Professionalism updatedFebruary 23, 2011

Classroom Management Strategies

Occasional teachers are expected to manage a classroom in accordance with the duties of a teacher as outlined in the Education Act and Regulations, and the Dufferin-Peel Catholic District School Board Policies and Procedures.

Having prepared for the students’ arrival now is the time to put it all to work. Here are some suggestions that have been found beneficial:

greeting students as they enter the classroom

placing yourself where you can see and be seen until the class has settled down (The first few minutes of an assignment are crucial in setting the tone for the day.)

taking attendance and confirming the seating plan to establish rapport with the class (count heads to guard against attendance errors)

getting to know names of the students as quickly as possible

writing the agenda for the day/class on the blackboard to ease transitions

listing activities on the blackboard that students can work on after they have completed their assignments

beginning your instructional day immediately after opening exercises

using proximity and non-verbal (gestures) or eye contact strategies

telling them something about yourself (background, education, career duration) and have students tell you something about themselves

maintaining a positive, respectful and courteous atmosphere by being polite; speaking calmly; using positive phrases; having a sense of humour; being open, honest, fair, and considerate; and being friendly but professional, and confident

delegating simple tasks to students

getting students’ attention quickly, then waiting for them to listen actively to you before giving instructions

limiting movement of students around the room to reduce opportunities for problems to arise

listening to students

knowing where students are at all times by having a sign-out/in sheet for washroom, guidance appointments, resource room, etc. and having students indicate the times

circulating and assisting students to complete the assignment while they are working – this is where the re-teaching occurs for students who need more help

ensuring students are kept busy with constructive work related to their studies

involving students in the lesson by encouraging active participation

bringing a Classroom Survival Kit of ideas to use for various grade levels and subjects (i.e., books, a collection of poems, mazes, word searches, crossword puzzles, high interest reading, and games) should you need them

approaching students and situations in a problem-solving manner and positive tone of voice to avoid escalating a confrontational situation

talking to students privately about their behaviour; if given pre-warned consequences, follow through consistently, and any consequences are only for the perpetrator(s), not the entire class

calling for assistance from the administrator(s)/office before a difficult situation escalates into a crisis

calling the office if referring a student to the office for discipline, describing the problem, and advising the office that the student is on the way; secondary teachers may note the details on the student's tracking sheet and send it to the office

reporting any accident, medical situations or incidents to the office immediately

trying to have at least one positive interaction with each student each day

celebrating the good things that are happening in the classroom: focus on the positive