I approach classroom management with a mentality of positive reinforcement and prevention of negative behaviors. I focus on establishing a classroom environment of motivation, respect, and routines from the beginning of the semester. However, the most important aspect of my classroom management approach is positive student-teacher relationships.
I believe in using responsibility to motivate students struggling with behavior. Pull aside a particularly loud student and tell them they have a special role in the classroom as the Noise Management Officer, and suddenly, they have a new perspective on feeling important and encouraged to watch their volume because they feel trusted to do something important. When they do their role well, I will ensure that I make an example of appreciating their hard work. When they get distracted or forget their task, I will pull them aside and remind them I am counting on them and give them advice for how to succeed with their task.
One of my favorite professors always said, "Give students respectful tasks." I do not waste class time. Instead, I intend to make assessments and activities that engage and enrich my students' understandings, skill sets, and futures. I will provide rationales for why I am asking students to complete summative assessments; if I cannot provide the rationale, I will adjust the task.
Establishing routines is a classic classroom management technique, but an effective one nonetheless. Some areas that I will put particular focus on establishing routines for are: the start of class, handing out materials, what to do when students have finished their work, and group work. In order to implement these routines effectively, I will write them, teach them, and then ensure the routine is put on display in my classroom.
My approach to developing positive student-teacher relationships relies on two main components: communicating frequently and showing I care. I will encourage frequent communication by making sure I know a little bit about my students from the beginning of the year with my "Getting to Know You!" questionnaire. After I have learned a little about my student's personalities, I can reach out to them about activities they are in or music they love, ask them for updates on important projects, give compliments on a skill they are particularly proud of, ask for advice about a good movie to watch, etc.
Regarding how to show I care, I read an excellent book called Take Control of the Noisy Classroom by Rob Plevin in which he lists numerous examples of how teachers can show they care (pg 77). A few tactics he encourages are: having high expectations, writing them notes with praise or encouragement, attending school events, displaying their work, paying attention that no one is left out of class discussions, letting them borrow something special like one of your favorite pens to show them you trust them, and so on. I intend to make use of these tactics to make sure every student that enters my classroom knows they are valued.
There will inevitably be some negative classroom behaviors, and I will approach these challenges with a six-tiered disciplinary approach.
Through it all, I will keep detailed notes of student behavior in my class. This will include tracking the date, lesson, student name, behavior that occurred, and consequence received. If I ever need to meet with a parent regarding student behavior, I will then have a clear record of what actions have been happening and how I have responded. This specificity will support a meaningful discussion of what steps can be taken next.
Most importantly, after ever behavioral consequence, I will make sure to follow up with the student the next day with a positive conversation regarding a non-disciplinary topic. By engaging positively with the student, I am reminding them I respect them and approach every new day with the mindset that I genuinely believe in their potential.