Classroom Management: Preventative Strategies
Building Relationships
We have heard it again and again, RELATIONSHIPS MATTER. I took this sentiment to heart, and as I entered my intermediate classroom for the first time I was ready to create some connections. Unfortunately the sentiment does not specify what type of relationship we should foster with our students. In my interpretation, I thought relationships with my students meant that I needed to get to know them as I would my peers, on a personal level. Whenever there was time to talk to students, I made a great effort to probe students about their lives. Some students responded positively, and others did not. As time passed, I began realizing that I was building more of a friendship with students rather than a teacher-student relationship. I also reflected on my own actions with the students who were not always willing to talk to me. I used to be one of those students. If a teacher talked to me, I would feel awkward and self-conscious. It became apparent that I was approaching the "relationships matter" sentiment from the wrong perspective. I want to be liked by my students, but more importantly I need to be respected by them. Building a friendship with my students was not going to guarantee that respect.
My perspective on how to create meaningful relationships with students changed during a discussion with a teacher. He gets to know the students on a personal level, but he also makes it clear that he is not their friend, rather he is their teacher. Through his stories and his likability, his students create a bond with him. He is dependable and follows through with his word. The relationship he has with his students is strong. He has built such a good rapport with his students that even when a student has gotten in trouble with him, the student is unlikely to feel unloved in his classroom.
3 tips for creating teacher-student relationships:
Classroom Rules and Expectations
Stepping into our practicum schools in October and observing teachers establish class expectations was a great learning experience. I observed students engaged and listening during lessons and semi-productive work during work time. I made the assumption that the students would act the same way when I was in charge. My assumption was wrong. When I was teaching the class, chaos ensued and students acted completely different.There were silly comments made and some students were simply not paying attention. I cannot assume that students know my expectations because I have not established them. This was a lesson I learned the hard way. I have compiled some guidelines in regards to setting up rules. Many resources touch on the topic of setting up classroom rules, these are the guidelines I found most useful. They are adapted from the National Education Associations website and Lee Canter's guide to classroom management.
Considerations when creating classroom rules and expectations:
Engaging Lessons
From my experience as a student and teaching at my practicum school, I have noticed that engaging lessons makes classroom management a breeze. Being a student teacher and a university student, really has opened my eyes to what teaching and learning can look like. Classes can be hands-on and thought provoking or it can be dull and uninspiring. There is middle ground there as well, but when a class is engaging the atmosphere in the classroom is transformed. When I feel engaged in a lesson I am on task and wanting to listen to every word my teacher says. Engagement makes the 2.5 hour - 4 hour classes pass by quickly.
Tips for creating engaging lessons:
We have heard it again and again, RELATIONSHIPS MATTER. I took this sentiment to heart, and as I entered my intermediate classroom for the first time I was ready to create some connections. Unfortunately the sentiment does not specify what type of relationship we should foster with our students. In my interpretation, I thought relationships with my students meant that I needed to get to know them as I would my peers, on a personal level. Whenever there was time to talk to students, I made a great effort to probe students about their lives. Some students responded positively, and others did not. As time passed, I began realizing that I was building more of a friendship with students rather than a teacher-student relationship. I also reflected on my own actions with the students who were not always willing to talk to me. I used to be one of those students. If a teacher talked to me, I would feel awkward and self-conscious. It became apparent that I was approaching the "relationships matter" sentiment from the wrong perspective. I want to be liked by my students, but more importantly I need to be respected by them. Building a friendship with my students was not going to guarantee that respect.
My perspective on how to create meaningful relationships with students changed during a discussion with a teacher. He gets to know the students on a personal level, but he also makes it clear that he is not their friend, rather he is their teacher. Through his stories and his likability, his students create a bond with him. He is dependable and follows through with his word. The relationship he has with his students is strong. He has built such a good rapport with his students that even when a student has gotten in trouble with him, the student is unlikely to feel unloved in his classroom.
3 tips for creating teacher-student relationships:
- Michael Linsin (2014) says that the relationship should be on built on trust and a teachers likability. Instead of approaching students one on one, following through with what you say and being pleasant will build rapport. Smiling and humour will bring joy to the classroom and influence students in a positive manner.
- Right in the beginning of her book, Elizabeth Breaux (2005) encourages teachers to greet their students everyday. These greetings start off a students day positively and should be genuine. Her shares some example greetings; "Good morning, ______; nice to see you!", "You're always smiling, ______. You make me want to smile too!", or "I may need your help today, ______. Are you okay with that?" (Breaux).
- Build goodwill on good days. Foley ("5 Tips for Better Relationships With Your Students") brings up a good point that too often teachers interact with students only when there is a disruption. However, when there is good behaviour a teacher should commend positive actions equally. These are some example statements for acknowledging desired classroom behaviour: "I appreciate that you are all working so quietly.", "You're a great class; I enjoy being your teacher." (Foley).
Classroom Rules and Expectations
Stepping into our practicum schools in October and observing teachers establish class expectations was a great learning experience. I observed students engaged and listening during lessons and semi-productive work during work time. I made the assumption that the students would act the same way when I was in charge. My assumption was wrong. When I was teaching the class, chaos ensued and students acted completely different.There were silly comments made and some students were simply not paying attention. I cannot assume that students know my expectations because I have not established them. This was a lesson I learned the hard way. I have compiled some guidelines in regards to setting up rules. Many resources touch on the topic of setting up classroom rules, these are the guidelines I found most useful. They are adapted from the National Education Associations website and Lee Canter's guide to classroom management.
Considerations when creating classroom rules and expectations:
- Create rules that apply throughout the whole day
- Make observable rules
- Keep the rules short and straightforward
- Phrase the rules in a positive way
- Be adaptable, if a rule is not working, change it
- Post the rules up
Engaging Lessons
From my experience as a student and teaching at my practicum school, I have noticed that engaging lessons makes classroom management a breeze. Being a student teacher and a university student, really has opened my eyes to what teaching and learning can look like. Classes can be hands-on and thought provoking or it can be dull and uninspiring. There is middle ground there as well, but when a class is engaging the atmosphere in the classroom is transformed. When I feel engaged in a lesson I am on task and wanting to listen to every word my teacher says. Engagement makes the 2.5 hour - 4 hour classes pass by quickly.
Tips for creating engaging lessons:
- Be spontaneous
- Know your students and teach to their interests
- Use real life examples that are relevant
- Create games with competition: everyone wins
- Include hands-on opportunities for students to apply new skills
- Use stories
Classroom Management: Corrective Actions
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Maintain your composure
Can you think of anything good that would come from losing your cool in class? I certainly cannot. Rolling eyes or sarcastic reactions from a teacher just means that the teacher is modelling to students how to use them (Breaux, 2005).
Address behaviour issues quickly and wisely
There have been times after a situation with a student where I have not known what to say and pushed the problem aside. I always feel regret for not addressing the issue immediately because by the time I figure out what is appropriate to say or do it is an irrelevant problem. Rebecca Alber (2012) says that if problems and bad feelings are not dealt with as quickly as possible it can escalate the problem. She suggests that if there is a problem to separate the student first and talk to them after giving instructions to the whole class. When approaching the student, stay calm and let the student lead the conversation. Start with questions such as "How might I help you?" or "Why do you think we are out here?" (Alber, 2012). By approaching it this way, students may feel less defensive and be more self-reflective.
In speaking with teachers, they have also mentioned that using the least invasive form of intervention during teaching time is important. You do not want to break the flow of your lesson and/or humiliate a student mid-lesson. This may look like direct eye contact, physical proximity, or short reminders to a student.
Have a plan of action and follow through
In my past experiences as a student, my teachers have always made it clear what the consequences were if there was any misbehaviour in class. By explicitly telling students what their actions can result in, there are no surprises and it reduces the chance of complaints regarding fairness. The teachers I have observed use a hierarchy (Canter, 2002) of corrective actions. It is a progressive list of corrective actions that usually starts with a reminder. Staying consistent with the plan of action is also very important.
Can you think of anything good that would come from losing your cool in class? I certainly cannot. Rolling eyes or sarcastic reactions from a teacher just means that the teacher is modelling to students how to use them (Breaux, 2005).
Address behaviour issues quickly and wisely
There have been times after a situation with a student where I have not known what to say and pushed the problem aside. I always feel regret for not addressing the issue immediately because by the time I figure out what is appropriate to say or do it is an irrelevant problem. Rebecca Alber (2012) says that if problems and bad feelings are not dealt with as quickly as possible it can escalate the problem. She suggests that if there is a problem to separate the student first and talk to them after giving instructions to the whole class. When approaching the student, stay calm and let the student lead the conversation. Start with questions such as "How might I help you?" or "Why do you think we are out here?" (Alber, 2012). By approaching it this way, students may feel less defensive and be more self-reflective.
In speaking with teachers, they have also mentioned that using the least invasive form of intervention during teaching time is important. You do not want to break the flow of your lesson and/or humiliate a student mid-lesson. This may look like direct eye contact, physical proximity, or short reminders to a student.
Have a plan of action and follow through
In my past experiences as a student, my teachers have always made it clear what the consequences were if there was any misbehaviour in class. By explicitly telling students what their actions can result in, there are no surprises and it reduces the chance of complaints regarding fairness. The teachers I have observed use a hierarchy (Canter, 2002) of corrective actions. It is a progressive list of corrective actions that usually starts with a reminder. Staying consistent with the plan of action is also very important.