This article gives 38 effective strategies for classroom management. These strategies may not be what you are used to and may require changes on your part. While there is no perfect method for eliminating all challenging behaviors, these are the strategies that I endorse and believe in as being the most effective for creating a positive classroom climate, based on my own experiences and research.
If you cannot get a student to follow rules, complete work, or be kind to other students after you have consistently implemented the strategies in this article, talk to your school team (administrators, guidance counselor, etc.) to determine what else can be done to help this student. The school team may need to meet with the child's parents and additional strategies may need to be put in place like an individualized behavior plan and/or support from professionals like the guidance counselor, school psychologist, or principal.
38 Effective Strategies For Classroom Management:
1. Say hello to ...
Effective classroom teachers tend to have strengths in classroom management efforts. Teachers who know how to manage their classrooms create an effective environment that is conducive to educating students. The challenge for some teachers is knowing how to organize their classrooms so they have minimal behavior problems. In college, teachers are generally taught how to put together a discipline plan for their classrooms; this plan is supposed to resolve any behavior problems in their classrooms. We know that effective classrooms require more, and teachers who are successful end up creating a classroom environment that is caring, thought-provoking, challenging, and exciting. These classrooms serve as examples of how effective teachers run their classes.
One strategy these teachers use begins on the first day of school. Veteran teachers have learned that how they start the year off will determine the success of their classes for the entire school year. Initiating classroom procedures on ...
Since the dawn of public education teachers and schools have focused on the academic achievement of students. All students were expected to leave school with basic reading writing and math skills. Some kids excelled and went on to institutions of higher learning, some were trained at a trade such as carpentry, or auto mechanics, and still others left school with those basics and worked at more labor related jobs such as factory or office work. Everyone who left secondary school did have the basics just at different levels. Every student may not have had the capacity to go to college but just about everyone finished school and had the ability to function in the real world. With the onslaught of state mandated testing in so many school districts throughout the country teachers are still pressured to ensure that students achieve but the landscape has changed and hitting the bull's eye is far more difficult than it was say forty years ago. The bull's eye is tough to hit ...
~~Planning and executing effective lessons is of course an extremely important part of teaching. The teacher should always ask themselves the following questions:
What is the objective of the whole lesson?
What is the aim of this activity?
How are learners working together?
Who is speaking to whom?
Is the time being used efficiently?
The focus of any class should be on developing the communicative abilities of the learners. Ideally the speaking ratio should be 30 percent maximum teacher (TTT) and 70 percent minimum learners (STT).
As such teachers need to consider the following when planning lessons to maximize learner-learner interaction.
Whole Class Teaching: This approach is fine for controlled activities and can foster a sense of belonging in the classroom. However it can restrict learners from saying their own thing or can make them feel exposed if they are talking to the whole group (consider the culture of classes you are teaching). Also the transmission ...
Naturally, every instructor has his/her God-given voice. This voice is what instructors use in conversing with people in their everyday life activities. They are known and identified by such voices. This natural voice must not be confused with speaking with the naturalness which has been endorsed by many public speakers as one of the efficient speaking habits. This naturalness is contrasted with a public speaker being nervous, shaky or straining the voice as a result of shyness or unpreparedness of his/her lesson delivery. Thus, it is essential to be natural in this context as an instructor. However, the natural voice is the tone, manner and voice expression that an instructor uses in his/her everyday conversations. It is usually characterized by low-toned speech, not meant for a large group. Some instructors naturally speak in a relatively fast manner. Others unnecessarily use jargons or mannerisms while speaking. Still, some instructors naturally stammer while speaking. Also, some ...