Handling low-level disruption and behavioural issues are part of the daily grind for many teachers.
Perching on the end of the teacher’s desk, watching with hawk-like attention from the front of the room, might seem like the obvious tactic when trying to pounce on any off-task dalliances, but the reality is that this is one small aspect to the job of managing your classroom.
Some teachers refer to managing classroom behaviour as spinning plates. I prefer to think of my role as the classroom barometer – fashioning my actions on this vintage device I remember my grandparents had hung on the wall.
Their purpose was to measure the air pressure and supposedly forecast short-term changes in the weather. It is questionable as to whether the predictions were actually correct, but I like to think my own classroom barometer is far more accurate.
Entrance measurement
When setting the environment for effective classroom management the key to remember at all times is that this is your classroom, and you must own your space.
For students to understand you and your expectations they need to be able to see your established presence from the moment you welcome them into your classroom.
In his book Teach like a Champion (2010), Doug Lemov refers to this meet and greet as the “threshold”. This is your chance to set the tone for the lesson to come and create the positive culture that you are looking to harness in your classroom.
As teachers, we want our students to feel happy and safe in our classrooms, if not for the simple reason that if students are neither of those things then we don’t really stand a chance of actually getting them to learn anything.
More importantly though, welcoming students at the door provides teachers with the opportunity for a quick check in and climate check:
- Who has come in looking a little “bouncy”?
- Who might need a quick task of handing out the books to resettle them after break time?
- Who needs 10 seconds of reassurance following that poor homework assignment?
This is what it means to begin to manage your room: working like a barometer as the students come in to identify where your pressure spots might be for the lesson to come.
Round and round
Once the students are in and settled, your job is then to continue to monitor those hotspots. Position yourself next to, or within direct eye line of, those who have triggered your radar sensors, those who might need a gentle nudge so they know that you are on to them.
Circulate the room, giving those positive encouragements and subtle reminders that their book isn’t open yet or they need to move on to the next task.
Until you are really comfortable with your class meeting your expectations, avoid sitting behind your desk. When managing the room, especially when embedding your routines and expectations with classes, a teacher rarely will sit down.
The teacher sitting at their desk, often caught up with something momentarily on the computer, signals to students that they are not being watched. Noise levels will automatically rise, and this is a great chance for a student to shoot that note across the table or flick the pen lid at a neighbour.
Instead, be on your feet and move around your room. Find different places to address students so that when you are giving them new instructions, or pausing for a moment to correct a misconception, they have to track you.
This shows their attention is on you but also is an easy way to keep things more interesting for them. While the board is always at the front of the room you don’t have to be. Similar to when cold-calling students in questioning, if a teacher is moving around the room students know it will only be a matter of time before their book comes under your scrutiny.
Having your marking pen with you is also an effective way of giving instant feedback and giving you an opportunity to provide further challenge or support if needed.
Wait for silence
I have had the pleasure of popping into many lessons during my teaching career and the most common tip I have given to teachers, across all experience levels, is to ensure you wait for silence when you have requested it.
Don’t worry if they don’t respond immediately. Mentally make a note of who is making you wait the longest and ensure you speak with them one-on-one at the end of the lesson to remind them of your expectations.
A simple routine to signpost to students that you are about to ask them to listen is a countdown from 5 to 1. Don’t be fooled into thinking though that at the beginning this is going to be a quick five-second process. Initially, you need to prep your countdown.
Centre yourself in the room, start from five and slowly begin the countdown. In between key numbers name-drop a student who is still in full flow and who your barometer is telling you has not recognised the instruction.
Provide a “one and a half” if silence is still far off. If the majority are now quiet move yourself towards those students who might still be off task. You can also try starting the countdown loudly and then slowly bring your volume down as you go through the numbers. This is a clear way to signal that the volume in the room should be dropping with you.
If you see off-topic distraction when you are leading the learning – pause. You should expect student respect at all times, especially in your classroom.
If they don’t pick up your cue that you are waiting for silence, then remind them calmly that they are not listening and you are having to wait for them. Making a factual statement, rather than questioning why they are not listening, prevents any need for a reply or further engagement. It also prevents any escalation.
You are signalling to the class that you have already been disrupted and you do not want any further disruption.
Praise, Praise, Praise
Saving the most important aspect to last – praise is every teacher’s best friend. There is much literature on ratios of rewards to sanctions that one should give per lesson and the adage “praise in public and reprimand in private” is a truth that all teachers should hold from their first day teaching.
In my experience, praise is the best method to build relationships with students and should never be held in reserve. As the first students are walking into your room verbally highlight those who are coming in and settling straight away. Get into the habit of having a section of your board or room where you can recognise students for reward points.
Students will soon learn that you are a teacher who appreciates them meeting your expectations. Everyone enjoys praise and managing your room is about creating that culture of appreciation and respect.
If more than half of the class has already been praised in the first 15 minutes of the lesson, you will have established a positive mood to build on. Those that haven’t been praised will then begin looking for it, as there is nothing worse then being part of the have nots, and for those who haven’t got the memo this is an easy way to remind them that they could be receiving rewards if they follow your expectations.
A final thought
Students will arrive at your door with expectations of your expectations. Your consistency with managing the room will ensure that those expectations are always in line with yours.
- Jessica Richards is assistant headteacher for teaching and learning at Oak Wood School in Middlesex.