Whether you are a beginning teacher or an experienced leader of learning, classroom management is likely an ongoing focus of your reflective practice requiring an ever vigilent eye and a flexible and adaptable response. Just as you begin to feel like you have yourpersonal approach sussed, year to year school culture shifts, class to class the interpersonal dynamics ebb and flow, and student to student individual needs vary. It is truely remarkable that with all of these uncontrolled variables that teachers somehow establish classroom environments in which learning can regularly progress, gaps in knowledge can be filled in a timely way and obstacles to learning can be met with the appropriate strategy.
The Lesson Planning 101 page of this blog covers the importance of using learning outcomes and other strategies in you lesson planing. Indeed, there is no substitue for a well-structured lesson when it comes to classroom management. However, off-task behaviour, disengagement and distratcions are inevitable.
Overall tips for behaviour management.
1) Prioritise learning - Approach classroom management from the perspective that behaviours need to be learned.
2) Have high expectations for all learners - rather than telling students what you need them to do, or what they need to do... try giving instructions which outline what you expect them to do. Set goals for completion.
3) Reduce reliance on you - Teach students self-management strategies to get themselves back on task.
3) Establish Routines - Teach students classroom behaviour expectations and be consistent in your use of them.
4) Classroom Culture - Develop a culture where peers share accountability for the flow of the lesson.
5) Collaborate - Members of your department, Educational Support Workers, RTLBS, Deans and the Senior Managers must be used as appropriate when appropriate. Ask for help.
Check out this video for a refresher on strategies for getting students back on task during the lesson.
The video below shows how two teachers use the "100% technique".
Reluctant Management = Asking students to stop off-task behaviour
Punitive Management = Reluctant compliance by the majority
CONSEQUENCES
Consequences are appropriate when expectations are understood but not met. Consequences can take many forms including remediation, retorative actions, making up missed/wasted time or at times, removal from the learning or social environment.
The effectiveness of consequences depends on engagement of student in the process
1) Warning: identify the problem behaviour, invite the students to think about the effects of their behaviour, and offer choices so that the student can correct their own behaviour
2) Stepped Consequences: start with targeted and timely consequences that reinforce learning in the classroom; rely on support systems when behaviours escalate
3) Logical Follow-Up: restorative consequences, remedial consequences, earned privileges
4) Delivered with Care: always deliver consequences in a way that prioritises the teacher/learner relationship
Check out this video for more information
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