In my last blog post, I shared what I believe to be the three essential keys to effective
classroom management. While I’m on the topic of classroom
management, I’d like to address some common misconceptions that often circulate
among educators, especially those new to the profession. These myths can create
unnecessary stress and may even limit your ability to connect with students. Without
further ado, let’s debunk some of these myths, starting with one of the most
enduring:
The Reality:
The idea
that teachers shouldn’t smile until Christmas is based on the belief that
authority comes from being stern. But this can actually backfire. Building
positive relationships right from the start is key to good classroom
management. The only way this happens is to be authentically you. For some, this may be a more serious
demeanor, but that doesn’t but that doesn’t mean you can’t show kindness and
care. If you are naturally easy going and smile often, then that's what you should do! Whether you’re naturally serious or more laid-back, students respond best
to teachers who are genuine. It’s about finding the right balance that fits
your personality while still setting clear expectations.
The Reality:
A quiet
classroom might SEEM like the epitome of good classroom management; however,
silence doesn't always equal engagement and/or learning. True classroom
management isn't about creating a room of silent students; it's about creating
an environment where students feel comfortable enough to express their
thoughts, ask questions, and engage in discussions. A well-managed classroom is
often lively, with students actively participating in learning. You WANT your students engaging vocally with
each other on a regular basis in a managed way because this will enhance their
understanding, widen their perspective and help to build classroom community.
The Reality:
Every student is unique, and what works for one student might not work for another. Some students respond well to structure and routine, while others might need more flexibility. I wrote quite a bit about this in my last blog post. My best tip is to have multiple strategies in your back pocket and adapt to each student’s individual needs as you build those relationships. I definitely think you can have a primary strategy, but just be prepared to differentiate according to individual needs.
The Reality:
Just as every
student is unique so is every class. They each have their own personality which
means that once again, what works for one will not work with another. In my experience, morning classes tend to
generally be more “chill,” and once we get to that lunchtime crew (we all know
that before lunch crowd!), management becomes a different animal. Often this means that you may not be able to
do the same exact activity with each class.
This doesn’t mean that you have to recreate the wheel; it just means you
may need to provide more structure and clear boundaries to manage those “more
challenging” classes effectively. For
example, you may be able to do a full, active gallery walk with your morning
group, but having your afternoon classes up and out of their seats would be a
nightmare. So, you might turn the same
gallery walk into a virtual one, and then do small group discussions as a
follow-up.
The Reality:
Many believe
that the phrase “classroom management” means managing student behavior, and it
is, BUT it’s much more than that. It also involves organizing the physical
space, managing time effectively, and creating a positive classroom climate. Let’s
briefly talk about each one:
Organizing the physical space: A well-arranged classroom can
significantly impact student focus and engagement. I love to change up my seating depending on
what’s happening that day. This might
mean arranging desks to facilitate small group work or Socratic Seminars, or it
can mean moving desks to create a larger space for movement activities/acting
out, etc. Creating a space designed for
specific activities definitely helps to facilitate the focus of the day which
will minimize class behavior disruptions.
Managing time effectively: Efficient use of time ensures that lessons run
smoothly and students stay on task. I often use a timer especially when doing
small group activities to be sure we move along. If you give students too much time to
dilly-dally (especially middle school students), they WILL get into mischief!
Creating a positive classroom climate: A supportive and respectful
environment encourages students to participate and take risks in their
learning. It’s essential that students feel safe to express their ideas without
the fear of being laughed at or criticized by their peers. The teacher plays a
crucial role in ensuring that teasing or negative comments are not tolerated
and that all students are treated with kindness and respect. By actively
fostering this environment, the teacher helps to build a classroom culture
where students are willing to engage, share their thoughts, and explore new
ideas without hesitation. This positive climate is foundational to successful
learning and growth.
As I said in
my previous post, there is no one size fits all when it comes to classroom management. That said, as you are devising strategies for
your own classroom, you do want to consider these misconceptions so that you
can build a classroom environment that promotes respect, engagement, and
effective learning.
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