How can you help teachers with classroom management?

While listening and empathizing are important when working with a teacher struggling to "manage their classroom", it also important to invite them to think about what the are trying accomplish in their classroom. The PD Book ( Elena Aguilar and Lori Cohen) talks about the benefits and drawbacks of where facilitators source their power and Chris Emdin's For White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban Education (Race, Education, and Democracy) suggest that we source power from the classroom community. Venting is good but reflection supports learning and growth.

Supporting teachers with classroom management involves providing strategies and resources to create a conducive learning environment. 1.Provide training sessions focusing on classroom management techniques. 2.Provide teachers with access to resources like lesson plans, activities, and share best practices from experienced educators. 3.Pair new or struggling teachers with experienced mentors. 4.Introduce educational technology tools that assist in classroom management. 5.Establish teams or resources within the school dedicated to assisting teachers with students exhibiting challenging behaviors. 6.Encourage collaborative planning among teachers to share successful strategies, discuss challenges. 7. Provide constructive feedback .

Ouvir e ter empatia s?o passos fundamentais ao ajudar um professor com a gest?o da sala de aula. Oferecer um espa?o seguro para expressar preocupa??es pode aliviar o estresse. Reconhecer conquistas e ressaltar a complexidade do gerenciamento de sala de aula valida a jornada do professor, contribuindo para um ambiente de apoio essencial.

Several Questions: Does the school have health classes that can align? Is the school discipline policy clearly written in handboook? Possible solutions: 1. Pair teacher up wth another veteran teacher 2. Establish a character education supplementary curriculum 3. Have the class decide the behavior policy through directed discussion and post the rules and uphold them 4. Institute a positive behavior program with rewards and prizes (weekly and monthly) 5. Involve the help of the administration and the guidance people in helping to support and prioritize the need for improvement 6. Involve the students of the classroom with activities beyond setting the class rules, so the students help to set the standards and maintain them. Let them lead.

I believe classroom management is a two way street. The first day with the students is crucial to open this road and create a discussion. I communicate clearly with the students about what I consider to be healthy classroom behavior and also encourage students to have discussions and come up with ways they can contribute to create a better learning environment. Thereby listening and responding to each other begins from day 1.

This is where most in leadership drop the ball. When evaluating teachers that are undergoing difficulties with classroom management, leadership SHOULD be able to model best practices themselves. Telling someone what do regarding classroom management is akin to telling someone how to win the World Cup: futile. Giving the teacher guidance includes sitting down and giving instruction, critiquing and reinforcing effective practices in the classroom. Then modeling. The same methods we use to teach students apply to teachers also. Now that we have covered leadership and their role, the teacher should be humble enough to observe fellow teachers who are known to have excellent classroom management strategies.

When modeling classroom management for others, it's important for you both to discuss your teaching presence or style. No two teachers will teach the same or connect with students the same. This is not an opportunity for one teachers to mimic the moves of another, but for one teacher to see the possibilities in their own students and to tap into that with their instructional decisions.

Observar o professor em a??o e fornecer feedback construtivo destaca oportunidades de melhoria. Modelar estratégias eficazes refor?a conceitos práticos. Compartilhar recursos adicionais, como livros e vídeos, enriquece o repertório do professor, criando um ambiente colaborativo para o aprimoramento contínuo.

Considerations for a productive outcome… What to Do: 1. Focus on Behavior, Not Personality: Direct feedback toward specific behaviors rather than making it about the teacher's character. This reduces defensiveness and allows for a more objective discussion. 2. Offer Constructive Suggestions: Instead of just pointing out what went wrong, suggest alternative strategies or approaches. This empowers the teacher with actionable steps for improvement. 3. Encourage Reflection: Ask the teacher to reflect on the feedback and how they might implement changes. Encouraging self-reflection fosters a proactive approach to improvement. The platform won’t allow me to offer the Part 2, “What not to Do,” so DM me if you’re curious. ??

It is key to observe what teachers already do, provide feedback, and model it. When I developed my classroom management process as a public school teacher, I knew for my students that I needed to teach them through explaining and modeling. Teachers need that too!

Colaborar e planejar s?o essenciais para personalizar estratégias de gerenciamento de sala de aula. A defini??o de metas realistas e a adapta??o a diferentes contextos fortalecem a abordagem. Incentivar a reflex?o constante promove ajustes proativos, construindo uma gest?o de sala de aula sustentável e eficaz.

Lesson planning has a large part to play in classroom management. When thinking about how to manage a classroom, it's important to consider routines that support students in knowing what to expect, but it is also important to ensure that the work is intellectually interesting and challenging so that students have something worthwhile to engage in. Silence and stillness are not the goal- rather engagement, connection, and learning are.

In my experience having a strong PBIS plan in place helps. Teaching students the expectations and putting just as much energy into highlighting the positive aspects helps.

After understanding the class dynamics, we can also: * look into the class environment * seating placement * suggest ways that help with lesson plan organisation

In fostering collaborative support for teachers in classroom management, active participation in planning and goal-setting becomes paramount. Working together to establish realistic, measurable objectives and tailor a management plan to their unique style and context can be transformative. As John C. Maxwell aptly expressed, 'A leader is one who knows the way, goes the way, and shows the way' (Maxwell, 1999). Collaboratively planning for potential challenges and providing tools for reflection allows teachers to navigate complexities with confidence. By encouraging continuous evaluation and adjustment, we contribute to the creation of adaptable classroom management strategies that align with the evolving needs of both educators and students.

Classroom management comes with practice and patience. Sharing best practices, discussion of students habits among colleagues, have a consistent practice among all the teachers of the individual. Making sure rules are set and repeated. Having clear consequences. Acting on consequences when a step is taken. Positive motivation and reinforcement

In my exp. the greatest tool for classroom management is strong student-teacher relationships. Teachers need administrative policies to incorporate relationship building activities and exercises in and out of the classroom. There may be coaching needed on how to actualize this. Moreover teachers need to feel free to engage in these activities which may require review of curriculums, testing schedules, and performance stndrds Empower teachers by extending recess/lunch/free time of students. Students are children and young adults who need time to be children without expectations. Teachers would be enabled to spend more time in the classroom teaching and nurturing if students arrived feeling satisfied their phys. needs for play have been met.

O treinamento e capacita??o finalizam o ciclo, promovendo a implementa??o prática do plano de gest?o de sala de aula. Fornecer apoio contínuo e celebrar conquistas refor?am a confian?a do professor. Cultivar uma mentalidade de crescimento destaca o gerenciamento da sala de aula como uma oportunidade constante de aprendizado e desenvolvimento profissional.

In my experience classroom management can only be as effective as the classroom culture that is authentically embraced. Offering a place of belonging where the uniqueness of each individual is honored is essential. Building that community where all voices are heard and valued is then foundational to the “management,” because it’s then through a lens of development rather than repercussions. Modeling and mentoring language and actions that values diversity and inclusion benefits not only what happens inside the classroom walls but also amongst the greater school community and beyond.

Sharing goals and work together to achieve them will bring progress & confidence back to the teacher. Time to time, there will be setbacks and obstacles. Discussions and research may help the teacher to find a way out of their situations.

So much of what we work to implement and enforce in our classrooms is tied to our identity and what worked for us as students. Seeing your students as individuals that might need something different is step one toward developing a classroom community that manages itself. Step two is asking students what they need to engage as learners and sharing with students what you need to support them as their teacher. This conversation can support everyone in better meeting their goals.

So much of what we do in the classroom changes as our students change and as the years progress. Our students are wise beyond their years and have street knowledge, but lack common sense in the classroom. When we teach, we have to make a connection to the world in which they live daily and build a perspective that they connect with. When we model for those who teach, then they have a chance to see how we as older teachers get things done. So we as older educators can learn things from the younger generation and they can build from seeing us in action. It’s a good trade off and we both learn from each other.

Classroom management is trial and error, and the end is building a trusting environment. Therefore, have a procedure and action plan for how you visualize your classroom to function. Procedures are when or how often to do something yet rules are non-negotiable and keep it in the affirmative, positive language. For example, take procedures for sharpening a pencil. Can students get it whenever you're in the middle of demonstrating a lesson or after a lesson? An example of a rule is coming to class on time since it's a non-negotiable and rather than saying "don't be late" it can be framed as "come to class on time ready to participate." When students know you have their best interests, then it shows in the classroom community you're building.

I go down to their level to listen to them. I do not expect them to come up to my level. My students like me, I was told. I realised that my relationships with them was crucial to their learning. It is paying off. Do your task because you care. The kids can sense you are just doing a job not because you care.

From the beginning of school it important to know who's the one to run the class. Making sure you always have a plan B. Meaning if one lesson doesn't work always have an alternative. Making sure each student learn, and meet them where they are. In most classrooms are co-taught make sure students are being included and taught in which lessons are prepared. Be open to communications and collaboration with other teachers.