Classroom Management for the Beginner Teacher
How to Manage Behavior Before it Occurs
The evidence that a beginner teacher is under pressure with classroom management is mind blowing when you see how many hits Google gets on phrases such as "child behavior", "classroom management" and "teacher support".
Why is the Beginner Teacher Struggling?
The beginner teacher is doing the best with what's been taught at University, which is basically how to teach numeracy and literacy.
However, teaching numeracy and literacy is such a small part of a teacher’s role in the classroom, but it seems the core for most universities when educating a beginner teacher. It’s then left to the administrative staff and teacher mentors of schools to educate and support new graduates "on the job" in the area of behavior management.
The students are the ones who are impacted by this. They need the attention of a teacher who is confident with classroom management techniques. If they don't get this, their need for belonging, fun, power, survival and freedom (Kym Olver, 2006) may be damaged on the very first day of the new school year.
No matter where one thinks the responsibility lies, it is imperative for beginner teachers to learn the skills required to make the classroom a comfortable and safe place for themselves and the students in their care, before they step foot in the classroom.
Behavior Management vs Classroom Management
The overwhelming view of professional behaviorists seems to be that "behavior management" and "classroom management" are one in the same. To put it simply, having a classroom that is set up and run efficiently is the key to improving behavior.
The Classroom Management Model (Marsh, 2000) is a highly valued tool and has great support by behaviorists world wide. It is the foundation for many teachers, both new and experienced, when it comes to creating a positive climate in the classroom. It is essential for a beginner teacher to continue to improve the knowledge he has in relation to this model.
The Classroom Management Model (Marsh, 2000):
In brief, the Classroom Management Model is broken up into three phases:
- The Preventative Phase, which are the strategies a teacher can use to prevent inappropriate classroom behavior from occurring
- The Corrective Phase, which are the strategies that can be implemented to correct a behavior while it is occurring
- The Supportive Phase, which are ways a teacher can support students once the behavior has occurred
Many under-skilled teachers place the emphasis on the corrective phase of Marsh’s model. Although facing consequences is an integral element in child development, teachers must learn that the priority lies in preventing inappropriate behavior from occurring in the first place.
With good preventative strategies in place, teachers will find a lot less need to implement the corrective and supportive phases of the Classroom Management Model (Marsh, 2000).
Tips for the Beginner Teacher
Although varied and numerous, a few of the preventative strategies of Marsh’s model that are critical for establishing good classroom management for the beginner teacher include:
- Know the students who struggle with behavior before the school year starts. This can be done by meeting with their past teachers, looking at their previous grades, records and history. This will assist you in knowing what "triggers" each child has to behavior and how to prevent them occurring, the students' likes, their friendship groups, the work they struggle with, etc.
- Arrange your classroom thoughtfully so that the students feel comfortable where they are sitting i.e. you don't want to sit a physically aggressive student near where the scissors are kept, or you don't want to sit a visually impaired student at the back of the room, etc.
- Develop rules and consequences. These must be negotiated with students to give them ownership and a sense of belonging. Also make the rules achievable ("Students must smile" is not an achievable rule). Be sure to display them prominently and refer to them often, especially at the start of the school year;
- Develop routines so that the classroom is predictable for students. Students must know such things as: the acceptable way to get the teachers attention; what to do if they need to go to the toilet; when can they talk to others; when are they allowed to leave their seat; what lesson comes next; what items they require the following day; etc. This also means sticking "strictly" to your rules and consequences. If you don't, your students will constantly test you and the boundaries.
The prior points are simply a drop in the ocean with what needs to occur to establish good classroom management, a positive classroom energy, an assertive teacher and confident, happy students. A better future for teachers and students is possible, but it can only occur by ensuring that beginner teachers are educated in the art of behavior and classroom management before they enter the classroom.
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