I strongly believe classroom managment is the key element when teaching. If we - teachers - fail in this aspect it doesn't matter how excellent we may be in other (not less important) aspects of teaching such as deep knowledge of the subject being taught, they just won't be noticed... I have recently had the opportunity to visit some colleagues and I reflected on the positive as well as the negative things we sometimes do in terms of classroom managment. So, I decided to write about my views.
First of all, we must take into account that every single gesture is a complex message we give students and - from my experience -they are excellent at getting those "hidden" messages! Because of this we must be coherent and what we say could not be at odd ends with what we show. To me it's extremelly important for teachers to realize the teaching starts before entering the classroom. Waiting for all the students to come in before us by the door is a simple gesture showing we do care about them being IN the classroom and having the lesson. Otherwise, they may think or assume it doesn't matter whether they are in or out. After that we have to give them time to arrange seats - if necessary - and sit down. Standing at the front waiting for them to do so may be a good way to show we want them in their places ready to start working. Calling the roll is just the next opportunity for the teacher and the students to create the proper atmosphere. After finishing doing so, everyone should be quiet and with their study materials on their desks. Writing the date and the plan for the day on the board is a routine which may serve as a good indicator that the lesson has started and there's no more time for playing or chatting.
Some teachers may think this is easily said but then in real life things are rather different. They may be true. However, I'm writing about my own experience and what I've learnt is that in general terms you cannot asks for something you don't show or give to students. When I want them to be quiet, I just stand at the front and keep eye contact with them. I couldn't ask my students not to shout if I shouted at them and many teachers feel desperate sometimes and ruin their voices shouting without realizing this is the best way for students to CONTINUE misbehaving.
Stating clear instructions at the beginning of the year and quite probably every single lesson that they cannot just walk around following the teacher to ask for correction is something I have done with good results but then I have to walk around the classroom monitoring their work and helping them when needed. For this to be possible the seating arrangement is essential. It doesn´t matter which seating arrangement the teacher prefers and feels more comfortable with but in any case it must be easy for him/her to reach every single corner of the room. When working in a circle, there must be enough room for the teacher to walk BEHIND it since it's the best way to help students and having the whole group under control just by looking at it.
Considering the lesson being delivered, I'd say there are some aspects we cannot underestimate. The purpose of every single activity has to be clear for students. If they don't see the point in doing something they may lack interest and even stop working since working blindly is for them quite similar to "just because" and teasing other classmates as well as the teacher may become more attractive than doing something without knowing the reason for the effort.
Secondly, I'd like to remind colleagues of the importance of doing what we say we're going to do and remember students are trying to get our incoherences out all the time! If we say we are going to getting them out of the classroom if they continue misbehaving we HAVE to do it but if we are not really going to do it and we are just threatening them... then DON'T say it. We have to be trustful and students need to know that we are reliable. If they get to the conclusion we are not because we are all the time threatening them and we don't do anything of what we promise, then we are out of the arena and having the control is something we'll possibly never experience with that group!
All in all, I'd say students need and ask for boundaries. They need to know we are in charge and even when they complain, they need to feel safe in the classroom. Safe in terms of discipline and content. When there are no discipline problems then the teacher and students alike are able to focus on learning issues for the sake of all and simple routines create the appropriate atmosphere for this to happen.
First of all, we must take into account that every single gesture is a complex message we give students and - from my experience -they are excellent at getting those "hidden" messages! Because of this we must be coherent and what we say could not be at odd ends with what we show. To me it's extremelly important for teachers to realize the teaching starts before entering the classroom. Waiting for all the students to come in before us by the door is a simple gesture showing we do care about them being IN the classroom and having the lesson. Otherwise, they may think or assume it doesn't matter whether they are in or out. After that we have to give them time to arrange seats - if necessary - and sit down. Standing at the front waiting for them to do so may be a good way to show we want them in their places ready to start working. Calling the roll is just the next opportunity for the teacher and the students to create the proper atmosphere. After finishing doing so, everyone should be quiet and with their study materials on their desks. Writing the date and the plan for the day on the board is a routine which may serve as a good indicator that the lesson has started and there's no more time for playing or chatting.
Some teachers may think this is easily said but then in real life things are rather different. They may be true. However, I'm writing about my own experience and what I've learnt is that in general terms you cannot asks for something you don't show or give to students. When I want them to be quiet, I just stand at the front and keep eye contact with them. I couldn't ask my students not to shout if I shouted at them and many teachers feel desperate sometimes and ruin their voices shouting without realizing this is the best way for students to CONTINUE misbehaving.
Stating clear instructions at the beginning of the year and quite probably every single lesson that they cannot just walk around following the teacher to ask for correction is something I have done with good results but then I have to walk around the classroom monitoring their work and helping them when needed. For this to be possible the seating arrangement is essential. It doesn´t matter which seating arrangement the teacher prefers and feels more comfortable with but in any case it must be easy for him/her to reach every single corner of the room. When working in a circle, there must be enough room for the teacher to walk BEHIND it since it's the best way to help students and having the whole group under control just by looking at it.
Considering the lesson being delivered, I'd say there are some aspects we cannot underestimate. The purpose of every single activity has to be clear for students. If they don't see the point in doing something they may lack interest and even stop working since working blindly is for them quite similar to "just because" and teasing other classmates as well as the teacher may become more attractive than doing something without knowing the reason for the effort.
Secondly, I'd like to remind colleagues of the importance of doing what we say we're going to do and remember students are trying to get our incoherences out all the time! If we say we are going to getting them out of the classroom if they continue misbehaving we HAVE to do it but if we are not really going to do it and we are just threatening them... then DON'T say it. We have to be trustful and students need to know that we are reliable. If they get to the conclusion we are not because we are all the time threatening them and we don't do anything of what we promise, then we are out of the arena and having the control is something we'll possibly never experience with that group!
All in all, I'd say students need and ask for boundaries. They need to know we are in charge and even when they complain, they need to feel safe in the classroom. Safe in terms of discipline and content. When there are no discipline problems then the teacher and students alike are able to focus on learning issues for the sake of all and simple routines create the appropriate atmosphere for this to happen.
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