The goal of my classroom management system is to maximize limited classroom time and make sure that a class's resources are put to their best use. I've found that there isn't a 'one size fits all' approach to classroom management. Each class comes together under a different set of circumstances that will effect how I utilize our classroom time most effectively. My personal belief is that behavior problems are usually the result of poor planning on my part.
I believe that the best way to manage student behavior is done by preparing engaging, student-centered lessons in which students are thoroughly involved with the learning process. Even then, a myriad of factors can lead to less than ideal behavior. The core of my classroom management approach is establishing personal connections with individual students. As I come to know my students, I am better able to predict successful strategies for success. I've seen students work harder when they knew I was personally invested in their success.
Some guidelines that I follow in my classroom:
Set clear boundaries and expectations for my students. In my classroom, expectations are clearly visible and frequently referred to. Punishments are also clear and consistent to ensure students feel that they are situated in a fair environment. I like to have students comprise a set of classroom rules themselves. Spending a lesson or two at the beginning of the school year having students make their own rules really gives them a sense of ownership over the management system.
Model the behavior that I expect. This is crucial, particularly when it comes to observing good manners and developing citizenship. Many learners spend more time with their teachers than their parents. It is important that I set a good example. I display kind, fair, and respectful behavior to students. This is also important when a class becomes unruly and loses control. I believe that students will mirror my behavior. If I remain calm and aware of the rules that we have agreed upon for classroom behavior, my students will see how to behave when a person loses control of a situation.
Praise, praise, praise. When my student display good learning habits, show respect for their classmates' ideas or simply have an interesting idea, I let them know that they're doing well!
Be enthusiastic! This contributes a great deal towards forming personal bonds with my students. My students tend to respond well when they feel like their opinions are valued and that I am someone who enjoys teaching them.
Employ a reward system that reinforces positive behavior. There are countless options here and can be tailored to each class. In the past, I have employed a star system, where students gain stars for good behavior and receive prizes when they reach a certain number of stars. Colleagues of mine have developed more complex systems involving a class currency that can be redeemed at a class stores. The important feature of a reward system is that student's have reasonable incentives to meet expectations. I always want to strike upon student's intrinsic motivation but there are times when extrinsic motivation is useful in the classroom.
When a learning activity goes awry.....
No matter how well I plan, or how clear my directions are given, there are times when my class becomes unruly and chaotic. As I've developed as a teacher I've become much more comfortable with these moments. A loud, chaotic classroom can signify a number of things but doesn't necessarily indicate that the students are learning. When I want to regain control of the class, I simply begin a countdown from 10 to 1. I speak calmly and slowly, giving students time to become aware of the state of the class and to quiet themselves down. By the time I reach the number 1, I expect that students will be attentive and ready to listen to me. If the students fail to calm down, I take a minute away from designated free time. I never yell or become agitated because I don't want students to feel compelled by force. They are aware of the consequences if they become too far off-track, I give them ample time to regain their focus and we usually can proceed naturally with our lesson.