Classroom Management Strategies
Setting up Rights and Responsibilities
As discussed by Lewis (2012) rules are set by the teacher to control the class, without any class discussion or participation (p. 40). In order for students to consider their actions, and the consequences of those actions, they need to think about the rights of others and the responsibilities they have as a member of the class and school. By creating a set of rights and responsibilities the teacher is able to articulate clear expectations and standards for all students. Setting up rights and responsibilities not only creates behavioural expectations, it also sets up work and social expectations. I have been able to effectively use this strategy while on professional placement.
This strategy reflects a number of PoLT standards including "1. The learning environment is supportive and productive and 2.The learning environment promotes independence, interdependence and self-motivation" (DEECD, 2013, para 1).
The AITSL standards reflected in this classroom management strategy include: "3.5 Use effective classroom communication...4.3 Manage challenging behaviour [and] 4.4 Maintain student safety" (AITSL, 2014, para 3-4).
Day to Day Strategies
These are two strategies that I have used before and have seen other teachers use effectively .
Waiting Strategy: This is a strategy that I have been able to use effectively. After asking for the students' attention you simply stand at the front of the class and wait for students to realise that you are waiting for them to be quiet. Normally students will tell each other to be quiet. If it takes them too long I start writing up minutes on the board that they have to stay in after class. I use this strategy a lot as I do not like to yell, and feel that I should have to just to get the students' attention
Sending disruptive students outside: Sending students to wait outside the class when they have been misbehaving allows the students to calm down and/or cool off, and also gives the teacher time to think about what they are going to say and /or cool off. I do not believe that yelling at students in class allows the student to fully understand why you are angry/disappointed in them. If you go out and have a conversation with them one on one, once they have had time to think about their actions, it enables you to drive home your point and to build up a relationship with the student. I have found that students are not as tough or aggressive when talking to a teacher one on one , rather than in front of the class and their friends.
These strategies again relate to PoLT standards 1 and 2 (DEECD, 2013, para 1) and AITSL standards 3.5, 4.3 and 4.4 (AITSL, 2014, para 3-4).
As discussed by Lewis (2012) rules are set by the teacher to control the class, without any class discussion or participation (p. 40). In order for students to consider their actions, and the consequences of those actions, they need to think about the rights of others and the responsibilities they have as a member of the class and school. By creating a set of rights and responsibilities the teacher is able to articulate clear expectations and standards for all students. Setting up rights and responsibilities not only creates behavioural expectations, it also sets up work and social expectations. I have been able to effectively use this strategy while on professional placement.
This strategy reflects a number of PoLT standards including "1. The learning environment is supportive and productive and 2.The learning environment promotes independence, interdependence and self-motivation" (DEECD, 2013, para 1).
The AITSL standards reflected in this classroom management strategy include: "3.5 Use effective classroom communication...4.3 Manage challenging behaviour [and] 4.4 Maintain student safety" (AITSL, 2014, para 3-4).
Day to Day Strategies
These are two strategies that I have used before and have seen other teachers use effectively .
Waiting Strategy: This is a strategy that I have been able to use effectively. After asking for the students' attention you simply stand at the front of the class and wait for students to realise that you are waiting for them to be quiet. Normally students will tell each other to be quiet. If it takes them too long I start writing up minutes on the board that they have to stay in after class. I use this strategy a lot as I do not like to yell, and feel that I should have to just to get the students' attention
Sending disruptive students outside: Sending students to wait outside the class when they have been misbehaving allows the students to calm down and/or cool off, and also gives the teacher time to think about what they are going to say and /or cool off. I do not believe that yelling at students in class allows the student to fully understand why you are angry/disappointed in them. If you go out and have a conversation with them one on one, once they have had time to think about their actions, it enables you to drive home your point and to build up a relationship with the student. I have found that students are not as tough or aggressive when talking to a teacher one on one , rather than in front of the class and their friends.
These strategies again relate to PoLT standards 1 and 2 (DEECD, 2013, para 1) and AITSL standards 3.5, 4.3 and 4.4 (AITSL, 2014, para 3-4).