{"id":28497,"date":"2023-02-01T10:50:00","date_gmt":"2023-02-01T10:50:00","guid":{"rendered":"https:\/\/www.cos.net.au\/c\/?p=28497"},"modified":"2024-03-12T04:26:51","modified_gmt":"2024-03-12T04:26:51","slug":"11-powerful-classroom-management-strategies","status":"publish","type":"post","link":"https:\/\/www.cos.net.au\/c\/cospedia\/11-powerful-classroom-management-strategies","title":{"rendered":"11 Proven and Powerful Classroom Management Strategies for Teachers"},"content":{"rendered":"\t\t
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One of the areas that new teachers feel most unprepared for when they enter the classroom for the first time is behaviour management. While simply being on the job allows you to intuitively learn techniques that ensure your survival, they don\u2019t necessarily result in the best experiences for your students.<\/span>\u00a0<\/span><\/p>

As Robert & Jana Marzano and Debra Pickering\u2019s book, <\/span>Classroom Management That Works<\/span><\/i>, states: \u201cEffective learning can\u2019t take place in poorly managed classrooms.\u201d Employing <\/span>classroom management techniques<\/span> aren\u2019t just an optional extra, but an essential, accounting for huge differences in students\u2019 results.<\/span>\u00a0<\/span><\/p>

Here are eleven <\/span>evidence-based classroom behaviour management strategies<\/span>, which even though directed at teachers, can give parents ideas of how to set boundaries and stem unwanted behaviour from their children at home.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Effective Classroom Management Strategies<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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We all remember the teacher from school who could put the fear of God into us, but this ruling-through-fear approach is becoming less and less common. There is no questioning that the teacher should be the authority in the classroom, but experts support the need for the educator to achieve this through assertiveness and confidence, rather than brute force and aggression.<\/span>\u00a0<\/span><\/p>

So how can a teacher assert their position in the classroom without becoming adversarial? Many of the <\/span>behaviour management strategies<\/span> highlighted here are about operating in good faith, creating an orderly and rules-based environment in the service of students\u2019 progress and safety, rather than a desire for control at any cost.<\/span>\u00a0<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Establish rapport with all students<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Establishing rapport with students shows that you respect them and have their best interests at heart. <\/span>With a new class, simple things such as learning their first names quickly, <\/span>and taking each student aside individually to learn a few things about them can go a long way.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Be proactive, rather than reactive<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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According to a recent meta-analysis undertaken regarding behaviour management strategies in the classroom, many teachers, especially those that are newer and with less confidence, persist in using reactive strategies, despite evidence that they do not work as well as proactive strategies in successfully changing student behaviour.\u00a0<\/span>\u00a0<\/span><\/p>

For example, the proactive strategy of setting clear expectations and consequences, when done confidently, can prevent much misbehaviour before it occurs. While reactive strategies are also essential, they don\u2019t need to be the main tool in the teacher\u2019s arsenal.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Be assertive, not a tyrant<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Don\u2019t smile till Easter<\/span> <\/span><\/em>is a common teaching refrain, <\/span>referring to the practice of being tough until you have whipped the class into shape. When this is achieved, the teacher, confident in their dominance, can slowly relax things. This, h<\/span>owever,<\/span> speaks more<\/span> to the teacher as a dictato<\/span>r, rather than a facilitator of learning<\/span>. Setting clear boundaries in a non-threatening <\/span>way<\/span>, focusing on<\/span> assertiveness and confidence<\/span>,<\/span> allow<\/span>s<\/span> skilled teachers to<\/span> manage the classroom without ever having to be stiff or <\/span>uncompromising.<\/span><\/span>\u00a0<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Value positive expectations and rewards <\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Any mention of <\/span><\/span>managing classroom behaviour<\/span><\/span><\/em> usually draws up negative connotations; but rather than focusing on avoiding punishment, we should put more stock into positive praise as a motivator<\/span>. While this is something that Australian teachers tend to do quite well, it should be repeated that personal attention, positive notes to parents, awards, and <\/span>privileges<\/span> can be powerful motivators, even for high sch<\/span>ool students, reinforcing positive behaviour and effort.<\/span>\u00a0<\/span><\/span>\u00a0<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Negotiate classroom rules\u00a0<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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One of the most common proactive <\/span>behaviour <\/span>management<\/span> strategies<\/span> is to create visible class rules. According to the experts, <\/span>you get <\/span>bonus points if these rules are made in negotiation with the class. <\/span>Doing this requires a certain level of confidence, which is why beginning teachers may be hesitant to seek class input; however,<\/span> it is definitely worth it.<\/span> T<\/span>he fact that students see their <\/span>needs and opinions respected and considered by the <\/span>teacher<\/span> is<\/span> a chance to foster the mutual respect that makes for a positive class atmosphere.<\/span><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Model positive behaviours yourself<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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This is especially true for younger students, but pupils of any age take cues from the adult in the room. <\/span>If a teacher spends a lot of time l<\/span>ooking at <\/span>thei<\/span>r phone, exp<\/span>ress<\/span>es<\/span> boredom<\/span>, <\/span>comes late to class, <\/span>or act<\/span>s<\/span> in an unprofessional manner<\/span>, it is much more difficult to argue that the class <\/span>demonstrate exemplary behaviour.<\/span><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Avoid whole class punishment<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Often practiced by the teacher who has lost control, <\/span>whole class punishment is not desirable as it penalises the children who haven\u2019t done anything wrong. If students feel as if even good behaviour can have a<\/span>dverse consequences, it may cause them to act out at the unfairness of the situation, creating more problems for you as the teacher.<\/span><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Always follow-through on consequences \u2013 don't be erratic <\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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It is tempting in the heat of the moment to threaten some punishment, only to find that it is unworkable <\/span>or was too high-handed, which goes back to the benefits of setting out clear class rules and consequences as part of your classroom management strategies. <\/span>Extremely important is the need to be consistent <\/span>when applying these rules. If students know there is <\/span>some wriggle room, or inconsistency in application, they will test the boundaries.<\/span><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Be active<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Drawing on <\/span><\/span>Classroom Management That Works<\/span><\/span><\/em>, the <\/span>Classcraft<\/span> website focuses on <\/span><\/span>mental set<\/span><\/span>, <\/span>or the teacher\u2019s state of mind. A big component of this is the ability of an educator to be aware of what is <\/span>occurring<\/span> around them <\/span>so they can<\/span> attend to any issues quickly and effectively.<\/span> Walking around the class<\/span> and actively monitoring shows you are on top of things and are interested in the student<\/span>s\u2019 work.<\/span>\u00a0<\/span><\/span>\u00a0<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Raise your voice but don\u2019t yell<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Once a teacher yells, as sure as day is night, students will try to make it happen again. Raising your voice shows authority<\/span>\u2014<\/span>yelling often shows a l<\/span>oss of control and ag<\/span>gression, that<\/span>,<\/span> as <\/span>mentioned <\/span>above, isn\u2019t conducive to a mutually respectful learning environme<\/span>n<\/span>t<\/span>. In addition, it doesn\u2019t faze many students who may face worse at home<\/span>, only serving to raise your blood pressure and damage your vocal <\/span>cords<\/span>.<\/span><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Let students save face<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Shame and humiliation were the currency of schools in Australia 50 years ago, but thinking has definitely changed, with respect and dignity now prized. While students can still be called out for obvious misbehaviour, in a situation where a direct challenge to the teacher is made, efforts should be made by the teacher to deescalate the situation above any other method.\u00a0<\/span>\u00a0<\/span><\/p>

In a typical scenario where a student won\u2019t sit down or settle, giving them the option to leave the room and calm down, rather than directly threatening them in front of the class with punishment, may yield better results. This is especially true if you can quickly join them outside to ask them one-to-one whether they have an issue that\u2019s causing their misbehaviour.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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How to manage a classroom in a changing climate<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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The curriculum is not the only thing that is undergoing frequent change<\/span>; the way we relate to students and the value<\/span>s<\/span> we try to <\/span>instil<\/span>l<\/span> in them are also constantly evolving based on wider societal trends. Modern <\/span><\/span>cl<\/span>assroom management skills<\/span><\/span> reflect this, with respect and understan<\/span>ding at the heart.<\/span> Despite this, the teacher should still be the boss, gaining students respect and trust through assertiveness and confidence. Meanwhile, at home, parents can use these same skills on a smaller scale to <\/span>create better relationships with their children.<\/span><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t

0<\/span><\/a><\/div> <\/div>
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One of the areas that new teachers feel most unprepared for when they enter the classroom for the first time is behaviour management. While simply being on the job allows you to intuitively learn techniques that ensure your survival, they don\u2019t necessarily result in the best experiences for your students.\u00a0 As Robert & Jana Marzano … Read more<\/a><\/p>\n","protected":false},"author":6,"featured_media":28499,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7,2121],"tags":[2709,2708,58,1199,1228,395,2658,2710],"class_list":["post-28497","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-cospedia","category-education","tag-behaviour-management","tag-classroom-management-strategies","tag-education","tag-learning","tag-learning-environment","tag-student-wellbeing","tag-teaching","tag-teaching-skills"],"_links":{"self":[{"href":"https:\/\/www.cos.net.au\/c\/wp-json\/wp\/v2\/posts\/28497","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.cos.net.au\/c\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.cos.net.au\/c\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.cos.net.au\/c\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/www.cos.net.au\/c\/wp-json\/wp\/v2\/comments?post=28497"}],"version-history":[{"count":18,"href":"https:\/\/www.cos.net.au\/c\/wp-json\/wp\/v2\/posts\/28497\/revisions"}],"predecessor-version":[{"id":38743,"href":"https:\/\/www.cos.net.au\/c\/wp-json\/wp\/v2\/posts\/28497\/revisions\/38743"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.cos.net.au\/c\/wp-json\/wp\/v2\/media\/28499"}],"wp:attachment":[{"href":"https:\/\/www.cos.net.au\/c\/wp-json\/wp\/v2\/media?parent=28497"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.cos.net.au\/c\/wp-json\/wp\/v2\/categories?post=28497"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.cos.net.au\/c\/wp-json\/wp\/v2\/tags?post=28497"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}