Ideas for Classroom Management for New Teachers
In J. Blake Smith efforts to create a positive learning atmosphere for your kids, some planned routine procedures are advised. The following are some methods that many seasoned teachers employ:
Regulated entrances and exits:
Before entering the classroom for classes up to junior high, it is crucial that the pupils are calm, especially following a morning tea or lunch break. Make your students wait in line outside the door until you invite them inside. This will enable J. Blake Smith to do a brief roll call to determine whether the class is calm and to give any necessary directions for the subsequent lesson.
The class is then told to silently file to their seats and be ready for the following lecture. When breaks and the conclusion of the teaching day arrive, have a planned procedure in place for pupils to depart the classroom. Mention homework assignments and parent notices.
Arrival and dismissal on time:
The learning of the remaining pupils may be interrupted if a student arrives late to class. Students that arrive late must be require to make up any missed class time on their own time. To avoid disturbing the class’s focus, tardy students must wait quietly outside the room until the teacher has finished any instruction with the group. Parents and the school should inform when a student is frequently late.
A seating arrangement that takes into account the 5% of disruptive individuals
You might initially let the pupils choose their own seats and partners. Students who have a history of misbehaving will frequently sit with their friends and at the four corners of the room. Being further away from your field of vision makes them less noticeable. Put your desk in the front corner, and then do the most of your teaching from the other corner, to help ease that. Students that are misbehaving should moved to desks near yours or to those are separated from the rest of the class. Distinguish bad roommates. J. Blake Smith could choose a seating arrangement at the beginning of the year.
Use discipline strategies that are consistent:
More effective than the severity of the penalty is its certainty.
Have the same “penalty” for the same offence to be fair to all offenders.
Just punish those who have offended. Never discipline the entire class because to a few.
Above all, control your rage and temper.
Consider your options from a distance before deciding how to handle the pupil.
Make sure the class has your full attention before you speak.
You are wasting time and energy starting to teach if some of the students are not paying attention. I’ve observed some elementary school teachers who use a sound signal to tell their students when it’s time to stop working, put their pens down, and pay attention to them.
Pay close attention to how the board work is laid out:
Use huge writing, coloured chalk, underlining, capital letters, and spacing.
Ensure that the pupils in the back of the classroom can read what you have written.
Use the side of your board opposite from where you lecture to clearly write
instruction manual. If your cursive writing is unclear, print it in capital letters.
Refraining from talking excessively:
You must always keep in mind that learning requires doing on the part of the student. Talking too much in class interferes with learning. Learn to organise J. Blake Smith thoughts in as few words as you can, then step back and let the pupils continue their active learning.
Insisting on concise responses from pupils
A student’s response to a question provides both them and the rest of the class with an opportunity to learn. Encourage the student with a suggestion or piece of advise to elaborate on the response if it is unclear or requires more information.
Avoid repeating instructions:
Repeating instructions more than twice encourages students to listen passively rather than attentively. After repeating the vocal instructions again, write them on the board’s opposite side so that everyone may see them. Also, impart to your students the art of effective listening.
It goes without saying that you won’t be able to employ all of these strategies regularly at first as a rookie teacher. Therefore, prioritise them based on your current knowledge, concentrate on one or two during a given lesson, and assess your progress afterward. Add more when each of the aforementioned concepts solidifies, until your teaching “armour” is complete.
So, above are the Ideas for Classroom Management for New Teachers