| I often have teachers ask me what is the best | | | | management plan.) |
| approach to classroom management? | | | | |
| | | | 1. All-Write: Instead of having students |
| As a veteran teacher I have seen far too many | | | | raise their hand to respond to a question |
| teachers fail because of classroom management | | | | aloud, have all the students write down an |
| problems. (Remember, classroom management | | | | answer to the teacher's question. Not only |
| and student achievement are directly | | | | will the teacher get much more class |
| related.) | | | | participation, but the quality of student |
| | | | responses will also improve. |
| And, all too often I see teachers resort to | | | | |
| all types of crazy classroom management plans | | | | 2. Pair/Share: Have students pair up with a |
| trying to get a handle on student behavior. | | | | partner and share their answers before |
| | | | discussing it as a class. This gives the |
| Unfortunately, many of these classroom | | | | students a chance to respond without the |
| management plans involve elaborate systems of | | | | anxiety of speaking in front of the entire |
| rewards and punishment. For example, writing | | | | class and also allows the teacher to |
| students names on the board with check marks | | | | "monitor" the room and talk to various |
| added next to the name for each inappropriate | | | | students about their responses. The "pair |
| behavior. Not only is this degrading, but | | | | share" is great teaching strategy to use |
| the effectiveness of this classroom | | | | right after the "all-write" strategy. |
| management plan is short-lived at best. In | | | | |
| fact, often times this classroom management | | | | 3. On-the-Clock: Give students specific time |
| plan can have the exact opposite effect on | | | | limits to complete tasks and make sure you |
| student behavior. | | | | stick to those time limits. By putting |
| | | | students "on-the-clock" the teacher helps the |
| Likewise, rewarding students for behavior | | | | students stay focused. I even use an egg |
| that is expected of them sends the absolutely | | | | timer to make this teaching strategy even |
| wrong message. Teachers should not reward a | | | | more effective. |
| student for acting appropriately in class. | | | | |
| Rewarding appropriate behavior is not | | | | 4. Check-for-Understanding: Not |
| effective classroom management, it is bribery | | | | understanding the teacher's directions is a |
| and the students will come to expect it. | | | | major cause of classroom management issues |
| Don't get me wrong, I am not speaking about a | | | | and student behavior problems. Therefore, no |
| pizza party or movie after a week in which | | | | matter what set of directions a teacher |
| the students worked well in class. That type | | | | gives, the teacher should always |
| of reward is fine as long as it is | | | | "check-for-understanding" by simply asking a |
| unexpected. The type of rewards that are bad | | | | couple of students (at random) to repeat the |
| are the ones in which the teacher promises | | | | directions back to the class. |
| upfront that if "you behave today, I will | | | | |
| give you a piece of candy." No, the student | | | | 5. Do Now: Effective classroom management |
| should behave in class because that is what's | | | | starts from the second students walk into the |
| expected. Little Johnny will not throw his | | | | classroom. Therefore, the "do now" is a |
| pencil across the room, because it disrupts | | | | short assignment that the students are to |
| the learning of the other students and can be | | | | complete as soon as they enter the classroom. |
| dangerous, not because he will get candy! | | | | Personally, I put up 1-4 review questions on |
| | | | the board every day as the "do now" |
| So, if teachers do not give rewards or | | | | assignment. The "do now" gives the students |
| punishments as a classroom management plan, | | | | something to do right away and is a great |
| then how do teachers effectively manage | | | | opportunity for review. |
| student behavior? | | | | |
| | | | Remember, effective classroom management is |
| Easy, the key to classroom management is | | | | not about rewards and punishments. Effective |
| keeping students actively involved in the | | | | classroom management is about the teacher |
| entire lesson. This is done with just a | | | | keeping the students actively involved in the |
| handful of simple teaching strategies. | | | | entire lesson. By practicing the teaching |
| | | | strategies above, teachers will greatly |
| Here are five effective classroom management | | | | reduce classroom management problems. |
| tips you can use in any classroom regardless | | | | |
| of subject or content area. These classroom | | | | Adam Waxler is a middle school social studies |
| management tips will keep all students | | | | teacher, teacher mentor, and author of |
| actively involved in all classroom lessons. | | | | "eTeach: A Teacher Resource for Learning the |
| (Remember, keeping students involved in the | | | | Strategies of Master Teachers". |
| lesson is the most effective classroom | | | | |