| New teachers often have to respond fast if they | | | | Problem #3: A small group of students is banding |
| want to prevent discipline problems from taking over | | | | together in the corner and is gradually battling with your |
| the flow of their lessons. For new teacher, this need to | | | | authority making it difficult for you to transition from |
| be on the lookout is also threatening to their authority | | | | one lesson part to another. |
| as new teachers. One important tactic you can adopt | | | | Possible solutions: Don't start any confrontations in |
| to create more consistent flow of lessons (discipline | | | | class. Use your seating chart to decide how to |
| free) is to catch the issues before they become | | | | separate problematic students. Keep students busy |
| discipline problems. | | | | with quick check-ups, mini quizzes or brief 5 minute |
| Often this phenomenon happens as teachers are | | | | review sessions that you can do in a whole class |
| preparing the students for a new classroom activity. | | | | framework. |
| This often means that students might not respond as | | | | Problem #4: Students are constantly looking in their |
| favorably as teachers would like them to as a class. | | | | bookbag for their notebooks, papers and other |
| But as you've already noticed, there are a great many | | | | necessary materials and this is holding you up. |
| things that need to be done before students can | | | | Alternatively, there is a handful of students who |
| complete a task successfully and on their own. Some | | | | constantly come in late and disrupt the class in session. |
| problematic areas of classroom management and | | | | Possible solutions: In ensuring that students will stay |
| lesson planning you can do right on the spot as a | | | | on-task with minimal interruptions, distractions and few |
| discipline preventer but some areas require more long | | | | discipline problems, new and seasoned teachers need |
| term planning. For new teachers, long term planning | | | | to ensure that the following components are in place: |
| often means the very next day! | | | | - Procedures for catering to the needs of their diverse |
| But remember, an unsuccessful lesson can have many | | | | learners |
| successful parts. Since each part of a lesson works | | | | - Procedures for self-directing them. |
| like fitting a puzzle perfectly, try and see which areas | | | | Problem #5: There is constant chatter which is |
| are consistently giving you the most trouble and learn | | | | constantly interfering with the flow of your teaching. |
| from them like the troubleshooting areas I've provided | | | | Possible preventable solutions: Try and catch these |
| below. | | | | students way before these phenomenon becomes a |
| Problem #1: Students are starting to talk between | | | | discipline problem! If it happens too quickly then stop |
| themselves even before you've explained the | | | | the lesson, address the chatter in a whole class type |
| assignment | | | | framework (some teachers like to use a little pep talk) |
| Possible solutions: First, provide more opportunities to | | | | and continue on. You can also choose to address the |
| explain, model and for students to practice the material. | | | | small band of students privately the minute you have a |
| Then build for the task to happen by relating to it from | | | | chance. |
| the beginning of your instruction. Lay the ground work | | | | Avoid the tendency to enter a frenzy of overplanning. |
| of your expectations - as much prep as you can give | | | | Clue into discipline problems before students start |
| without overwhelming the students. | | | | taking control. Being proactive is the name of the |
| Problem #2: Students are not paying attention when | | | | game. Take advantage of some unsuccessful |
| you are presenting and explaining new material. | | | | classroom situations and dilemmas to help you gear up |
| Possible solutions: Is the material too heavy? Are there | | | | for the next series of lessons. |
| too many difficult words and concepts to master? Did | | | | You'll be glad you did. Try it! |
| you provide an enticing lead-in? | | | | |