to that if you have tried the first two levels and the student is still being disruptive, he will have to change his seat. Have him seated near someone that is less disruptive. Once you know your students and who are they friends with, he will be in a better position to make a seating arrangement. It makes a world of a difference. I recommend you make a change for the entire class so you don’t single out a particular student. This way it is more fair and students are the first to smell injustice.

Level 4. My way or the hallway ! for a short time.

At this point the student has been too disruptive after multiple attempts to catch their attention and to quiet them down. This is a time to talk to them outside in the hall. Stand next to them, not in front of them it is actually less intimidating. You want to understand what is going on and why they are acting out. This is also the time to explain how you feel. We are human, don’t forget that! It’s OK to tell them how you feel and that they’re behavior is interrupting the class and slowing down your lesson. They are not learning and so are their classmates. It’s OK to tell them that their misconduct is derailing your thoughts. It’s OK to tell them that you don’t appreciate their lack of cooperation and that you believe they can do better. However this is also the time to tell them that it’s a warning and the next time they will not come back to class. Depending on the situation, you can ask the students to stay outside in the hallway for five minutes to to just calm down and think about what they did. You may even have them write a reflection if you wish. It really depends on the situation.

Level 5. My way or the hallway!… for a longer time

I had a hard time with this one when I was a rookie. I felt remorse sending students in the hall indefinitely - well, you know what I mean, until you think its time to bring them back in. That may be until the end of the period. Sometimes to save your sanity and to keep the rest of the students in control, it’s best for everyone if that student waits outside. If the disruptive student was distracting the others, then keeping him/ her in the class is a disservice.

On the flip side, sending the student outside can be benificial for them. They may need to step out. Certain students may need a break, which is why they are acting out. Sometimes when certain students, and they are the same ones each time, start to be disruptive, I actually tell them to step out for a walk in the hallway. They are not in trouble, but Im in tune with their behavior and know that to prevent any further interruptions, it’s necessary for them to leave.

If you are planning to send the student outside, send them with work. Either work being done in class or a reflection. I use a think sheet and I document it. It is useful for follow up on behavior and for reporting to parents or administration if need be.

Level 6. Have consequences

Consequences can range from keeping the student after the period has ended for a few minutes to a lunch or after school detention. I suggest to notify the parents of the misbehavior. Parent involvement is generally effective and will have an impact on the student. Consistency is key. Whatever consequences you choose, make sure you follow through and follow up.

Is the behavior corrected? If yes, then you can go back to level one. If the behavior is not corrected, then you’ll need the administration’s involvement.

Level 7 administration

At this point you have tried many things mentioned above and the behavior is still not corrected even repeated multiple times. This is when administration can come in. Definitely if a student is acting in a way that you find inappropriate, disrespectful or dangerous, you can go straight to level seven.

Simplicity goes a long way

Start with simple rules to follow. Having to keep up with your lesson and to keep up with rules is tricky and laboursome. There are enough things to keep track of. Keep it simple and brief. You could even put a poster up with your rules.

Dont sweat the small stuff

In conclusion, classroom management is a dynamic part of teaching and takes multiple trials before you find what you are comfortable with. The key is to make your guidelines clear from the beginning of the year and consistency is paramount. The last thing you want are students that know you can slack off on the rules that you have implemented. You will lose credibility if that happens. Remember that everyone’s goal at the end is that the student succeeds in an environment that is conducive for learning. Best of luck!