In order to have effective classroom management skills, I have noticed that you never allow your students to have "down time." If students have nothing to do, that is when something will always happen. Make sure you utilize class time and work your students from bell to bell. Another skill that I have found useful is have verbal and nonverbal cues for students to be quite. I say three, two, one and by one there should be no sound from anyone. Also, I have a couple of nonverbal cues that I use to get their attention. I hope you guys can use or modify these skills to help you in the classroom!
The most effective action I have learned for classroom management is to refuse to speak over the students. If they are talking, I will not talk. I stand in the front of the classroom, silently staring at them. If I begin talking (or almost yelling), they get defensive and whatever I am about to say has just lost all meaning. Once I stand silently, students catch on and stop talking. If I need their attention immediately, I will repeat “listen” in a calm, normal tone until they are listening. I began using this strategy by telling the students this is what I would do to get their attention. I let them know that if they did not stop talking when I needed to address the class, then their time would be taken away (typically break time) in order to make up for the missed class time.
Another effective classroom management technique I have used is ‘withitness.’ I am constantly watching my students – during class, break, and lunch; in the hallways; and even outside of school. If I see them, I say hello or comment on a conversation they are having. If I see them outside of school, I may mention it the next class time. For example, I saw many students over Spring Break. Two ran in front of my car in Gulf Shores while I was driving. The first day back, I told them (jokingly), “You really should look both ways before crossing the street.” Many students comment saying, “Ms. Reeves is everywhere!” This has helped stop inappropriate class conversations and note writing. When you pay attention, they pay attention.
A last technique I have had great success from is making sure consequences fit the negative action I want to correct. I do not ‘punish’ students. Their actions earn a reaction from me. If you are talking during class, I am not going to ask you to do jumping jacks. Jumping jacks and talking have nothing to do with each other. If you are talking in class, I will have you write me a paper about the importance of not talking in class or complete an extra assignment on what you were supposed to be doing just so I make sure you understand the material. (My favorite) If you are writing a note in class, you come in at break to rewrite the note in standard, grammatically correct English. Making sure consequences fit the unwanted behavior keeps students from saying “Why do I have to do this?” or “This is stupid!”
I hope these will help you all as much as they have helped me!
A great tactic I've used is to make sure the students know what their consequences will be and the process/system used in giving out warnings and consequences.
One issue I've seen is giving out several warnings/threats, but leaving out the actual action. Students are smart enough to figure out that a teacher will never back up his/her warnings.
Personally, I give one to two verbal warnings...then I will take the student aside and talk with them, and as a last result I will write them up.
I want the students to know that I respect them as an individual, however; they must face the consequence of their actions.
@Brittany
I find your advice very helpful.
I also agree that "withitness" is the most important skill a teacher should utilize and controlling his/her classroom.
Knowing what is going on in your classroom is half the battle.
During student teaching I have learned a lot. My teacher, just as Brittney talked about, does not speak over the students. I have picked up on this and I think it works great. Once the students' see that you are annoyed and won't continue, they get quiet. I have also learned about learning students voices and personalities because when you're helping a student or are at the board and you have your back turned and you are able to call out a student because you hear their voice or know what they are doing, it shocks them. Paying attention to them helps them pay attention to you. Also, knowing when and why to react has been an important strategy for me. So many times students act out to get a rise out of you. I often find myself thinking "you are the adult in this situation so react like one" and that helps. I find that when you don't give students the reaction they were seeking they stop. Although, there are always those comments and behaviors that require immediate attention and when bad enough, an office referral. I know we have all learned a lot this semester and it is great getting to share and learn from each other, even as we are ending this crazy process.
Effective classroom management starts on the first day. It is like "first impressions." If a teacher allows students to talk over him on the first day, then students will continue doing so, thinking that the teacher is very "laid back." Rules have to be set on the first day. Also, I have learned that if you show respect to the students, then the students will show respect to you. I do not think it is wise to enter a classroom with a mentality that all students should hail your prescence because you are an adult. This kind of teacher is the teacher who "yells" all the time. If students feel valued and respected, then they will return the respect. There is nothing wrong with being the "fun teacher", but it is also important to plan each day and to always have something to do. Just as Eden said in her comment, students should never have a down time.
Early on I discovered that some students were simply uninterested in lecture, no matter how interesting I attempted to make it. Therefore, I developed strategies to gain students attention and stop them from daydreaming, sleeping, and talking. First, I made sure to move around the classroom and to frequently make eye contact with every student. It seems that students’ behavior improves when they know they are being watched. When problems arose, I moved closer to the problem student, maintained eye contact, or simply spoke the student’s name. These strategies seem to take care of 90% of behavior problems. I also made frequent use of questioning strategies, not as a punishment for deviant behavior, but as a regular part of lecture. Students seem to be more likely to pay attention if they know they might be called on at anytime. However, I also made sure to call on students who were misbehaving. That way, students were less likely to disrupt the class, even if they knew material being lectured on.
Brandon- I think that your presence around your students was enough to keep the behavior in check. I'm so glad you found all this helpful. I often myself would call on students who I knew weren't paying attention and it would only take once and the other students paid more attention because they didn't want to be called on either. We learned a lot of strategies this year but I think questioning is one of the easier ones to use.
Brandon, you are right because sometimes students are not interested in what you are trying to teach. I agree with you if students know you are walking around or making your presence known, then they will began doing what is expected of them. Students will also pay more attention like you said if they are not sure when you might call on them.
Allie, yes, students will try their hardest to get a rise out of you. I believe it is important also to know how to react in different situation. Like you, I will not talk over students, and if they see you are annoyed they will stop talking.
Classroom management has been an area I have been struggling with. I do not like to yell out the student so I simply do not yell. I may speak with authority at times but I do not break into a yell. I would tell the students that when they come into the classroom and the bell rings it is time for class to begin. However these are 7th graders and they don't exactly think the same way we do. So as soon as the bell rang I would simply tell the student to get quiet so we could begin class. If they continued to talk all I would do is walk to the board and write "5" I would then turn to the class and inform them that this number indicates the number of seconds that they will remain after class for wasting class time. the more they talked the larger the number got. It usually did not get over 15 seconds. When they figured out that I was not kidding and I would actually hold them for those few seconds after class all that was need was for me to grab a marker next to the board for them to get quiet. Talk about those non verbal ques.
In order to have effective classroom management skills, I have noticed that you never allow your students to have "down time." If students have nothing to do, that is when something will always happen. Make sure you utilize class time and work your students from bell to bell. Another skill that I have found useful is have verbal and nonverbal cues for students to be quite. I say three, two, one and by one there should be no sound from anyone. Also, I have a couple of nonverbal cues that I use to get their attention. I hope you guys can use or modify these skills to help you in the classroom!
ReplyDeleteThe most effective action I have learned for classroom management is to refuse to speak over the students. If they are talking, I will not talk. I stand in the front of the classroom, silently staring at them. If I begin talking (or almost yelling), they get defensive and whatever I am about to say has just lost all meaning. Once I stand silently, students catch on and stop talking. If I need their attention immediately, I will repeat “listen” in a calm, normal tone until they are listening. I began using this strategy by telling the students this is what I would do to get their attention. I let them know that if they did not stop talking when I needed to address the class, then their time would be taken away (typically break time) in order to make up for the missed class time.
ReplyDeleteAnother effective classroom management technique I have used is ‘withitness.’ I am constantly watching my students – during class, break, and lunch; in the hallways; and even outside of school. If I see them, I say hello or comment on a conversation they are having. If I see them outside of school, I may mention it the next class time. For example, I saw many students over Spring Break. Two ran in front of my car in Gulf Shores while I was driving. The first day back, I told them (jokingly), “You really should look both ways before crossing the street.” Many students comment saying, “Ms. Reeves is everywhere!” This has helped stop inappropriate class conversations and note writing. When you pay attention, they pay attention.
A last technique I have had great success from is making sure consequences fit the negative action I want to correct. I do not ‘punish’ students. Their actions earn a reaction from me. If you are talking during class, I am not going to ask you to do jumping jacks. Jumping jacks and talking have nothing to do with each other. If you are talking in class, I will have you write me a paper about the importance of not talking in class or complete an extra assignment on what you were supposed to be doing just so I make sure you understand the material. (My favorite) If you are writing a note in class, you come in at break to rewrite the note in standard, grammatically correct English. Making sure consequences fit the unwanted behavior keeps students from saying “Why do I have to do this?” or “This is stupid!”
I hope these will help you all as much as they have helped me!
A great tactic I've used is to make sure the students know what their consequences will be and the process/system used in giving out warnings and consequences.
ReplyDeleteOne issue I've seen is giving out several warnings/threats, but leaving out the actual action. Students are smart enough to figure out that a teacher will never back up his/her warnings.
Personally, I give one to two verbal warnings...then I will take the student aside and talk with them, and as a last result I will write them up.
I want the students to know that I respect them as an individual, however; they must face the consequence of their actions.
@Brittany
I find your advice very helpful.
I also agree that "withitness" is the most important skill a teacher should utilize and controlling his/her classroom.
Knowing what is going on in your classroom is half the battle.
This comment has been removed by the author.
ReplyDeleteDuring student teaching I have learned a lot. My teacher, just as Brittney talked about, does not speak over the students. I have picked up on this and I think it works great. Once the students' see that you are annoyed and won't continue, they get quiet. I have also learned about learning students voices and personalities because when you're helping a student or are at the board and you have your back turned and you are able to call out a student because you hear their voice or know what they are doing, it shocks them. Paying attention to them helps them pay attention to you.
ReplyDeleteAlso, knowing when and why to react has been an important strategy for me. So many times students act out to get a rise out of you. I often find myself thinking "you are the adult in this situation so react like one" and that helps. I find that when you don't give students the reaction they were seeking they stop. Although, there are always those comments and behaviors that require immediate attention and when bad enough, an office referral.
I know we have all learned a lot this semester and it is great getting to share and learn from each other, even as we are ending this crazy process.
Effective classroom management starts on the first day. It is like "first impressions." If a teacher allows students to talk over him on the first day, then students will continue doing so, thinking that the teacher is very "laid back." Rules have to be set on the first day.
ReplyDeleteAlso, I have learned that if you show respect to the students, then the students will show respect to you. I do not think it is wise to enter a classroom with a mentality that all students should hail your prescence because you are an adult. This kind of teacher is the teacher who "yells" all the time. If students feel valued and respected, then they will return the respect.
There is nothing wrong with being the "fun teacher", but it is also important to plan each day and to always have something to do. Just as Eden said in her comment, students should never have a down time.
Early on I discovered that some students were simply uninterested in lecture, no matter how interesting I attempted to make it. Therefore, I developed strategies to gain students attention and stop them from daydreaming, sleeping, and talking. First, I made sure to move around the classroom and to frequently make eye contact with every student. It seems that students’ behavior improves when they know they are being watched. When problems arose, I moved closer to the problem student, maintained eye contact, or simply spoke the student’s name. These strategies seem to take care of 90% of behavior problems. I also made frequent use of questioning strategies, not as a punishment for deviant behavior, but as a regular part of lecture. Students seem to be more likely to pay attention if they know they might be called on at anytime. However, I also made sure to call on students who were misbehaving. That way, students were less likely to disrupt the class, even if they knew material being lectured on.
ReplyDeleteBrandon- I think that your presence around your students was enough to keep the behavior in check. I'm so glad you found all this helpful. I often myself would call on students who I knew weren't paying attention and it would only take once and the other students paid more attention because they didn't want to be called on either. We learned a lot of strategies this year but I think questioning is one of the easier ones to use.
ReplyDeleteBrandon, you are right because sometimes students are not interested in what you are trying to teach. I agree with you if students know you are walking around or making your presence known, then they will began doing what is expected of them. Students will also pay more attention like you said if they are not sure when you might call on them.
ReplyDeleteAllie, yes, students will try their hardest to get a rise out of you. I believe it is important also to know how to react in different situation. Like you, I will not talk over students, and if they see you are annoyed they will stop talking.
Classroom management has been an area I have been struggling with. I do not like to yell out the student so I simply do not yell. I may speak with authority at times but I do not break into a yell. I would tell the students that when they come into the classroom and the bell rings it is time for class to begin. However these are 7th graders and they don't exactly think the same way we do. So as soon as the bell rang I would simply tell the student to get quiet so we could begin class. If they continued to talk all I would do is walk to the board and write "5" I would then turn to the class and inform them that this number indicates the number of seconds that they will remain after class for wasting class time. the more they talked the larger the number got. It usually did not get over 15 seconds. When they figured out that I was not kidding and I would actually hold them for those few seconds after class all that was need was for me to grab a marker next to the board for them to get quiet. Talk about those non verbal ques.
ReplyDelete