EFFECTIVE CLASSROOM MANAGEMENT STRATEGIES
A Reflective Essay by Sarah Smith
June 22, 2009
Prepare and reflect are two actions effective teachers utilize to manage routines and behavior in the classroom. A teacher who has thoroughly thought out structure, daily routines, and potential behavior of students is prepared. A classroom with structure and organization is more conducive to learning. A teacher who reflects often on management strategies beneficial to individual student personalities will assure students of a safe, predictable, and caring classroom. Receiving the Gospel in the classroom, students receive authentic intrinsic motivation for learning and behavior.
Preparation involves planning, documentation, and student training, as well as feedback from students, and finally, reflection. A large part of preparation is taking time to get to know the student outside of the classroom and establishing a rapport. A teacher who has taken the time to talk to the student in the hallway the previous year, sent home personal notes or letters to the student, and visited the student in their home has an important trust established before the school year begins. The teacher knows the student (and the parents) and can better predict, anticipate, and address classroom management and behavior issues.
A professional teacher has prepared ahead of time a system for all papers, learning, and classroom routines. A student knows what is expected when handing in an assignment; what identifying markers need to be on the paper; or where their paper goes. The students understand and can predict when they can get a break and stretch, sharpen a pencil, or use the restroom. Students can predict the teacher’s reaction to their engaging in other learning after a task has been completed (i.e. finding a book or puzzle, using a learning center). How can a student safely assume these predictions? The teacher has thoroughly taught, modeled, and repeated these expectations and routines.
Professional teachers also stick to a predictable routine. They understand the human brain thrives on patterns. Children like structure. They like to know what is expected of them. Their classroom is predictable and they are better able to live up to management and learning expectations with success.
An effective teacher knows how to keep the rules simple. Simple rules can be applied in a variety of situations. Example: If the rule is “Follow directions” a teacher can use almost any situation in which the student is not contributing to the learning environment and redirect the student back to the rule: “What was the direction? Was the direction talk with your neighbor about Star Wars? Star Wars has some great lessons, but we’re here to learn and to learn you have to follow the direction now.”
We are blessed in our Lutheran schools with freedom to implement Law and Gospel. The teacher corrects with the Law and a student’s errant behavior is temporarily changed. The Holy Spirit blesses the student with genuine intrinsic motivation through the Gospel—a fruit of faith evident in school.
Law is used often during the day when the teacher reminds the students regarding academic and behavioral expectations. The law can be presented in a negative light: “Don’t talk now. It’s quiet reading time.” Or a positive spin can be put on the law: “At reading time, we’re quiet so we all can concentrate and learn.” The Law is also used when helping a student see a personal sin and their need for forgiveness—perhaps they hit a peer. This Law reminds students regarding expectations and sin, but does very little to motivate.
The teacher uses the gift of the Gospel to motivate an entire class or an individual: “If Christ, can die on the cross for us and forgive us, can’t we also strive to make the classroom a place where learners can learn?” Children understand this through the work of the Holy Spirit. If the child realizes hitting their fellow student was a sin, the teacher can help them pray for forgiveness, asking God to help them remember the rules. The teacher can also assure them they are forgiven and always loved.
Being an effective classroom manager can be tricky. Law can be confused with Gospel and teach the children to depend on themselves rather than their Lord. At the same time, children need to be taught and encouraged to use the abilities God has given them to their upmost.
Rewarding children with prizes can also lead to motivation that relies on behaviorism rather than intrinsic motivation. An effective teacher realizes that constant reflection is needed. Is the way this classroom operates nurturing the children to want to learn for the glory of Christ? Or self? Or prizes? Change towards sanctified motivation is always the goal.
A professional teacher uses effective classroom management strategies. This teacher also knows s/he is a teacher of children. Children are people and are as different and unique as can be. With varying student personalities and abilities comes reflection on what is working (or not working) in the classroom. With reflection, the teacher adapts the classroom management strategies to fit student needs. Adapting to the reflection is how a teacher shows her effectiveness.
