Dear Julia,

Date: 2015-10-07; view: 559.

Class Management Advice for Student Teachers

READING

Work in small groups. Read one of the tips where you can find a piece of advice. Make a list of recommendations for first year teachers.

1. How do you understand ‘'the class management”?

2. Explain the meaning or comment on the following sentences:

a) The second component of a successful management plan is to connect with your students in a positive way.

b) You should be careful to enforce that management plan while you are student teaching.

c) Being timid or hesitant will only create opportunities for students to misbehave.

d) You will have procedures and policies all figured out as well as a file of engaging lesson plans.

I am just beginning my first few weeks of student teaching, and one of my main goals, as well as concerns, is classroom management. I don't feel comfortable yelling at students, and feel that this is definitely used far too often in classrooms, however sometimes simple steps such as turning lights off or clapping don't always seem to work…(or, if it does, there is side chatter soon after). How do you manage attention, as well as provide some sort of forum where the students know not to disrupt the class without yelling/referring to “negative” aspects?

Hi Julia,

First, congratulations on choosing to be a student teacher. If you are like most of us, you are probably finding that the experience is exhilarating, exciting, and… stressful. One of the biggest stressors for new teachers is learning to manage a classroom in a positive way.

Your question indicates that you are on the right track to a successful student teacher experience. You realize the yelling at students is not the answer and you know that there are other, better ways to engage students.

As a student teacher, you are in a particularly tough spot. You don't have full control over the management plan in your class. It was probably created by your supervising teacher. I suggest that you begin by making sure that you have a thorough idea of what that plan entails. Ask questions of your teacher partner and pay close attention to how he or she manages the class. You should be careful to enforce that management plan while you are student teaching. To do otherwise is not fair to your students, your colleague, and to yourself. Once you have that under control, it is time to move to the next two parts of successful classroom management. First, realize that one of the most important components of your plan is to design lessons that are so engaging that students will want to do them instead of misbehaving or being off task. Be careful to:

ü Make sure students know how they will benefit from the lesson

ü Allow for hands on and collaborative activities

ü Know what to do and how to do it well

ü Build in relevance

ü Capture their attention

ü Appeal to their diverse learning styles

ü Make success achievable

ü Pace the instruction so that students can work with purpose

ü Keep them busy from the start of class until the very last minute

ü Build in a Plan B just in case things don't go as planned.

The second component of a successful management plan is to connect with your students in a positive way. Learn their names quickly and be a pleasant, helpful, caring adult. Gently ask questions and try a variety of ways to learn as much as you can about them as quickly as possible. Use exit tickets, surveys, interest inventories, and just about anything else you can think of to learn about them. Once your students see that you are on their side and want to help them be successful, then a large part of your management battle is won.

With these three very basic components in place, you are on the way to creating a classroom where students are respectful of you and of each other. Of course, when you have your own classroom, you will be able to start the year with a strong plan in place. You will have procedures and policies all figured out as well as a file of engaging lesson plans.

One final bit of advice: act with confidence even when you do not feel confident. After all, you are the adult in the room. If you proceed with authority, then students will be less likely to challenge you. Being timid or hesitant will only create opportunities for students to misbehave.

Any other advice for Julia from other readers? Please feel to help Julia create a positive classroom environment!

Best Wishes,

Julia Thompson