Of all the accomplishments I've had in my short educational career, one of the most prized is my classroom management skills. A former superintendent, Dr. Loretta Bellina, had written the following on an observation report, “Ms. Groves’ classroom management skills are excellent. She gains the attention of the group by her tone of voice. She is consistent and even tempered in her delivery. It was evident that the routines and procedures were established in her classroom.” Without classroom management, learning cannot be effective. If too much time is wasted on avoidable behavior issues or lengthy transitions, less time can be devoted to crucial instruction.
Speaking in a clear, loud voice can decrease unnecessary repetitions. Students feel more comfortable if they are aware of any important announcements or directions. This is something I am responsible for and can control. Children should be able to hear my voice being projected from all areas of the classroom.
In the elementary years, walking in the hallway is an inevitable part of the school day. Throughout the year, hours are spent transitioning from one part of the school to the other. From the beginning of the year, I have students practice appropriate ways to behave in the hallway. Poems and songs can be useful to serve as reminders, but encouraging and verbally rewarding good behavior is essential.
An expected, easy to follow routine is crucial for students' comfort. It should be posted in an accessible place and referred to often in order to encourage the class to do so as well. Although flexibility is necessary at times, predictability is important. Routines can be seen in regard to the order of class periods, certain activities throughout a lesson, transitions, specials, etc. The first weeks of school are spent discussing and practicing these routines until they become second nature. Revisiting various aspects of routines or altering them may be needed to keep them fresh and effective.
Wall space should used to hang up reminders such as class contracts, rules, and expectations. They are mere decorations if the students' attention is not drawn to them at certain times. The more student-created and drawn posters, the better. If the class feels as if they've taken a part of the rules, the more likely they are to follow and own them. It is much more meaningful (and cost effective!) if they've penned and drawn a classroom tool rather than using a store-bought or teacher-made one.
In the event that students need a more individualized behavior plan, I would set one in place as soon as possible. I involve the student and the parent in a meeting regarding the plan and draft a mutually agreed upon contract. If one or both are not followed, specific anticipated consequences will be expected and implemented.
Having a visible reward system helps students stay focused on a goal. Although some teachers do not believe in the "sticker approach," I think positive reinforcement with a visual element is helpful in the elementary years. The idea of having a sports theme for the year, such as football, can lend itself to many self-esteem building activities. Choosing team names throughout the year gives the class a sense of belonging in small groups. Continually referring to the students as "teammates" reaffirms this type of classroom behavior. Teams can advance down the chart of a football field, yard by yard, to score a touchdown. When this small goal is reached, the team can redeem predetermined rewards, such as extra computer time, lunch with me, sitting at the teacher's desk, etc. This theme can include reaching the "Superbowl" in June. I have the same goal in mind for my students as they do--graduating to the next grade level by reaching the "Superbowl."
Every aspect of classroom management matters--whether it involves small glances and gestures or larger more in-depth projects and discussions. I expect my classroom to run like a well-oiled machine with the help of my students. If a piece is in need of repair, it will be addressed and rectified immediately.
