Classroom management takes up a significant part of most teachers’ day. To me there is a significant difference between classroom management and behavior management. Behavior management is when you are responding to, encouraging and correcting the student’s response to classroom rules and not being a distraction to themselves or others.
Classroom management are the things that contribute to the smooth operation of the learning environment. (Though they are related — how you manage the classroom often affects student behavior.) Classroom management can include aspects of the lesson you’ve prepared, procedures for material distribution, leaving and entering the classroom, expectations for behavior both inside and outside of the room.
Just as each student in your class is different, so are teachers. A teacher who has young learners for the entire day has a different set of demands than one in upper grades who may “share” the child with other teachers over the course of the day. Each teacher’s rules, attitude, demeanor and approach will vary. As a result, you need to be very explicit in what you expect from your students, and set your own procedures that work best for you and your students. If you aren’t proactive in mastering classroom management, the class will manage you!
Taking time to devise simple routines can pay big dividends. Talk specifically with students about tasks that they will do every day. Set clear and consistent expectations for the following:
- What to do at the beginning of class
- How you handle passing out papers
- Turning in assignments
- Lining up
- Leaving class for the restroom
- Transitioning from task to task
- Packing up at the end of class
- What to do if an assignment is completed early
Non-instructional time can open the door for misbehavior; setting expectations at the start of the year can eliminate unwanted behavior later on.
Try to think of all the activities that constitute a typical day. Write down what you would expect for each to go smoothly and efficiently, and list everything you’d like the students to know and what their role should be. Arrange the room to accommodate this plan.
Here’s the most important part: on the first day of school announce that you will be explaining the procedures for the class. (If you call them rules there will be at least one kid whose mind will instantly start plotting ways to break them!) Start by discussing what a procedure is — using examples like video games, sports or playing an instrument. (In video games, you have to learn how to use the controller, create your character, and have enough memory on the card to store your progress.) Equate these rote activities with positive outcomes, explain the procedure in detail, and then practice. Keep practicing until they get it right. Give lots of verbal praise for successes, and instruct with specifics when things go south.
On the second day of school, practice the procedures again; let’s see who can remember them. Then practice! For the first week or two of school, practicing procedures is one of the most important things you can do. Once the procedures are habitual, learning can follow. Sure, you are giving up some instruction time, but the investment will pay off in spades. As winter break approaches and other teachers are having to ‘remind’ students how to behave, your class will be sailing through their objectives. You will gain back that “lost” instruction time as the year progresses.
You may have to practice once or twice again after winter break, but having solid procedures in place will alleviate stress. An added benefit will be on the day you have a substitute, your class will run smoothly because your students are in the habit of following the procedures.