classroom management
How Do You Deal with Student Behaviour?
Teachers encounter many different types of students. Most students are respectful and keen to learn, but occasionally a student may persistently make a teacher’s job difficult. These are the times when effective classroom management is needed to address problems without disrupting the learning of other students. A teacher may be skilled and proficient in their profession but can still be challenged by a disruptive student. When this happens, the rest of the class can be disturbed and even careful lesson planning can be undermined. In this essay, I will highlight some common classroom problems and suggest ways to minimise disruptive behaviour.
To begin with, it is important for a teacher to establish good discipline in the classroom. They should start by getting to know the students. Greeting students as they enter the classroom can help the teacher build rapport and identify any concerns early. The teacher should learn all the students’ names as soon as possible, ideally within the first few days of school. They should also establish classroom routines from the outset and make expectations clear, both for students and for themselves. A small number of clear, overarching rules—perhaps three to five—can help guide behaviour. Students should understand these rules, which should be taught, practised and reinforced as carefully as curriculum content. From the first day, the teacher should have a classroom-management plan and apply it consistently. They should avoid double standards: what they say they will do, they should do. Where appropriate, students can also be involved in developing the rules.
Consistency is particularly important. The teacher should follow up on homework and check students’ work, so that students understand that effort and behaviour matter. If disruptive behaviour is repeatedly ignored, it may become harder to address later. For example, if a student’s behaviour steadily worsens without any response, the teacher may eventually have to tackle a problem that could have been addressed earlier. Teachers should be alert to students and situations that may disrupt the lesson and intervene before the problem escalates.
A skilled teacher develops clear expectations for behaviour, supported by consequences that are fair, practical, proportionate and consistently applied. For example, a teacher might wait until the class is settled before beginning to speak, then pause for three to five seconds to ensure that students are ready. This can help the teacher maintain a calm, measured tone. If students begin talking during the lesson, the teacher might ask them a relevant question or calmly remind them that their conversation is making it difficult for others to learn. The teacher should not try to teach over persistent chatter. Above all, they should remember that they have a responsibility to protect the other students’ learning. It is difficult for a class to follow instructions if students cannot hear them because others are talking. Simple expectations, such as listening when the teacher is speaking, help establish a clear standard. If noise starts in one part of the room, the teacher can pause and wait for the class to settle. Consistency matters because students will notice if expectations are not applied reliably, and some may take advantage of this.
One of the most important principles is to treat everyone fairly. If one student is regularly punished for misbehaviour but another student receives no consequence for the same behaviour, the first student may feel unfairly treated. This can damage trust and have a negative effect on the class. A teacher’s temperament and attitude are also important: calm, early intervention can prevent a situation from escalating. Teachers should be patient with both themselves and their students. An assertive teacher gives clear directions rather than becoming drawn into an argument about why a student is behaving inappropriately. For example, they might say, “I want you to put your phone away and return to the task.” This gives the student a clear next step.
The teacher should avoid damaging a student’s self-esteem and should aim to remain positive and respectful. Humiliating a student or using sarcasm is unlikely to help. Confrontation can create a situation in which both teacher and student feel they must win, rather than focus on resolving the problem. When a more serious conversation is needed, it may be better to speak to the student privately at break time, where appropriate, rather than reprimanding them in front of their peers. A teacher might also move a student to another seat, away from friends who are distracting them. This can reduce the opportunity for disruption without turning the situation into a public confrontation. Humour can sometimes help defuse tension, provided it is kind and is not used sarcastically or at the student’s expense.
Teachers should maintain high expectations and communicate that they believe every student can make progress. Respect for each child is essential, as is encouraging students to respect one another. Achieving in class involves completing work and taking an active part in learning, while also being considerate of classmates. To help students listen to one another, the teacher can ask them to raise their hands before speaking. The teacher should also circulate around the classroom while students are working, checking their progress and offering encouragement. They can ask themselves: “Am I spending too much time behind my desk or at the front of the room?” When students are completing individual work, moving around the classroom allows the teacher to notice difficulties, offer support and check selected pieces of work that have not yet been marked.
Preparation and classroom organisation can also support good behaviour. A short starter activity, or “warmer”, can help students settle into the lesson in a positive frame of mind. The teacher should consider the arrangement of furniture, desks and resources to ensure that movement around the classroom is easy and that students can be seen and supported. Seating plans can help keep students within the teacher’s line of sight and can reduce distractions where necessary.
In conclusion, this essay has presented several strategies for managing student behaviour. The classroom should be a positive and productive environment for everyone. Establishing clear routines and expectations from the beginning, applying them consistently and remaining calm and fair can help prevent many problems. The teacher’s attitude is crucial, although challenging behaviour will inevitably arise from time to time. Most students want to learn, and it is the teacher’s responsibility to help them succeed. By addressing disruption respectfully and early, teachers can remove barriers to learning and minimise interruptions so that students can make the most of their lessons.
Summary of Research Paper
Bibliographic Reference: Little, S. G., & Akin-Little, K. A. (2008). Psychology’s contributions to classroom management. Psychology in the Schools, 45, 227-234.
Problem/Background: The purpose of this essay is to summarise a research paper that focused on an ongoing problem of student behaviour in classrooms and teachers’ effective classroom management (CRM). The background for this research paper has been brought about due to severe incidents happening at US schools. There was also the added recognition that student behaviour in the classroom was of major concern within the teaching spectrum. Evidence of psychiatric disorders contributing to the lack of discipline was also brought to the fore. This led the researchers to produce a survey looking at the need for empirically validated approaches to classroom management.
Method/Procedure: The method used for this research was in the form of a nationwide survey of 149 teachers, mostly women (81%) with the majority being regular teachers with various levels of teaching experience and qualifications who were attending in-service training in science education. The teachers were surveyed on their use of important CRM principles. The categories of CRM regarded the teachers’ use of (1) Rules, (2) Reinforcement of Appropriate Behaviour and their (3) Response to Class Disruption and (4) Response to Chronic Offenders. Each of these categories was broken down into specific items. The results were reported as a percentage of teachers engaging in that specific procedure at school. The survey was piloted beforehand by a group of 10 teachers to ensure comprehension. Additional questions were also asked regarding corporal punishment.
Results: The results found that with Rules the majority of teachers (98%) were involved in their own rule making although the majority of teachers said there was a school wide discipline plan while few involved the parents (8%). Teachers’ use of verbal praise (97%) scored high within the category Reinforcement of Appropriate Behaviour. Response Class Disruption was not so high with a verbal reprimand and moving the child closer (both 83%) as methods the teacher engages in. Response to Chronic Offenders also scored lower percentages with privileges revoked (63%) and notes sent home (62%). With regard to corporal punishment, 47% reported corporal punishment was allowed in the school.
Discussion: The types of further discussion relating to the results of this research starts with recognising that the teachers all fully engage in CRM, while on the other hand there was still a high priority on having safe and effective schools. The survey also highlighted students wanting attention, be it through praise or even discipline. In addition, there was still a high percentage of teachers leaving the profession because of stress brought on by poor CRM. Furthermore, there was a need for group reinforcement and not solely on individuals. The researchers had to add that there could be a discrepancy with the results and what the teachers stated and reality may not be the same.
Conclusion: To conclude this short essay, (school) psychologists have recognised the need to be proactive in their response to discipline and recognise the teacher’s need for effective CRM procedures with attention to behavioural consultation and effective treatment. Psychology has helped with CRM but there is still a need for effective training to overcome unruly students and stress-related from this.
Classroom Management
The topic I have chosen for this essay is ‘the teacher’s presence/manner’. The reason I have chosen this topic is that during the SIT course I have noticed a few inconsistencies in my manner/presence. These issues have been picked up by my peers, the instructors, and me. I am pleased to say the issues that made me choose this topic are not problems. They are just points that need refining for me as an English teacher and I hope by explaining them will bring a better understanding of my classroom management. I have also embedded in the essay, the topic of challenging the students for the purpose of education. I also would also like to explain that I have been teaching an upper intermediate group of students ranging from level 9 to level 15. I would like to talk about my presence and manner in relation to dealing with certain levels of English. Basically, the teacher’s manner and presence should be natural and the voice natural but befitting the level that the students are, thus challenging them.
The main issue that I have come to find out in this course is my voice that seems a bit unnatural and modified for ESOL students with broken-up sentences and not complete sentences. I realize that as a teacher your voice is not only to transmit information, but also mood atmosphere, and emotion for the students. This is why I have come to recognize this subject through the impact of others, which has made it a learning experience. I think that my peers and instructors have dealt with the issue very encouragingly. I had one lesson where I had to give a warmer. I was observed and given feedback. During the feedback, I was asked about my voice and why I spoke slower. I had to admit that I really did not know. It was also commented during feedback that I spoke like this outside the classroom. In the feedback session, I was also told by my instructors that I needed to lift my voice up although it could be fine for instruction there were still not complete sentences, which lost intonation. I must have never really thought about that much because I had another lesson this time a bit longer and once again I repeated myself with the slower talking as if the slower I talk the easy it is to understand. I think as a quick observation that I may speak slower to make sure I am understood although I have no proof that there are problems speaking faster. I think with clear instruction at a smooth pace, I can, once finished talking, step aside to allow the students to construct their own knowledge and understanding without slowly rabbitting on. Also with this understanding, I can be a skillful teacher who uses his voice and knowledge to enhance students’ participation and understanding.
Anyway back to my second lesson this time fifty minutes long. Again it was noticed my language become a little unnatural. I wasn’t using contractions or connected speech. It was commented that I speak normally to my peers so why don’t I speak to my students the same. This was good feedback for me. It was at this stage of the course that my voice and instruction in class became a focus of mine to understand why I did speak slower without complete sentences. I was asked if I had only done lower-level learners. This is true and I have been teaching kids of twelve and thirteen recently. So I think maybe this point was true. Maybe, I had got into a rhythm of using basic language that I never knew was fixed. So, I am glad this was pointed out to me. I guess you could also say that I may think that the students are unaccustomed to thinking critically and unable to learn difficult material. I think you must learn that the students know a lot more than they are given credit for.
Now I have recognized I have an issue to tackle I have dealt with it by becoming more aware of the situation. I haven’t shouted across the room but I have quietly mentioned it to a few people and during feedback, I have listened to my peers discuss it. The first thing I think of is the keyword ‘variety’. Variety for my voice because, If I can use my voice along with a number of parameters like volume, pace, pitch, and modulation, this will hopefully with practice make my voice more interesting. I think becoming more conscious of the issue of voice sound and facing up to it instead of denying it will make for a more relaxed classroom with good performances from the students and me because the language and instructions are clear. Moreover even simple exercises like stretching the muscles controlling the aperture in the back of my throat I think will work.
Also, I think now and in further lessons, I will limit my language to what is needed and be sensitive to what I am saying. I think that language can play a big part in how you are perceived by people and I would not like the upper intermediate group to think that I am not devaluing their level of English. I think that a teacher can dominate quite unintentionally. I would like to think that I respect the students’ level of English and I am appropriate to it. One of the steps I can take in the pursuit of getting the more natural verbal sound is to recognize students’ knowledge and experience. I should realize my talking and likewise, the students talking helps their understanding and knowledge. I should also like to point out that their knowledge is not so much given and received as constructed by themselves individually and collectively which is more of a reason to make my instruction clear and limit teacher talk time.
A few final points with regards to feedback I think my instructors have responded well and given me clear examples of the issues that need dealing with. I think they noticed that you could become a bit disoriented with the language, which is not natural. If the language doesn’t flow I think the lesson will become a bit stilted.
To conclude I think that some of the points raised in my essay not only have a bearing on me but also on the students who see and hear when my voice/manner/presence is employed constructively to inspire to help them find their own voices, to model a commitment to eloquent speech, and to honor the individual and collective knowledge that students invariably hold.
