Classroom Management

The Three Axioms of Effective Classroom Management

Introduction

Professors explain that the sign of a good teacher is that “the

teacher is in control of the class.”

The amount of control that teachers have in the class is often

seen by a school’s administration as a measurement of the

“quality of a teacher.”

School administrators are usually happy if a teacher never sends

a student to the office and interpret this as “proof” that the

teacher is in control and must be doing a good job.

Techniques that Work

Stand at the door and make eye contact with every child asthey enter and exit the room.

I really do not know why this works, but for some strangereason it has proven successful over the years.

Place firm limits and controls on students.

Post classroom rules and expectations in places where thestudents can easily see and read them.

Expect students to be in their seats at the beginning of class.

This is a School Board rule and is a must when takingattendance.

Explain the reasons behind rules and decisions.Let the students know the “why” things are done in yourclassroom.

Mete out discipline, but only after careful consideration ofthe circumstances.

Every child, every group, every class, every year is different

Be open to verbal student interaction, including criticaldebates.

When students have constructive interaction, they tend toremember more of the lesson.

Create an environment which offers the students theopportunity to learn and practice communication skills.

Ask them to write what they learned. Ask them to share theirideas with the students in their group.

Create a Learning Environment

As a teacher, you want to create the environment in your

classroom that is most conducive to maximizing learning.

It is suggested that teachers would want to create a visual

environment that:

• Is Attractive

• Is Functional

• Is Stimulating

• Is Motivational

• Creates pride and

self esteem.

Attractive materials are neat, clean, colorful, and pleasing to

the eye. These materials may be self-made, purchased, or

textbook resource materials.

Functional materials, in addition to being attractive, teach or

reinforce a concept or skill. Calendars and current event

notices are functional materials.

Stimulating materials would be thought-provoking and

questioning in nature.

Motivational materials are often in the area of morals and

values, with the goal of raising viewers' awareness and

offering hope and encouragement.

Materials which create pride and boost self esteem may be

in the form of student work or posters celebrating

students' accomplishments.

1. Focusing

Be sure you have the attention of everyone in your classroom before

you start your lesson. Don’t attempt to teach over the chatter of

students who are not paying attention.

The focusing technique means that you will demand their attention

before you begin. It means that you will wait and not start until

everyone has settled down. Experienced teachers know that silence

on their part is very effective. They will punctuate their waiting by

extending it 3 to 5 seconds after the classroom is completely quiet.

Then they begin their lesson using a quieter voice than normal.

2. Direct Instruction

Uncertainty increases the level of

excitement in the classroom. The

technique of direct instruction is

to begin each class by telling the

students exactly what will be

happening. The teacher outlines

what the students will be doing

during the class period and

should set time limits for some

tasks.

3. Monitoring

The key to this principle is to circulate. Get away from that computer!

Get up and move around the room. While your students are working,

make the rounds. Check on their progress.

An effective teacher will make a pass through the whole room about

two minutes after the students have started an assignment. The teacher

checks that each student has started, that they are on the correct page,

and that everyone has put their names on their papers, etc. The delay is

important. The teacher wants all students to start the assignment so that

answers can be checked and are correctly labeled or in complete

sentences. The teacher provides individualized instruction at this time,

as needed.

Students who are not yet quite on task will be quick to get going

as they see her approach. Those that were distracted or slow to

get started can be nudged along.

The teacher does not interrupt the class or try to make general

announcements unless it is noticed that several students have

difficulty with the same thing. The teacher uses a quiet voice and

students appreciate the personal and positive attention.

Students who are not yet quite on task will be quick to get going

as they see the teacher approach. Those that were distracted or

slow to get started can be nudged along.

The teacher does not interrupt the class or try to make general

announcements unless it is noticed that several students have

difficulty with the same thing. The teacher uses a quiet voice and

students appreciate the personal and positive attention.

4. Modeling

Teachers who are courteous, prompt, enthusiastic, in control, patient

and organized provide examples for their students through their own

behavior. The “do as I say, not as I do” teachers send mixed

messages that confuse students and invite misbehavior.

If you want students to use quiet voices in your classroom while they

work, you too must use a quiet voice as you move through the room

helping youngsters.