Teachers Do you have complete control over your classroom? If so what is your secret.?

Answer 1

I teach overcrowded, inner-city high school classes--so my approaches to classroom management are probably much less diplomatic than most others.

From day one I make them understand that there are two ways we can spend the year -- the easy way or the hard way. If they listen, behave, come to class, and follow directions we will have a good and productive year. If they choose to deviate from that, THEY (not I) will have a very rough year. I make my rules and expectations very clear.

Two things that make the biggest difference in my classroom are:
1) No dead time: They don't have time to misbehave because we have a full period of work to do. If they are not with the program they will get left behind.
2) Taking out the ringleader/putting little fires before they become big ones: There's always that ONE student in every period who tests my patience to see if s/he can break me. Key thing is to deal with it at the very onset, otherwise it will spread like wildfire and you'll have a mutiny on your hands. You have to speak to that student one-on-one away from his/her "audience" (b/c ultimately, it's all for show). The rest of the class will know you mean business, and that kid will stop messing with you if you speak to him/her the right way--making them understand that distracting others and wasting class time is not acceptable, and that the next time parents and the dean will be involved. I sometimes call parents in the middle of class to tell them how their child is behaving. That ends all misbehaving (and most future misbehaving) in a heartbeat.

You just have to "own" your classroom and let the students know that you will not tolerate anything that will compromise the learning environment. What I have found is that most of my students appreciate the "tough love", probably since they don't receive much parental discipline or attention at home. It gets to the point where I can ease up and we end up having a lot of fun. :)

Answer 2

I'm not sure what grade or age level you teach, but I am told I have good control over my third grade class... I think I get better each year. Anyway, here's a little of what I do. Everyone has their own style, but this is part of what makes my classroom work:

My philosophy: When you're good, good things happen. WHen you're bad, bad things happen.

a. Day 1 of school-- I send home a "rules packet." Everything is straightforward and outlined, from homeworks, to behavior consequences, to what has to be signed, to daily routines.... Have it in writing and make sure parents see it.

b. I know a lot of teachers like to let the kids have a say in the rules. I prefer to make up the rules. I feel that I'm the adult and I'm the one that should set the boundaries. My "4 simple rules" are posted on the wall.

Rule #1: "When an adult in school asks you to do something, do it immediately without complaining."

Rule #2: "Hands and feet to yourself."

Rule #3: "Treat others the way you want to be treated."

Rule #4: "Walk in a straight, quiet line in the hallway."

c. I'm anal about walking my class in the hallway. No talking. Everyone stays in a straight line. I watch the line closely, usually walking near the back of the line so I can see what's ahead. I do this because this is where people usually see your class-- other teachers, administrators, parents. If your line is good, people will think you have good control. (If you're in a high school, then you think I'm nuts.) :-)

d. I have a behavior chart. It is basically a bunch of little cut out cardboard fish. Each fish has a child's name on it. All the fish swim at the top of the chart (blue).

If a child misbehaves, the fish goes down to "yellow." Yellow is simply a warning. Nothing really happens, but it scares the kids 'cause they know they're on thin ice.

If they misbehave a second time, the fish goes down to "orange." Orange means I either write a note home or call home.

If they misbehave a third time, their fish goes on "red." This means I give them detention and/or work out another consequence with their parents.

At the beginning of each day, all the fish go back up to blue.

The trick to making a behavior chart work is... don't be afraid to use it. I have a good class. A great class. But even the slightest bit of talking back, or inappropriate behavior and I send the fish to yellow. I usually warn them a little bit before orange or red.

e. Each child also has a homework button. (Magnet button on the chalkboardwith their name on it.) If they miss a homework, I get the button. At the end of each month, whoever still has their button gets a "homework snack." The snack can be popcorn or cupcake or doughnut or whatever is on sale at the grocery store that week.

f. My kids sit at tables. Each week, I give "stars" to the tables who behave well. When they're ready on time. When they stop talking quickly. When I catch them working quietly. Whichever table has the most stars at the end of each week gets to pick from the "treasure box." The treasure box is a big wooden box filled with trinkets and candy and stickers and stuff.

I know it's lots of gimmicks, but at the elementary level they really work. I wish you luck. Hope this helps.

Answer 3

There are many different philosophies on how to manage a classroom. I could recommend a couple of books but would you have time read them?

I would follow a few simple rules:

1) Rules must be clear, consistent, and posted
2) Consequences must be fair and enforced regularly
3) Don't use empty threats. The students will stop taking you seriously
4) Be honest with them and clear in your methods
5) Respect them and let them know you do

Answer 4

Yes, I have control over my classroom. My secret begins with establishing a mutual respect with my students from day one. I allow them to create the class rules, we discuss them and I do guide them without them realizing it of course. They list the rules on a poster board, I literally have them write them on it themselves (I have done this with every grade from k-12 the k's dictated them to me and I put them on with a highlighter which they traced over) and we hang them on the wall. When someone is acting out, the others will often point to the rule and correct that student or I will say "I didn't make these rules, you did, and in order for us to have an environment that allows us to learn we all have to follow them so I need you to ..." I never ask them to do something I tell them "I need you to". For older students one of the rules is to not go to the restroom when we are doing partner work, and I always give out a syllabus (I teach college now) so my students know the expectations. When the expectations are clearly defined they can be held accountable. Classroom management is key to a safe and effective learning environment. Good luck.

Answer 5

You have to start out with control on the very first day. Depending on the age of the students, I let mine create the rules for the class, and rules for me. (As long as they are within reason) I find that if they feel they have "some" control over how things work, then they are more cooperative. We also don't call them "rules." They are "jobs" It is their job to be respectful, get their work done, not distract others, etc. It is my job to keep class interesting, teach what they need to know, get papers graded and handed baack on time, etc.

Once you lose control, just once, it is hard to get them back on track.

Answer 6

even as i became in intense college, instructors were allowed to paddle you. I had an previous woman english instructor who couldn't administration her type because the little ones ought to get rowdy and disruptive. So she said as the health center instructor and gave him the names of the scholars that were causing the priority. So he got here to the college room and picked up each and every of the aforementioned scholars and took us to his workplace. After he made us empty our wallet, he advised us that the subsequent time he's said as for us we are getting 2 swats. Then he made us stand in line and wait our turn. That became worse than going first because you'll listen the WHACK from the different scholars and we regarded at one yet another and reported "Oh S***". even as it became your turn, you had to bend over and grab your ankles and he hit the lower back of your leg with a timber paddle and it stung like a b*****. After that, the girl had no worry in her type.

Answer 7

The best advice:

"Kids will try to push your buttons. Don't have buttons."

I stay calm, consistent, and fair.

I have high expectations and never get angry - I just inform students that when they have broken a rule that they have chosen to have... (detention, strike, whatever you use.)

NEVER humiliate a child - try to handle problems privately with them.

And find that balance of having the kids like you, but not being their "friend." If they like you, they will behave better for you.