Teacher's Corner

CLASSROOM MANAGEMENT TECHNIQUES

PREPARED BY

CHIMA I. AZU M.PD, B.Sc., NCE

Strong classroom management is essential to effective teaching. Regardless of how wonderful a teacher might be, without appropriate classroom management, the students are simply unable to learn. As it is such a crucial part of teaching, there are many different opinions and views as to what the best classroom management techniques are. While these techniques may vary from teacher to teacher, there are a few guiding principles that differ effective classroom management from ineffective. 

KNOW THE CLASSROOM

·         Before choosing any technique, it is crucial to understand the demographics of the classroom and then choose age-appropriate techniques. For example, singing or clapping to get students' attention may be an effective strategy in early elementary classes but won't go so well in middle school or high school. The teacher should also be sure to understand what behaviourial traits are culturally appropriate and which ones need to be corrected. For example, some teachers want their students to look them in the eye, but in certain cultures it is seen as a sign of disrespect to look an authority figure in the eye.

BE CONSISTENT

·         Regardless of the demographics of the classroom and the strategy the teacher eventually chooses, the teacher should be consistent in his response to misbehavior. If one pupil/student speaks to his neighbor and the teacher gives the student a verbal warning, but gives detention to the next student that speaks to his neighbour, the class receives a mixed message and may feel the teacher favours some students over others.

STATE CLEAR EXPECTATIONS

·         A teacher with effective classroom management will not need to constantly remind students of how they should be acting. Instead, the teacher will have taken time in the beginning of the year to lay out clear expectations around student behaviour. Telling the students they need to show respect is good but only when it is clear that the students know what showing respect looks like. Tell the students what showing respect means and model this behaviour for them. Be equally as clear when giving directions for daily activities in the classroom. Clearly state, or write on a visual, the steps the student needs to follow to complete the stated task. A lot of misbehaviour comes from students simply not knowing what to do.

PRAISE THE POSITIVE

·         Misbehaviour is often a cry for attention. If a teacher responds to the student's negative behaviour, he may interpret this as attention and feel any attention is good attention. The teacher should show the student that positive actions get attention. Instead of scolding a student that is calling out of turn or out of his seat, praise the student that is waiting and raising his hand or sitting at his desk quietly doing his work. If the teacher uses a tally system throughout the day, give the students the chance to earn back what has been taken away by fixing their misbehavior to positive behaviour.