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Handy tips for effective classroom management

73 suggestions

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Page 1: 73 suggestions

Handy tips for effective

classroom management

Page 2: 73 suggestions

Suggestions for relating to students in a

positive manner

Page 3: 73 suggestions

Operate on the assumption that

each student wants to be successful

Make it a point to find a way of

relating to each student in a

supportive manner

Be friendly but firm with students

Treat each student with kindness and

respect

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Attempt to enhance the self-concept of each student by building on his or

her skills and optimism

When a student(s) act

inappropriately, remain calm and

composed

Identify three to five students during each lesson who you can

praise individually for successful work

Praise students as a group for good

work

Page 5: 73 suggestions

Display a sense of humor

During each passing period between class

sessions be at the doorway to greet

and chat with students

Be available to talk to students before and after school to help or ‘just talk’

Display respect and dignity for each student

Page 6: 73 suggestions

To encourage appropriate behaviour,

establish realistic behaviour standards, including

consequences

Insist that students are respectful of themselves and

others

Through discussions ensure

that students understand the fairness/reasons

for all established standards

Keep a supply of ‘loaners’

(pens/pencilsglue etc) on hand for students who forget theirs &

don’t make a big deal out of it

Page 7: 73 suggestions

Communicate to students that

trivial offenses will not be escalated into major issues

Be impartial and fair when working

with students

Interact with all students, not just a

select few

Give students a pleasing greeting each day and wish them a

pleasant afternoon/weekend/

vacation

Page 8: 73 suggestions

Suggestions for preventing

student misbehaviour

Page 9: 73 suggestions

Use preventative discipline – identify potential problems

before they develop

To monitor classroom activity, keep on your feet during class time

Expect students to listen attentively

while another student or the

teacher is talking

Keep class work and assignments separate

from student behaviour issues

Page 10: 73 suggestions

If a student, after being corrected for misbehaving, does

the right thing, praise/encourage

them

When correcting student

misbehaviour, communicate in a

private, positive and respectful manner

When you detect student frustration or anxiety, adjust

the learning activity

When the class gets restless/noisy,

provide for a change of pace or activity

rather than scold the class

Page 11: 73 suggestions

Communicate to each class that the entire group will not be disciplined as a

result of the actions of a few students

Admit that at times, student

misbehaviour is a result of something

your fault

Find ways to motivate students,

including the reluctant learner

Carefully plan each classroom session so

that there is no ‘dead time’

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Adjust lesson plans to take into account

school life situations when students often

get restless (e.g. Friday afternoon)

During each lesson, provide at least one learning activity in which all students

can experience success

During each class period, provide a

variety of learning activities (don’t use a

whole period to complete one activity)

Adjust daily lesson planning to take into

account the students’ span of

attention

Page 13: 73 suggestions

Suggestions for handling

student discipline systems

Page 14: 73 suggestions

Make discipline decisions that are appropriate and

realistic for the age level and infraction

Think through discipline decisions

before acting

Only make discipline decisions

that you can enforce

Make discipline decisions after the

‘heat of the moment’ has passed

Page 15: 73 suggestions

When a student misbehaves, find a

way to correct behaviour privately (e.g. move near the

student and whisper a correction)

Seek assistance from the administration

before allowing misbehaviour

problems to become acute

Page 16: 73 suggestions

Suggestions for providing

classroom leadership

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While taking attendance/admi

n, ensure students are on

task

Establish time-saving routines for

collecting papers/distributing

materials and supplies

Make directions for any learning

activity brief and concise

Use visual aids to help present and review concepts and directions

Page 18: 73 suggestions

After giving directions for guided/independent

practice, move around the classroom observing

effectiveness of directions and providing

assistance

Show sincere enthusiasm for the subjects you teach

Provide a neat classroom that

gives students the idea of orderliness

Present a professional

personal appearance in the

classroom

Page 19: 73 suggestions

Insist that students maintain high

standards in work and behaviour – have

realistic and attainable standards

Use many different teaching methods

as there is no ‘best’ one

Homework assignments must have a

purpose

To assist students with their homework, teach students how to study

by showing them a variety of study skills

Page 20: 73 suggestions

Ensure that student work is displayed in

the classroom

Provide ways of giving students responsibility

Be patient with students and be willing to reteach

concepts that were not understood when

first taught

During each class, summarize or have students summarize the day’s learnings

Page 21: 73 suggestions

The work that is assigned to

students is within their capabilities

and power

Use pre-tests or other procedures to ascertain what students already

know

Involve students in setting learning goals for each teaching unit

Ask students to propose test

questions and other types of evaluative

activities

Page 22: 73 suggestions

Involve students in peer-teaching

situations, cooperative

learning and small group instruction

Limit the lecture method of

teaching – any “teacher talks” are to be <10 minutes

long

Page 23: 73 suggestions

Adapted from:Brainard, E. (2001).

Classroom management: Seventy-three suggestions

for secondary school teachers. The Clearing House. 78(4): 207-210.