Classroom Mismanagement. "Never let them see you smile the first week of school.
After that, you can ease up. It's easier to be tough and lighten up than be nice and lay down the law. " This is one of the first pieces of advice I remember about being an educator and dealing with classroom management. Classroom Mismanagement seems like a better term to describe what I was told. Why Becoming An Expert In Classroom Management Equals Higher Test Scores.
Warning: Most Teachers Make This Classroom Management Mistake; Do You? If you can eliminate this one mistake when responding to misbehavior, you will lower your stress level, save time, and have a more influential relationship with your students.
What is it? The mistake most teachers make is asking students why they misbehaved. Example: Mr. Shoemaker glances across the room and sees Jeffrey standing on a chair. Body Language And Classroom Management. The core principles we associate with classroom management—rules and consequences, incentives, and following through—are important.
No doubt about it. The first step for teachers wanting to improve is to learn how to use them effectively. By following these principles, your classroom management plan will be built on a solid foundation. However, to be remarkably effective, to create the class you really want, you have to learn how to create leverage. Leverage simply means having great influence with your students. This is where the real power comes from. It’s the answer to the question, “How was she able to do that with those kids?” Leverage makes everything you do as a teacher easier and more effective, particularly classroom management. Creating Leverage Through Body Language Seven percent. The rest is body language. The One Thing Standing In Your Way Of Having Your Dream Class. The one thing standing in your way of creating the class you’ve always wanted is believing that you can.
With no shortage of teachers willing to tell you why you can’t—and how naive you are to think otherwise—this is no easy task. There are also dozens of justifications and excuses right at your fingertips, just waiting for you to pull out whenever you’re feeling discouraged. The parents don’t care. The Best Of Smart Classroom Management 2011. Hooray!
It’s the best of Smart Classroom Management 2011! Happy New Year! And thanks for being a regular reader of Smart Classroom Management! 2011 has been an exciting year. I know from the hundreds of emails we receive that many of you for the first time are experiencing the freedom and deep satisfaction of exceptional classroom management. I love hearing your success stories and the remarkable transformations you’re making to your classrooms.
This week I’ve been looking ahead at the article topics planned for 2012, and I can’t wait to get started. But before we jump into the new year, I’d like to share with you the very best articles of 2011. How To Have Jedi-Like Classroom Management Powers. “These aren’t the droids you’re looking for.”
-Obi-Wan Kenobi There exists a quiet cadre of teachers who can take over any classroom—out-of-control, disrespectful, or otherwise—and get the students under control, quiet, and working within minutes. They have a certain presence about them, a certain unmistakable quality or vibe that reverberates from one student to the next, signaling that business is no longer usual. Almost magically students sit up straighter, listen more intently, and show a level of respect their former teachers would scarcely believe.
This powerful, Jedi-like presence can only be described as the force of their personality. Upon asking students why they’re so different around such teachers, the common answer is, “I don’t know why I behave so well for Mrs. But the strategy these teachers use to command such reverence is no Jedi mind trick. Here’s how: 50 Things You Don’t Have To Do For Effective Classroom Management. Classroom management shouldn’t feel difficult.
If you’re straining, trying hard, and feeling heavy burdened, if you’re stressed-out and exhausted at the end of the day, then something is amiss. You see, exceptional classroom management is knowledge based, not effort based. It’s knowing what works and putting it into action and what doesn’t and discarding it. It’s letting proven strategies do the heavy lifting for you, giving you the confidence to take any group of students, no matter how challenging or unruly, and transform them into the class you really want. Why Persuasion Is A Poor Classroom Management Strategy. Trying to persuade students to behave is one of the most prevalent methods of classroom management.
This is why it’s so common to see teachers huddled privately with students—trying to push the right buttons, searching for the right words to say, attempting to convince students to behave. They try out various approaches—the if-I-were-you, the do-as-I-say, the do-this-and-get-that, the how-would-you-feel-if. Why Micromanagers Make Bad Teachers. There is a pervasive fear in teaching that if you’re not on top of your students every moment—coaxing, guiding, advising, directing—you’ll lose control of your classroom.
If left unchecked, this fear turns otherwise easygoing men and women into micromanagers, hovering over their students like a nervous driver’s education instructor. Skittering like water bugs from one desk to the next, they burst through bubbles of personal space, kneel down hot-breath close, and force their unwanted and unnecessary help upon their students. Are You Sabotaging Your Own Classroom Management Success? One of the most common email questions we get is . . .
“What about students from disadvantaged backgrounds?” The question never ceases to knock me back on my heels because, truth be told, every strategy on this website has been developed in classrooms with students living in among the most challenging circumstances. Supercharge Your Classroom Management Plan With Detailed Modeling. Modeling is so effective that it should be among your most often used teaching strategies. When most people think of modeling, they envision a teacher standing in the front her class performing a task she expects from her students. For example, if she were modeling an art project, she would most likely make the project herself in front of her students using the same materials they would be using.
There is nothing wrong with modeling in this way. It can be effective, especially if the students are attentive and the project is interesting.