Six classroom management tips every teacher can use | EduCeleb
Contributor
24th December 2019
By Ibitoye Adedolapo
Here are some classroom management tips to help teachers settle problems, or prevent them from occurring, so that they can spend more of the classroom hour on teaching and learning.
Get everyone’s attention before beginning class. That means the lesson won’t be started, the  lesson won’t begin, and nothing will be written on the overhead until everyone is in his or her seat paying attention.
It doesn’t take a shout of “Let’s be quiet” or “I won’t start until everyone is ready” to get them to focus on you.
It can be just as effective to walk to the front of the room and engage them with something interesting to them such as “My thermometer said it was zero this morning. It must have been freezing out there waiting for the bus” or “How many of you saw the Hunger Games?”
Open with couple attention getting comments and continue until everyone is with you.
Remember, don’t start teaching until all eyes are on you and everyone is in their seat.
If students aren’t paying attention or are busy doing other things, get them focused by using nonverbal signals of disapproval.
If they are talking, pause and look toward them. If you’re in front of the class, continue with the lesson but walk toward the disruptive students and stop near their seats, while still teaching.
Having you so near usually shuts off the unwanted activity as the rest of the class’s attention is directed toward the misbehaving students.
If there is a discussion going, direct a question to the student who is not paying attention or misbehaving.
For example, say “Kevin, would you agree that the Battle of New Orleans was the turning point of the War of 181f2?” Hearing his name will snap Kevin back to the class activity having the same effect without embarrassing him as if you had said, “Kevin, pay attention!”
Remember to use his name when you begin to speak, otherwise he may not hear the question.
Calling on a person by name brings almost anyone out of his or her reverie.
If non-verbal cues are disregarded, the next step will be imposing disciplinary measures within the classroom such as having them stay a few minutes after class or changing their seat.
At the beginning of the school year, let students sit where they want for a few days.
Then, about the third day, tell them that at the next class period, they should find a seat that they will keep permanently all year.
When students choose their seats, they have “ownership” in those seats and tend to behave well in order to avoid being moved.
If an assignment will not be collected and graded individually, students may feel they have no reason to make an effort to do a good job on the no-credit assignment.
For instance, a teacher will often do an ungraded warm-up exercise to begin the class hour.
Here’s a strategy to elicit better performance on an ungraded assignment: Tell students you will randomly collect one person’s warm-up assignment and correct it.
If that paper has no mistakes, then, the whole class will have a shorter (or no) warm-up the next day. If a randomly selected paper is perfect, that student instantly is the class hero.
If the student has not made a real effort, then that student will be given a short homework assignment, due the next day. He or she will be penalized if it is not done. (This homework cannot be done during class time.)
In most cases, students will work for peer approval by doing the assignment.
Another strategy to motivate students to stay on task would be to have students who have not stayed on task remain after class for a minute.
If there is no penalty for not working, they have no reason to work.
Class goes so much better when you can see your students.
Turn your back on them and you may get surprised. Position yourself so that most, if not all of the class is visible.
Watch out for shelves, computer equipment or class supplies that can block your view.
When teaching, try to be facing students as much as possible.
As you work with a student at his or her desk, place yourself so you can see most of the class.
As you move around the classroom, don’t follow the same pattern.
By varying your routine, it becomes harder for students to be disruptive if they don’t know where you will be next.
Good classroom management starts the first day of school. Once students learn there will be consequences for misbehavior, they usually come around.