Confession: I'm still trying to figure this whole classroom management thing out...
Sometimes, I can't help but feel like the teacher in this cartoon. It seems like as soon as I fix/stop/send out into the hall one issue, several others pop up in it's place. It's a never-ending battle of keeping my class engaged, focused, and actually learning.
This year has been particularly challenging. This year's kids came with a lot of behavior concerns, difficult home lives, and an over-abundance of drama and gossip. I feel like I'm trying something new every day.
Here's what I found works:
1. Learn all of your students' names...quickly!
I hate the feeling on the first day of school before you know any of the students' names. I feel powerless. If someone starts doing something they're not supposed to do, it's not very effective to yell out "Hey, kid in the green shirt!" or "Hey, Johnny or Jimmy...whatever your name is!" I make it a point to learn my students' names extremely quickly, like first-day-of-school quickly. It takes a lot of effort and a whole lot of looking at the class lists ahead of time, but I think this is something that is really valuable. It helps ensure that you have control over what goes on in your classroom from the very beginning of the year and it makes the students feel welcomed and cared for. Plus, it becomes a fun bonding experience to have them quiz you on their names on the first day after you've gone over all the boring class expectations and syllabus.
Hint: to help myself learn students' names faster, I organize the seating chart alphabetically by first name. That way, I can instantly tell if I have three Calebs in one class and it helps me figure out their names easier.
2. Create a plan for how you're going to handle difficult situations.
When I was in college, my education professor had us answer 100 questions about basic classroom procedures, like what do you do when a student is absent? or caught cheating? or spends 35 minutes wandering the halls instead of going to the bathroom? This was a very long and very tedious process, but it was really helpful. Now, my procedures have changed over the years, of course; I've some a long way since I was a college student preparing to become a teacher. But, still, taking the time to plan this stuff out ahead of time makes it easier for you to react in the moment. It allows you to be fair and consistent,, even when you're angry or frustrated.
3. Make sure your students are aware of your expectations and procedures.
This one sounds like a no-brainer. Every teacher goes over their rules and expectations during the first week of school, but realistically, how many students are actually paying attention? I have my rules (with a list of consequences) and my class procedures posted on my "Student Center" bulletin board. I've seen students check the board if they have questions, and if some issue does come up, the consequences are clear and posted so there's no room for interpretation.
4. Create a seating chart that works. And change it when needed.
Sometimes it's like a puzzle making a seating chart that actually works-- that is, a seating chart where all the behavior problems are located in opposite corners of the room, where all the students who need help focusing/seeing the board/staying awake/etc. are in the very front row, and all of the chatty best friends aren't sitting right next to each other. So, if you are still having trouble with managing your class, try changing the seating chart. Again. And again. And again. Eventually, you'll find one that works, and until then, it keeps kids more engaged and interested when you change their seat periodically.
Hint: If you can't seem to find the right seating chart combination, consider changing the layout of your room. I always loved having my classroom arranged in a "U" formation--it encouraged discussion and made sure all kids could see the board--but my kids this year couldn't handle facing each other without goofing around Now we've been forced to go back to the nasty row formation (which I absolutely hate), but it seems to work better for this group of students.
5. Reward positive behavior.
Compliment students and compliment them often. At least when they deserve it. I've found that complimenting students on their hard work or pointing out students who are on task seems to be the most effective form of classroom management. Middle schoolers in particular still want to please their teachers (some more than others), and recognizing positive behavior makes them want to work harder and try more. In my class, I use a raffle system to reward positive behavior (I'll go into more detail during a later post), which seems to be really effective.
6. Make sure your students are engaged and actively learning.
Students are less likely to goof around and make bad choices when they're interested and engaged in the lesson. Now, of course, that's not always going to be the case--sometimes it's just necessary to have a day filled with notes or bookwork, but even on those days, plan for many small activities to keep students thinking and interacting with the lesson.
Similarly, always have something for early-finishers to do when they are done with the activity. More behavior problems seem to happen when students are bored or if they have nothing to do, so keep them occupied! Give them a higher-level extension question to answer or (my class's favorite) put BOGGLE letters on the board for students to play. Just give them something to do besides "read a book" or "help others if they need it", because that's only going to last a minute or two before the student is wandering around and distracting everyone else.
7. Plan for technology not to work. And have a backup plan.
It's inevitable: technology will not work when you want it to. And nothing seems to disrupt a class more than technology that doesn't go as planned. Somehow, in the extra minute that it takes for you to restart your computer or for that video clip to finally load, the entire class goes wild. Don't always rely on the technology working and give students something to do when you're trying to fix the problem. Have them write a journal entry on the last thing you talked about or have them work with a partner to make a list of five things they learned yesterday--anything that holds their attention for the few minutes it takes for you to get the technology working again.
8. Give warnings. But then follow through.
I wholeheartedly believe in second chances. I want to give my students the chance to learn from their mistakes and to change their behavior. I've found that giving students warnings--and more importantly, clear and specific warnings--helps eliminate a lot of behavior problems before they get too out of control.
In my school, the students have behavior cards that they carry around with them from class to class. They get their behavior cards signed by a teacher for small things like disrupting class, being disrespectful, or for not being prepared--things that don't quite merit a referral to the office. Using this system, I will say to a disruptive student, "Put your behavior card on my desk. If you can turn your behavior around, I won't sign it." Nine times out of ten, I don't end up having to sign the card. Somehow, giving students that one extra chance to prove themselves seems to be effective. And, if it doesn't work, I already have the behavior card on my desk ready to sign. :)
9. Wait until after class to talk to a student.
Don't make a scene in the middle of class. Don't embarrass the student by calling him out in front of his friends and then lecturing him on how inappropriate his behavior was. This draws even more attention to the situation, and by doing this, the student often feels like he needs to put a big, disruptive show. Sometimes, it's just enough to walk by a student's desk and quietly say, "Andrew, see me after class". By then, you will have calmed down more and will be able to talk to the student much more rationally and less emotionally (without all the other kids watching!) And hopefully, the student will have calmed down too and won't be as defensive. I've found that kids are a lot more responsive and honest when you talk to them one-on-one; even the toughest of kids soften a bit when they're away from their classmates.
10. Realize that some things just really don't matter.
In the end, does it really matter that Jenna keeps smacking her gum and it's driving you crazy or that Luke keeps asking you a question that you just answered literally thirty seconds ago? If your students are engaged and learning, some of the little things that annoying and frustrating really don't matter, so it's best to simply let them go. (Easier said than done, I know)
Let me know what works for you in your classroom!
-Kristin
This year has been particularly challenging. This year's kids came with a lot of behavior concerns, difficult home lives, and an over-abundance of drama and gossip. I feel like I'm trying something new every day.
Here's what I found works:
1. Learn all of your students' names...quickly!
I hate the feeling on the first day of school before you know any of the students' names. I feel powerless. If someone starts doing something they're not supposed to do, it's not very effective to yell out "Hey, kid in the green shirt!" or "Hey, Johnny or Jimmy...whatever your name is!" I make it a point to learn my students' names extremely quickly, like first-day-of-school quickly. It takes a lot of effort and a whole lot of looking at the class lists ahead of time, but I think this is something that is really valuable. It helps ensure that you have control over what goes on in your classroom from the very beginning of the year and it makes the students feel welcomed and cared for. Plus, it becomes a fun bonding experience to have them quiz you on their names on the first day after you've gone over all the boring class expectations and syllabus.
Hint: to help myself learn students' names faster, I organize the seating chart alphabetically by first name. That way, I can instantly tell if I have three Calebs in one class and it helps me figure out their names easier.
2. Create a plan for how you're going to handle difficult situations.
When I was in college, my education professor had us answer 100 questions about basic classroom procedures, like what do you do when a student is absent? or caught cheating? or spends 35 minutes wandering the halls instead of going to the bathroom? This was a very long and very tedious process, but it was really helpful. Now, my procedures have changed over the years, of course; I've some a long way since I was a college student preparing to become a teacher. But, still, taking the time to plan this stuff out ahead of time makes it easier for you to react in the moment. It allows you to be fair and consistent,, even when you're angry or frustrated.
3. Make sure your students are aware of your expectations and procedures.
This one sounds like a no-brainer. Every teacher goes over their rules and expectations during the first week of school, but realistically, how many students are actually paying attention? I have my rules (with a list of consequences) and my class procedures posted on my "Student Center" bulletin board. I've seen students check the board if they have questions, and if some issue does come up, the consequences are clear and posted so there's no room for interpretation.
4. Create a seating chart that works. And change it when needed.
Sometimes it's like a puzzle making a seating chart that actually works-- that is, a seating chart where all the behavior problems are located in opposite corners of the room, where all the students who need help focusing/seeing the board/staying awake/etc. are in the very front row, and all of the chatty best friends aren't sitting right next to each other. So, if you are still having trouble with managing your class, try changing the seating chart. Again. And again. And again. Eventually, you'll find one that works, and until then, it keeps kids more engaged and interested when you change their seat periodically.
Hint: If you can't seem to find the right seating chart combination, consider changing the layout of your room. I always loved having my classroom arranged in a "U" formation--it encouraged discussion and made sure all kids could see the board--but my kids this year couldn't handle facing each other without goofing around Now we've been forced to go back to the nasty row formation (which I absolutely hate), but it seems to work better for this group of students.
5. Reward positive behavior.
Compliment students and compliment them often. At least when they deserve it. I've found that complimenting students on their hard work or pointing out students who are on task seems to be the most effective form of classroom management. Middle schoolers in particular still want to please their teachers (some more than others), and recognizing positive behavior makes them want to work harder and try more. In my class, I use a raffle system to reward positive behavior (I'll go into more detail during a later post), which seems to be really effective.
6. Make sure your students are engaged and actively learning.
Students are less likely to goof around and make bad choices when they're interested and engaged in the lesson. Now, of course, that's not always going to be the case--sometimes it's just necessary to have a day filled with notes or bookwork, but even on those days, plan for many small activities to keep students thinking and interacting with the lesson.
Similarly, always have something for early-finishers to do when they are done with the activity. More behavior problems seem to happen when students are bored or if they have nothing to do, so keep them occupied! Give them a higher-level extension question to answer or (my class's favorite) put BOGGLE letters on the board for students to play. Just give them something to do besides "read a book" or "help others if they need it", because that's only going to last a minute or two before the student is wandering around and distracting everyone else.
7. Plan for technology not to work. And have a backup plan.
It's inevitable: technology will not work when you want it to. And nothing seems to disrupt a class more than technology that doesn't go as planned. Somehow, in the extra minute that it takes for you to restart your computer or for that video clip to finally load, the entire class goes wild. Don't always rely on the technology working and give students something to do when you're trying to fix the problem. Have them write a journal entry on the last thing you talked about or have them work with a partner to make a list of five things they learned yesterday--anything that holds their attention for the few minutes it takes for you to get the technology working again.
8. Give warnings. But then follow through.
I wholeheartedly believe in second chances. I want to give my students the chance to learn from their mistakes and to change their behavior. I've found that giving students warnings--and more importantly, clear and specific warnings--helps eliminate a lot of behavior problems before they get too out of control.
In my school, the students have behavior cards that they carry around with them from class to class. They get their behavior cards signed by a teacher for small things like disrupting class, being disrespectful, or for not being prepared--things that don't quite merit a referral to the office. Using this system, I will say to a disruptive student, "Put your behavior card on my desk. If you can turn your behavior around, I won't sign it." Nine times out of ten, I don't end up having to sign the card. Somehow, giving students that one extra chance to prove themselves seems to be effective. And, if it doesn't work, I already have the behavior card on my desk ready to sign. :)
9. Wait until after class to talk to a student.
Don't make a scene in the middle of class. Don't embarrass the student by calling him out in front of his friends and then lecturing him on how inappropriate his behavior was. This draws even more attention to the situation, and by doing this, the student often feels like he needs to put a big, disruptive show. Sometimes, it's just enough to walk by a student's desk and quietly say, "Andrew, see me after class". By then, you will have calmed down more and will be able to talk to the student much more rationally and less emotionally (without all the other kids watching!) And hopefully, the student will have calmed down too and won't be as defensive. I've found that kids are a lot more responsive and honest when you talk to them one-on-one; even the toughest of kids soften a bit when they're away from their classmates.
10. Realize that some things just really don't matter.
In the end, does it really matter that Jenna keeps smacking her gum and it's driving you crazy or that Luke keeps asking you a question that you just answered literally thirty seconds ago? If your students are engaged and learning, some of the little things that annoying and frustrating really don't matter, so it's best to simply let them go. (Easier said than done, I know)
Let me know what works for you in your classroom!
-Kristin