How to Manage a Classroom Part 3

“You students are so noisy. Can’t you ever be quiet? And Jake. Can’t you ever do the right thing? Go back to your seat and do your work. Sue. Stop looking at Mary’s paper and quit cheating”

Shocked at what I heard I glanced around the classroom to see the student’s reactions. Most seemed unfazed, like they heard the negative tearing-down words so often they tuned them out. Any of us can have a bad day, but in the two days I helped in this kindergarten classroom the words came fairly non-stop. It made my heart so sad. I watched the quiet timid students shrink so as to not draw any attention to themselves.

This group of students overall seemed so cooperative and eager to learn. Yes. A handful played and talked instead of joining in. But any class will have the handful that need more more reminders or more skillful help to stay on task or to figure out what’s causing their poor behavior. But none of the handful showed belligerence or disrespect, just immaturity and need.

I’d love to say this happened twenty years ago, but this example of negative classroom management happened in 2022. Let’s contrast that with . . .

Positive Classroom Management.

Disclaimer. Some of these strategies may backfire with certain students, especially ones with special needs or trauma. Be willing to modify for those students as you learn what they respond to best. We will look special needs in part 4. Also, my examples may not fit your group, but the principles remains the same.

ESTABLISH A POSITIVE ATMOSPHERE

Let students know that you like and respect them, no matter what.

Frequently make statements like: “I really like spending my days with you.” “I’m so lucky to have such great students (you) in my class.”

Tell them things you like about them. “You are so friendly.” “You persevere when you face hard things.” “You are kind.”

Notice positive things they have done. “That was so kind when you helped Drew pick up his crayons.

Be approachable. When a student walks up to you, or raises their hand for help, let your smile say you are genuinely glad to see them. Students can tell if you are being authentic. If you are not glad, then work on being glad. This is where prayer makes a huge difference.

If you feel ill or grumpy that day and you are not able to hide it, then be honest about it. “Class, I have a headache today (or feel grumpy today). If I am frowning, I am not upset with you. I just don’t feel well.”

None of us at any age wants to feel like we are unwanted or an inconvenience. Children who don’t feel we like them/want them around are going to emotionally withdraw. Shrinking back from perceived rejection can result in them not learning or in behavior issues. Different personalities respond in different ways. There are other reasons for those two responses, but this is one reason.

Give them the benefit of the doubt when they mess up and reassure them you still like them, just like you would want someone to do for you. This one is huge. We all wonder if someone still likes us when we do something wrong. Ask open ended questions to try to figure out what happened, rather than using closed questions or blaming statements. (The Importance of Open Ended Questions) Realize that sometimes they are already angry at themselves because they messed up. They don’t need someone else angry at them also.

A POSITIVE MANAGEMENT STYLE LOOKS FOR STUDENTS DOING THE RIGHT THING AND DRAWS ATTENTION TO IT.

Set positive expectations ahead of time and notice those who are meeting the expectations. Is it quiet work time? Or talking to a partner time? Is it stay at your desk time? Or freely move around the room time? Make it clear.

The technique used to draw that attention may vary, but the principle is the same. Below are a few examples.

Words: “Roger. Thank you for staying in your seat and working quietly. Who else do I see who’s working quietly?” “Sam and Gene are working hard on their building project.” Most students crave the positive attention and will begin to follow directions.

Clip: Clip a student up if you use clip up/ down color boards. You can do this along with words, or do it quietly and wait for people to notice as you hover by the board waiting to clip someone else up.

Reward: Or set a reward (sticker, candy, recess pass, etc) on their desk. Again you can do this along with words or do it quietly. “Thank you, Lindsay, for doing what I asked.”

I did it quietly, but obviously, when my students were at their noisiest, waiting for them to notice and anticipate their own reward when they chose to follow directions.

Class points: Once a lot of students are on task you can award row points or class points if you employ that strategy in your classroom. Or you can stand with your hand hovering over the points board, watching. Soon someone will notice and elbow those they are near until most students have settled down.

Three quick tips for those who don’t respond:

Proximity: Hover by their desk as you announce you are looking for more students following directions. Watch and wait to reward them if they make a good choice.

Personal engagement: Engage them in conversation working to find something positive to focus on. “Oh wow. Look how much you have done already.” “I love the way you wrote that letter (word, sentence) so neatly. Can you do more like that?” I’m so glad you’re in my class. I like you.” “What can I help you with?”

Special needs: Be sure to modify expectations for them to be able to earn a reward along with the others. (Example: others may need 10 points to earn reward, they need 5.) Otherwise they may become discouraged and give up. Engagement may be critical with them. It takes effort on the part of a teacher to find what works best with them. Sometimes you will have an aide who can give the extra time to know them well.

There’s so much more to say, but these two main points are key. Whenever possible, find what is good and focus on that. Build relationship with your students.

What suggestions would you add? Let me know on the comment page.