help me with classroom management skills, please!

[daijobu]

I'm teaching 2 math classes in 2018, one for late elementary and another for middle school students.  I will be teaching problem solving skills, using old MOEMS and AMC 8's respectively.  I have not had good luck in the past with managing even small groups of students.  I fear I may have been too collegial and lax with the students.  

 

Can you share some tricks and methods to making a strong first impression, and what I need to do consistently to minimize classroom disruptions?  Thank you!  

[HomeAgain]

The best ideas I've gotten are from books like Teach Like Your Hair's On Fire and How To Teach So Students Will Learn, but I will admit the best tactic I've used has been Find Your Mama.

 

If parents are on campus, the student gets one warning before being told to leave the class and find their parent, knowing that I will be doing the same directly after class.  If the parent is off campus, I let the students know that I have their parents' numbers programmed into my phone, and they will get one warning before being taken aside, the phone dialed, and they will speak to their parent about their behavior.

 

But honestly, the easiest way to keep the class engaged and on task is to expect them to be engaged and on task.  Feel like you deserve the respect and don't let behavior change that.  Give them the help they need to get there - the one talking out of turn gets a quiet hand on the shoulder, for example, to let him know your presence and refocus.

[happypamama]

I teach a co-op class for ages 7-9, and per our regulations, we are required to have a second adult in the room. That really helps with classroom management too, because there’s less down time while I pass out papers, and because the other adult can gently redirect any child who starts talking, so that I don’t have to stop leading the class.

 

My other strategy is to have a variety of activities to meet different ways of learning. My class is history, so I use mapwork, written activities, moveable maps, games, pictures, videos, food, etc. Obviously history lends itself well to multidisciplinary activities, but if you have options for different sorts of activities, that will help keep them engaged.

 

My kids work well in small groups of two or three where all of them need to be doing something, so it’s not all one big group listening to me all the time, which lets some them wander more.

[Guest]

1) remember that you're the boss

2) if it's co-op/informal then maybe have a 1st day M&G with parents and kids to lay down the rules as a reminder that it's "real"

3) use the "FACE" and the "VOICE." I don't know what yours is, but learn them and love them. 

4) clear guidelines and consequences that you keep to

5) the nuclear option. use it sparingly. but you'll probably only have to use it once. 

 

For your age group, having brief movement is probably good, too. They'll get the wiggles!

[Jean in Newcastle]

I'm a trained teacher and have found these classroom management techniques helpful.

 

I learn names as soon as I can.  Interacting with kids often can nip a lot of problems in the bud. 

 

Keep them engaged.  Once I've gotten through the first lesson, I start each subsequent lesson with fast paced review (fast paced to keep them on task) and then on to new material and practice.

 

As soon as I see attentions wander I rope them in again - I might ask that particular student a question - not in a punitive way but as a way to keep them engaged in the learning process.  If I'm in a B & M classroom I will go around the classroom during practice times, keeping kids on task and answering questions. 

 

I use humor and lots of practical examples as ways to make the material relevant and easier to learn.

 

I personally never found the system of putting marks on the board to single out those who are having trouble paying attention, to be a benefit so I stay away from that sort of thing. 

 

Edited to say that Pumpkinspice reminded me that I also switch tasks frequently to keep kids from getting bored and try to alternate sedentary tasks with those that are are more active for younger children. 

Edited December 9, 2017 by Jean in Newcastle

[daijobu]

Thanks, everyone, this is great advice, keep it coming!  

 

 

The best ideas I've gotten are from books like Teach Like Your Hair's On Fire and How To Teach So Students Will Learn, but I will admit the best tactic I've used has been Find Your Mama.

 

 

 

What is "Find Your Mama"?

 

I'm going to put those books on hold at the library for sure.  

[daijobu]

Great stuff!  Thank you!  

 

1) remember that you're the boss

2) if it's co-op/informal then maybe have a 1st day M&G with parents and kids to lay down the rules as a reminder that it's "real"

3) use the "FACE" and the "VOICE." I don't know what yours is, but learn them and love them. 

4) clear guidelines and consequences that you keep to

5) the nuclear option. use it sparingly. but you'll probably only have to use it once. 

 

For your age group, having brief movement is probably good, too. They'll get the wiggles!

 

 

Could you elaborate on the Face/Voice?  

 

And what is "the nuclear option"?  

 

 

[daijobu]

I'm putting these tips onto a notecard so I can reread before class!  

[Guest]

"Teacher Face" and "Teacher Voice"-- similar to "Mom Face" and "Mom Voice"... it's the way you look/sound when lessons are getting started or you need to pull a group back together and then you kind of ease out of into a more "conversational" tone. LOL that probably doesn't help much. IDK. When I want a group's attention, I sound different from when I'm just asking a question or interacting, you know?

 

The "nuclear option" is basically the end of all fun, there's basically no coming back from it. When I did animal programs, it was putting all the animals away and they weren't coming out. So like cancelling the party, perma-banning a kid, stuff like that. 

[KrissiK]

I used to teach school. When I was getting my credential, my Master Teacher told me something I never forgot, “someone is going to be in charge in that classroom - either you or them. And it better be you!†When I am teaching a group of kids, I just take charge. I am not unkind, I am not angry, I don’t kick trash cans across the room, but with my tone of voice and demeanor, there is no doubt who is in charge.

[Earthmerlin]

Your classroom management starts with planning--knowing your class & what sorts of activities would reasonably appeal to them. It is this way & your personality that establishes rapport, which is vital. Taking kids on a purposeful journey involves learning of their interests, strengths & needs. In essence it is an organic process that requires both direction yet flexibility. I suggest you err on the side of being strict intially as it is easier to loosen up than it is to tighten up.

[Mandamom]

I teach small classes (up to 10) and I'm known as one of the "mean teachers". I teach ADHD students with other learning disabilities so it isn't the easiest group to teach. I will say that having that reputation helps a lot. The funny thing is once the students get to know me, they realize I'm not really that bad :). (I have actually had students tell me this). 

 

Relationship

Structure

Rules

Consistency

Flexilbiity

 

Those are my basic guidelines for classroom management. 

 

I always have more than enough planned to keep my students occupied. They know my routine and know what to expect every time. At the same time, I'm flexible if needed. If something isn't working, I change up my approach or sometimes toss a lesson completely. Of utmost importance, is making sure the students know that I care and that I"m fighting for them as much or more than they are themselves. I do think that my reputation helps because by the time they realize I'm a softy, they already know how to act in my class. 

 

And, since I have the option, my kids have to leave the classroom if they aren't ready to learn. When they are ready to learn I welcome them back as if nothing happened before. Luckily, the principals at my school encourage us to send them out of the classroom, if needed. 

[goldenecho]

I subbed for several years...I'm by no means an expert on classroom management, but a few things helped.

 

Spend a little bit of time the first day introducing yourself and telling them about something about you to let them know you (that you like monkeys, that you lived in another country...anything to let them know who you are).   I would even do this during a one day sub job and I noticed kids just treated me better.  They care about you more if they know something about you.

 

Initially, focus hard on classroom management.  Review the rules the first day and remind them daily about procedures (like where homework is posted, where to turn in work, what you expect during attendance/morning work, etc).   Be firm, not mean.   Let them know clearly when things like talking is ok and when it's not.  

 

Make a seating chart...take attendance using it.

 

When they are doing seat work walk the room.  Kids behave better when the teacher is near them, and you can help kids more when you're walking around.  Have non-verbal ways to correct kids.  Most effective thing I did when kids were off task was just walk by their desk, try to make eye contact, and tap on their paper to let them know they needed to get back at it. 

 

 

 

Edited December 10, 2017 by goldenecho

[KrissiK]

Another thing I just remembered.... make sure you always have more than enough to do. Down time can very quickly erupt into chaos.

[YodaGirl]

When I first started teaching, I was told something that always stuck with me. If you don't give them something to do, they'll find something to do, and it won't be what you want them to do.

 

You've already got some great suggestions.

Keep them engaged. Ask questions. If you're prepared and confident, it's much easier to be in charge.

 

I think this book has some really great ideas, as well. They may or may not all be applicable, but worth the read. The First Days of School: How to Be an Effective Teacher (Book & DVD) https://www.amazon.com/dp/0976423316/ref=cm_sw_r_cp_apa_rTAlAbVTBRB6J

 

It's always easier to be strict at first, then relax as opposed to being relaxed at first and having to get stricter.

[The Governess]

For groupwork, have procedures in place. How do they get into groups? What supplies should they have out? Does each student in the group have a role? What are you assessing them on - how they work together? Their problem solving skills? Arriving at the correct answer? If they have a clear understanding of what's expected of them they will be more engaged.

 

You may want to give them practice simply learning how to function as a group. One way to do this would be to have groups of students solve a problem and other groups observe/rate their groupwork based on a rubric. Then you could provide your own feedback on how each group is functioning and how they can improve. Groupwork is a skill in itself and it definitely needs time to be mastered!

[The Governess]

I love the book The First 100 Days of School (might not be the exact title) for classroom management. Setting clear procedures and expectations from day one is key.

[Vida Winter]

If you have responded to this post it would be so helpful if you could provide a link to books mentioned.

[Nart]

Having a "first thing to do routine" when they walk in the door helps establish that you are in charge and there is an expectation that they will enter quietly and sit in their seats. So the first day greet each kid at the door. Shake their hand, ask their name, tell them your name and say you need them to find their seat (I would have name cards on their desk) and start working on math problems that take at least 10 minutes to complete. When everyone enters the classroom you talk without allowing interruption for 5 minutes or so to introduce class, introduce yourself, etc. if anyone shouts out, make a point of saying they need to wait until you we done and then raise your hand. Then have their names written on popscicle sticks. Pick a student's name with popscicle stick, and have that student say your name and come up to front of room. Pick another student and that person says your name and first person called, then stands by first person called. Continue until last person says your name and everyone else's in class. You will have learned most of the students' names. If you can keep control of the class for the first 30 minutes you will have set the tone and then will have much better chance of keeping control.

Edited December 11, 2017 by Nart