When it comes to managing your students, attitude is more important than strategy.
by Tobi Layton
The biggest challenge I have faced in my career has been managing my classroom. I have read numerous articles and books offering suggestions for management games or discipline systems. However, I have learned that no strategy is effective without some basic attitudes toward classroom management.
What follows are my “trade secrets” of classroom management.
An ounce of prevention…
A lot of misbehavior can be avoided with a few simple preventive measures. Organize your classroom for adequate traffic flow, elbow room and access to supplies. Create strategic seating arrangements and rearrange students often to mix things up.
Arrange your schedule with your unique group in mind. Are they rowdy after lunch? Plan a calm-down activity for that time slot. If possible, schedule your core subjects to take advantage of your students’ most productive hours.
During the introduction to each activity, mention potential problems and have students come up with possible solutions. Plan lessons that are engaging, but not frustrating, and always have extra work for early finishers. In my classroom, we brainstorm a list of “I’m bored” activities and post them on the wall.
More important than how you run your classroom is how you conduct yourself. While every teacher is going to face a little disobedience, those who are beloved by their students tend to get a little less. Develop a rapport with your students. This does not mean that you are their buddy. Maintain a healthy balance between camaraderie and respect.
Nip habitual problems
Some behaviors are hard to stop once you allow them to start. For this reason, it is imperative that you set the tone for your classroom environment in the first days of school.
First, demand students’ attention. Refuse to talk over them. If anyone is talking, whispering or not paying attention, stop mid-word and calmly stare at the offending party until they catch on. When you have everyone’s attention, proceed as though nothing happened. Without saying a word, you have demonstrated your expectations. It won’t take long for students to realize they have little choice but to pay attention. If they choose not to, not only will they “hear” about it from you, but also from their impatient peers.
Choose your battles
Before you dish out discipline, ask yourself: Is it disruptive, or just annoying to me? Would a good-natured joke accomplish the same purpose? (“Hmmm. That’s a creative use for a rubber band! Why don’t you see what it can do on my desk?”)
Does the student know what he is doing is wrong? If so, will a “teacher look” or hand on the shoulder accomplish the same as a lecture and punishment? If not, a simple and kind explanation of the rule may do the trick. By reserving a scolding as the last resort, you will save yourself undue stress and preserve the dignity of your students. Further, if you do have to dish out a harsh word or two, it will have that much more impact.
Keep your purpose in mind
The goal of discipline is to keep an offense from happening again. If you keep that in mind, it will guide your handling of devious behavior.
I rarely give lunch detention as a punishment to my frequent offenders. I try to dole out a consequence that is instant and logical. Students who shove in the lunch line must sit and wait to be served last.
Try to avoid sending students to the principal’s office except in the case of very serious offenses. You want the students to know that you will handle any behavior that occurs on your watch. You also want a trip down the hall to be a big deal, not a frequent journey.
When developing an effective classroom management plan, attitude is much more important than strategy. If you consistently act with your ultimate goal in mind — to educate students and cause them to love learning — you will likely accomplish it.
Tobi Layton is an MSTA member and teacher in Woodland R-4. This is an abridged version of an article that ran in an earlier publication.