Classroom Management Techniques
I believe effective classroom management is dependent upon the rapport and respect between the student and teacher. Mutual respect leads to a positive learning environment for everyone. Every student has the need to feel validated and safe. Teachers must make the effort to meet the needs of the students, both in their academic and social needs. If students feel that a teacher cares about them as a person they are more likely to respect the teacher and themselves and strive for success in the academic setting. Creating motivated, willing students is at the core of effective teaching.
Classroom management centers on the environment of the classroom. Students must know what is expected of them at all times. A clear set of boundaries and consequences must be set-up early and enforced throughout the school year. Consistency in the teacher’s reactions is crucial, because without it students will push for boundaries. Equally important is having thought out lessons that include active involvement from the students creating motivation for academic success. Lessons should always allow all students to feel success. Discipline problems can stem from a lack of ability or attention span in the classroom. Students must not be left behind to struggle. Every lesson should take into consideration the students in the classroom and be flexible enough for scaffolding for all levels of learners. Struggling students, as well as students who are not challenged enough, are more likely to draw attention to themselves with behavioral outbursts. Therefore, teachers must make a concerted effort to create lessons that will reach students of all abilities and learning modalities. In my classroom I strive to create lessons that incorporate all learning modalities through SADIE techniques. I take into consideration the students in my classroom and create lessons that are thoughtful and appropriate. My ability to adapt to the students in my classroom has enabled me to have less issues with discipline and more success when trying to solve discipline issues when they arise.
Classroom management centers on the environment of the classroom. Students must know what is expected of them at all times. A clear set of boundaries and consequences must be set-up early and enforced throughout the school year. Consistency in the teacher’s reactions is crucial, because without it students will push for boundaries. Equally important is having thought out lessons that include active involvement from the students creating motivation for academic success. Lessons should always allow all students to feel success. Discipline problems can stem from a lack of ability or attention span in the classroom. Students must not be left behind to struggle. Every lesson should take into consideration the students in the classroom and be flexible enough for scaffolding for all levels of learners. Struggling students, as well as students who are not challenged enough, are more likely to draw attention to themselves with behavioral outbursts. Therefore, teachers must make a concerted effort to create lessons that will reach students of all abilities and learning modalities. In my classroom I strive to create lessons that incorporate all learning modalities through SADIE techniques. I take into consideration the students in my classroom and create lessons that are thoughtful and appropriate. My ability to adapt to the students in my classroom has enabled me to have less issues with discipline and more success when trying to solve discipline issues when they arise.
Management Tricks
(I use a combination of these depending on the grade level.)
· The Five Count: When I need to get the whole class’ attention I will start counting from 1 to 5, slowly. I should have all attention on me by the time I reach 5. I have found this works for all age groups and is effective in almost all situations.
· The Snake: A computer-generated picture of a snake is placed in the front of the room, taped on the white-board. Everyday the tongue is drawn and the length depends on how long the students are in my classroom. If the room is not silent will all faces forward I slowly start to erase the tongue. If the whole tongue is erased there is a consequence.
· Group Points: The first group that follows ALL of my directions first and is seated quietly at their desk looking forward, will receive a group point. The goal is by the end of the week one team will have more points than the rest of the class. That group is then rewarded for their efforts. I changed seating arrangements often to ensure equality among the groups. I have also used this technique for rows.
· Class Jobs: There are various jobs assigned every week to different students. There is a job board hanging up showing who is responsible for a specific job. Assigning students’ jobs help me run the classroom more effectively and efficiently.
· Agenda: Every day the agenda is put up on the board. It lists everything that is going to be accomplished that day. This helps both the students and I stay on task and focused. It also cuts down on the amount of transition time and questions about assignments.
· Weekly Parent Communication: Each school sends home information on a different day. I have always had a way to send home weekly reports to parents on the assignments that are missing and their students' behavior that week. It requires a parent signature and must be returned to me signed the next day.
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(I use a combination of these depending on the grade level.)
· The Five Count: When I need to get the whole class’ attention I will start counting from 1 to 5, slowly. I should have all attention on me by the time I reach 5. I have found this works for all age groups and is effective in almost all situations.
· The Snake: A computer-generated picture of a snake is placed in the front of the room, taped on the white-board. Everyday the tongue is drawn and the length depends on how long the students are in my classroom. If the room is not silent will all faces forward I slowly start to erase the tongue. If the whole tongue is erased there is a consequence.
· Group Points: The first group that follows ALL of my directions first and is seated quietly at their desk looking forward, will receive a group point. The goal is by the end of the week one team will have more points than the rest of the class. That group is then rewarded for their efforts. I changed seating arrangements often to ensure equality among the groups. I have also used this technique for rows.
· Class Jobs: There are various jobs assigned every week to different students. There is a job board hanging up showing who is responsible for a specific job. Assigning students’ jobs help me run the classroom more effectively and efficiently.
· Agenda: Every day the agenda is put up on the board. It lists everything that is going to be accomplished that day. This helps both the students and I stay on task and focused. It also cuts down on the amount of transition time and questions about assignments.
· Weekly Parent Communication: Each school sends home information on a different day. I have always had a way to send home weekly reports to parents on the assignments that are missing and their students' behavior that week. It requires a parent signature and must be returned to me signed the next day.
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