My vision of a well-managed classroom is one in which students are calm, relaxed, enthusiastic, and comfortable sharing and considering ideas. How does one achieve this? In my opinion, it’s as easy as following these steps.
- Make rules simple and common-sensical. My simple classroom rules are “be respectful,” “take responsibility,” and “be prepared.” I expand on these rules in the next step …
- Make expectations clear and positive. I explain my rules further to students on the first day of class, not by emphasizing consequences (although I do mention those), but by explaining what class should look like and feel like. I use positive language like, “students arrive and greet each other and their teacher, acknowledging the respect that we’ll share throughout the session as coworkers,” and, “students contribute to an orderly, safe environment by listening quietly when others are speaking.”
- Get buy-in. Incorporate students’ interpretations of a positive learning environment by building a full-value contract. Each student contributes his or her interpretation, which is signed by all in the class.
- Accentuate and emphasize the correct tone early and often. Without sounding like a broken record or an insincere taskmaster, one must draw positive attention to individuals and groups who behave according to the class expectations. Behaviors that fall short of the expectations should be handled immediately, preferably with a positive approach that says to students, “we all slip up, no biggie. We’ll work together to get better.”
- Develop relationships with the students during class time. Discuss their interests that they express in their writing or even their doodling on their notebooks. It’s always easier to work with people who see that you are interested in them, not just in telling them what to do.
- Back it up. Even the best groups of students can get mischievous sometimes. If behaviors don’t meet expectations, you must stick to the consequences you established and explained, even if you’ve developed a great rapport with the student(s) in question. This shows fairness and validates the importance of the positive behaviors that students have already contributed to the class environment.
These steps aren’t perfect, but they’re what I believe is the best way to manage the classroom environment.
BEEEEEE POSITIVE!
By the end of the school year my students are so tired of hearing me say that. (And it is hard for grumpy sixth graders to stay positive.) I structure my classroom in a similar manner. The students understand why we treat others a certain way and why it is important to have a happy classroom. When we discuss this at the beginning of the year, the students become aware of their attitudes and behavior. Occasionally we have problems, but instead of arguing with a student, the student recognizes on their own where they slipped up and how it affected the classroom. Kids already know that there are consequences for certain actions. What they need to learn is why they should act a certain way.