Classroom Management: Preventive Measures

1. Anticipate and prepare for moments of conflict in the classroom (mentally, spiritually, and physically). Ineffective classroom managers are those who take chances by not anticipating and preparing ahead of time for possible clashes (between themselves and students and among students). Effective classroom managers on the other hand, are vigilant and constantly looking for signs of conflicts and work fast toward resolving the same.

2. Establish relationship with students. “Teach students…and not the curriculum.” When teaching-learning experiences are meaningful, managing behavior becomes relatively easy. Students who are engaged in classroom learning won’t have the time to mess around, for the fear of missing all the fun inherent in the teaching-learning processes.

3. Let students know that the class is a team…a cohesive unit. This is reflected in the teacher’s attitude, expectations, teaching styles, evaluation procedure, etc. Everything that a teacher does in the classroom matters. It’s important that both teachers and students learn to share mutual respect for each other. This is only possible if the teacher assumes and plays the role of a facilitator rather than that of a leader (who knows everything and wants to dominate in all decision-making). Students should be allowed to be a part of the decision-making process in the classroom. By doing this, you allow them to become responsible individuals. They become personally interested in upholding the rules and regulations in the classroom because they identify with them.

4. Don’t be judgmental. Allow for mistakes in answer (when it comes studies) and behavior. If the world was a perfect place, we could expect our kids in the classroom to perfect too. But the world isn’t a perfect place and we don’t have to conceal this truth from them by reacting differently in the classroom (compared to real life settings). Students honor teachers who work with them on a personal level and would do anything to show their gratefulness toward these teachers in behavior and academic performance. Students hate teachers who conceal things from them, especially when something is so obviously clear in their eyes.

5. Don’t take students’ complaints for granted. When students complain about something, it’s better to investigate the issue and establish its ‘truthfulness’ than to prematurely dismiss it as unfounded. When teachers do this, they know that their teachers are sincerely interested in the students well-being (positively related to their performance).

1 thought on “Classroom Management: Preventive Measures”

  1. This blog gave me a hearty laugh. As a somewhat participative parent, I have sat in on many of my child’s classes over the years. I have often been intrigued by the teachers that have “it,” and the teachers that don’t have “it.” “It” being that special ability to make their students not even think about trying it. It seems that substitute teachers and new teachers rarely have “it.” And, that those teachers that have a reputation for being the best at their craft always have “it.” I have noticed that the teacher’s that don’t have “it,” look for all kinds of creative ways to deal with class control, and those who have “it” seem to do “it” effortlessly. Fifteen years ago, I changed my major from Education to another discipline because I realized I didn’t have “it.” I suspect that their are many teachers in the classroom that should have done the same. However, because their desire to teach was stronger than my own, they decided to hang in there and try to discover their own “it.” Good luck, best wishes and God bless to those very, very brave teachers. Please visit me at YouthPlay

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