My school year wrapped up and I might be happier than my students. It isn’t that I dislike my job or am burned out. It’s just that having a break is wonderful.
When I compare the end of this year with the end of last year, it is a world of difference. Last year, I was exhausted, burned out, and looking forward to summer break (for the purpose of getting away from work). This year, I am happy, have energy, and am looking forward to summer break (for the purpose of enjoying the break). The primary reason for this change is personal growth.
The primary areas I have grown is consistency in classroom management and classroom routines.
- Classroom Management
Having consistent classroom management procedures drastically improved my teaching and reduced my stress. My “secret” is so simple, it is a little ridiculous.
“3, 2, 1, Stop.”
I hold one hand in the air and countdown with my hand and voice. At ‘stop’ my hand forms a fist and my voice rises in pitch.
That’s it. The beauty lies in the simplicity. The ‘countdown’ cues students to quickly come to a stopping point in their work/discussions. The ‘stop’ cues them to stop. The rise in pitch is yet another cue. If many students do not respond, I pose a rhetorical question, “When I say 3, 2, 1, Stop. What should you do?” This is generally enough to get most students to stop. But for those who require more assistance, I have found it effective to move into their proximity while giving them a teacher stare.
The Teacher Stare
The teacher stare is not angry, happy, or blank. It clearly communicates displeasure and should always be accompanied/followed with a signal that directs the students towards proper behavior.
A few seconds have passed and, in all likelihood, you now have the misbehaving students’ attention. Once they are looking at you, you can use a hand signal to guide the students into proper behavior.
Pro Tip: If there are multiple students misbehaving across the room, you should give each group the teacher stare, moving towards the worst violators. At the same time, use hand signals to cue behaving students sitting near those misbehaving to get their attention. This could involve signaling the behaving students (near the misbehaving ones) to tap the misbehaving students on the shoulder and point towards the teacher.
Hand signals work because they are clear and simple. They also work well for students who struggle with English because these students will already understand the concept of the signal (be quiet/open you book/write/etc), even if they do not understand the accompanying words. The key to hand signals, is being consistent. You must teach the signals before you use them and then you must use them regularly to ensure students remember what the signals mean (Teaching and reinforcing hand signals is a very quick process). You should find that regularly using hand signals improves student behavior and reduces the amount of time you spend correcting students.
|Quiet||Open your book/notebook||You should be working (move your hand like you are writing, accompany with a look to imply, “get to work”)|
Closed hands transition to open hands
The key to classroom management is being consistent and clear. Establishing simple routines and consistently applying/enforcing them is challenging at first because you are not used to it, and neither are your students. But it is worth it. You should persevere.
- Classroom Routines
The two types of classroom routines I have focused on building are procedural and transition routines.
Procedural routines involve what students do once they have been given a task. It is easy to just have an inferred procedural routine, I gave “it” to you, so do “it”. But this is unnecessarily vague. Be intentional with your routines. Teach students how you want them to take notes. Organize your class to have the same overall structure each day. Have a few standardized formats for your worksheets.
The purpose of this standardization in everything from lesson structure, notes, assignments is not for controlling students. The purpose of standardization is to allow for productive freedom. The standardization gives students the structure they need to be creative.
Transition routines are imperative to build. But, if you observe an expert teacher they can seem to be naturally occurring. But they are not. Successful transitions are a result of careful planning and training. In order to grow in this area you must be intentional. Think about it, and try different setups and instructions in the classroom. Find one that works, and stick with it.
What is the next step for students?
What do they need to bring?
Where do they need to go?
How should they go there?
What will students do when they get there?
Students will not naturally transition from one task or location to the next. Have a plan, train them. Praise them for their successes, even in something as small as a transition, because successful transitions are not small. A class that is full of successful transitions can easily save you 5 minutes each class. Those extra minutes add up very quickly.
I am certainly not done learning in these two areas, but the progress I made in classroom management and routines seems to have had an out sized impact on both my students’ learning and my quality of life.