Blog 5: Classroom Management Plan

1) Build rapport with your students

Most minor issues in classroom management can be solved by a teacher having good rapport with their students. Students do not have to necessarily like the teacher, but there has to be a mutual understanding and sense of respect between both parties. It almost feels wrong for students to be disrespectful or rude to a teacher with whom they have strong rapport. This makes activities like student surveys and class discussions important assets in a teacher’s tool-kit. Once teachers get to know their students on a personal level, they will be able to anticipate and address future behavioral issues. For example, you can make proper adjustments for a student sleeping in class because you know they aren’t getting enough to eat at home. In that situation, it is important to make sure the student qualifies for and receives free breakfast/lunch at school. It might also be helpful to provide a snack for that student to help them stay engaged in class.

2) Address the problem before it gets out of hand

I learned first-hand during my first supervisor observation about the importance of addressing problems when they first pop up. Since it was my first week with a new class, I didn’t really address the few times when various people around the room were talking. None of it really seemed to affect the rest of the class, and most of it stopped with proximity or calling on the particular student by name. However, I never took the time to explain my expectations for classroom behavior and the consequences for those who broke the rules. My class really showed out during the observation, and classroom management was the only place where I lost points on the scoring guide. Needless to say, I firmly laid down the law the following day. I explained my expectations and how talking when I am talking would not be tolerated. The lesson I learned from this experience was to be proactive instead of reactive when dealing with classroom management. Most problems are avoidable if you make your expectations clear in the beginning and address any issues—no matter how small—when they first pop up.

3) Walk the walk if you’re going to talk the talk

My third action step involves sticking to your guns when someone breaks the rules. If you say that nobody is to be talking when you are talking, that means you cannot ignore interruptions and distractions in class. However, there are exceptions to these rules. If I ask someone to (quietly) catch up another student because they were absent, I have to bend the rules. Since the talking was constructive, it would be allowed. The punishment also has to fit the crime. You have to be flexible and judicious when dealing with different students. Despite these factors, it is important that expectations for students are made clear and that the teacher follows through—in most cases—with the stated consequences after the rules are broken.