Classroom management encompasses a variety of skills and techniques that teachers can use to create a high-performing learning environment.
Effective classroom management entails meticulous planning but also a readiness to switch gears and move away from the script when necessary; it requires firm control but also a willingness to relinquish that control to take advantage of a teachable moment; it requires leadership but also a sense of compassion and understanding of your students.
At its core, it aims to ensure classes run smoothly, disruptive behaviour from students is kept to a minimum, and teaching materials and activities promote learning. The ultimate goal is to ensure that both the students and the teacher get the most out of the classroom experience.
Basically, achieving successful classroom management is an ongoing process. Good classroom management should aim to:
● Create an organised and functional environment for the teacher and students
● Establish opportunities for academic learning and personal growth
● Reduce bad classroom behaviour and other disruptions
● Be time-efficient and ensure learning time is always prioritised
● Make sure students are focused, motivated, and productive
● Promote an inclusive environment that caters for all ability levels.
Why it’s imperative to have an effective classroom management? Effective classroom management is incredibly important because without it a teacher will not be able to create a learning environment that has a positive classroom culture.
Achieving effective classroom management also reduces the likelihood of suffering from work-related stress and anxiety, and it probably leads to greater work satisfaction. Let’s face it, we all want to be able to go to work every day with a smile.
Not only will it encourage your students to grow, but you’ll also start to perform better as a teacher, which will stand you in good stead when it comes to career progression and development.
Simply put, effective classroom management is essential. Not only will it allow you to do your job properly, but it will also ensure your students fulfil their full potential.
Different classroom
management strategies
Classroom management strategies can look very different depending on several factors, such as:
● Course subject
● Age of students
● Size of the classroom
● Your personality as a teacher
● The behaviour of your students.
However, when researching classroom management strategies, you’ll notice that there are some techniques you can use that will apply in pretty much all cases. In this section, we are going to take a look at some of those in more detail.
Create a solid lesson plan
A solid lesson plan forms the foundation of effective classroom management. Making sure expectations are clear will help to create a safe and productive learning environment for students.
The lesson plan preparation should ideally be done before the start of term, so you’re able to enforce the plan and any rules immediately. However, you should be able to adapt your plan where necessary, as some unforeseen circumstances may mean you need to rethink certain parts of it.
Build positive relationships
with your students
Building relationships with your students is vital. Good classroom management involves getting to know each individual’s strengths and weaknesses, while also working out their interests and ambitions.
This will help to build trust, and not only benefits their academic learning but can also positively influence their personal development as well. At some point, we have all been a student, and from experience, we know that our favourite lessons often have to do with the teacher and the working relationship you have with them.
Be clear and develop
reliable routines
Most students often like to know what’s expected of them so they can prepare accordingly and feel comfortable in a classroom environment. Classroom management strategies that make them feel safe and secure will likely have a positive impact on their motivation and productivity.
It’s therefore the role of the teacher to ensure that their instructions are clear and have reliable routines in place to limit disruption.
Behaviour a form of communication
Everybody communicates through behaviour. An infant may cry when she is hungry or wet, just like an adult may yawn when he is bored at work. Adults and children are communicating something through their behaviour during every moment in every day, even if they are not aware of it. A child’s problematic or inappropriate behaviour is a sign that he is upset and that something is not right.
Always a reason for problem behaviour
Children sometimes have trouble communicating, because they may not be able to verbally describe the problem or know what to do in a situation. At these times, children may act out their feelings or needs. Children engage in challenging behaviour for a reason. The purpose may be getting someone’s attention, stopping an activity they don’t like, or satisfying sensory needs — but there is always a reason behind the behaviour.
Many reasons behind one specific behaviour
Children with challenging behaviour are sending adults the message that something is not right or that their needs are not being met. There could be many reasons for a single behaviour, such as being hungry, scared, hurt, tired, bored, sad or angry. Some children children may engage in behaviour that seems destructive, because they enjoy the physical sensation (for example pulling threads from clothing). Sometimes children feel unsafe or out of control, so they take inappropriate action over the things they do control, like being able to kick someone. A child who has tried several times to communicate to adults about what he needs, but whose needs remain unmet, will often use problem behaviour as a way of sending a very loud message.
Learning to understand and interpret children’s challenging behaviour
Since children often use their behaviour to tell us what they need, adults can help the child by figuring out the meaning behind the child’s behaviour. All children, but especially those who display challenging behaviour, need the consistency of a reliable and caring adult who will provide support and guidance, especially during difficult times.
Challenging behaviour can be reduced with support, not punishment
Once adults understand what children are communicating through their behaviour, they can respond better. When children feel respected and have their needs met, there is no longer a reason to use challenging behaviour to communicate. Punishing a child for a behaviour may stop the behaviour for the moment, but it does not give the child support or provide alternate ways to act in difficult situations. When adults help children find positive ways to communicate their needs to others, children learn important social and problem-solving skills that will help them throughout their life.