| Classroom management is a top concern for recent | | | | There are a few more techniques you can employ for |
| education graduates and those considering going into | | | | effective classroom management. A room |
| the teaching field. Creating an effective classroom | | | | arrangement that promotes good behavior is one way |
| environment can be difficult for new teachers but | | | | to implement your plan. Make sure you can observe all |
| there are techniques these teachers can practice to | | | | the students at all times, especially from your desk. |
| improve and be able to practice effective classroom | | | | Classroom materials should be easily accessible, and |
| management. | | | | you may want to decorate the room so that it is more |
| We can break down the techniques for effective | | | | inviting. Another way to succeed in your plan is to |
| classroom management into four parts: | | | | continue to remind the students of your guidelines, and |
| First, establish your goals - you must know what you | | | | make sure that you do not set out rules that you won't |
| want your classroom to be like, but you must also | | | | enforce later. Be clear and unambiguous in your |
| know what it should not be. Be clear and precise when | | | | feedback at all times, including feedback on homework |
| you write these out; you need to be sure of what you | | | | assignments and tests or other assessments. |
| want if you expect others to follow the guidelines that | | | | If you start with the four techniques stated above |
| you lay out. | | | | (establishing your goals, sharing your goals, giving |
| Second, share your goals - tell your students what you | | | | constructive feedback, and managing bad behavior), |
| want the classroom to be (and what you don't want it | | | | you will have a good basis for practicing effective |
| to be). Make sure that they understand how an | | | | classroom management. Then, create arrange the |
| effective classroom will work (ideally) and that they | | | | classroom in a manner that will help you manage your |
| understand that an effective classroom is beneficial for | | | | students. Set expectations for how you want your |
| them as well as for the teacher. They will learn better | | | | students to behave, and follow through. Make sure to |
| if they make it easier for you to teach. | | | | explain everything carefully so that everyone |
| Third, give feedback - when you get what you want | | | | understands. Instruct in a manner that is unambiguous |
| from your students, acknowledge it, but don't praise it | | | | and clear. Try to minimize bad behavior as much as |
| excessively. If you praise them too much for doing | | | | possible. When you do have to discipline a student, |
| something that should be the classroom standard, they | | | | make sure that the student understands why you are |
| will learn to practice good behavior only when | | | | taking those actions. In general, mild punishments are |
| rewarded. | | | | just as effective as more severe ones (and they don't |
| Fourth, react to inappropriate actions - if a student | | | | make the student resentful towards the teacher). |
| begins to go against your guidelines for an effective | | | | If you follow the principles outline here, you are well on |
| classroom, make sure that you make it clear that that | | | | your way to mastering effective classroom |
| behavior is not acceptable. Don't overreact, but don't | | | | management. Practice is the best way to improve and |
| let it slide either. | | | | create an effective classroom. |