My Classroom Management » Body Language

Break Free From Expectations

jenniferw — Mon, 03 Oct 2011 18:51:47 +0000

I have been hearing a pattern of comments this year from teachers: “I’ve got a tough class, they were tough last year and are just as tough this year.” or, “this class has been tough all along, now it’s my turn to suffer”, or “all of *insert grade here* is tough this year” (ironically, this seems to impact 5th grade the most…it must be a tough age).

I may be out of line here, but in my opinion, it’s time to break free from the expectations that a class will be the same as they were last year, or that they are “all tough” in a certain grade. In fact, students live up to expectations and if you expect them to be bad, they will. If they perceive the expectation, they will fulfill it as well, even if you don’t actually expect it. (this means you’re likely suffering from last year’s teacher’s bad management habits)

So you have the worst class, so the entire grade is a nightmare, ok. Now we move on. If it is 5th grade, you can likely have this conversation with them to elicit change. Otherwise it’s time for a radical shift in your own thoughts/attitudes and methodologies.

Troubled students may still act out, but it’s time to give them all the opportunity to reign in their behavior – start by spending time each day modeling proper behavior and having students model proper behavior. Review or change classroom expectations and set in place strict consequences for misbehavior and rewards for proper behavior.

Above all, you need to respect your students. If you don’t respect them, how can you expect them to show you any respect?

101 Classroom Management Tips

jenniferw — Tue, 09 Feb 2010 18:42:56 +0000

Smile
Be positive
Greet each student by name
Hold your head high
Make eye contact
Be gracious
Be patient
Be firm
Be consistent
Have students
Help each other
Demonstrate important behaviors
State clear rules
Predetermine consequences
Make learning fun
Know your student’s names
Over plan lessons
Involve parents
Genuinely care
Ask questions
Know which questions to not ask
Demand respect
Open lines of communication
Hold classroom meetings
Take time to be silly
Encourage sharing
Diversify lesson activities
Be aware of culture
Be there when students need to talk
Post rules where students can see them
Read to students
Be genuine
Be committed
Collaborate with other teachers
View each day as a new day
Give second chances
Apologize when you make a mistake
Praise student effort
Be specific in praise
State intentions clearly
Re-teach rules and consequences as necessary
Be strong
Do not show fear
Leave troubles at home
Be present
Explain expectations
Never give up
Eat lunch with students
Create individual behavior plans when necessary
Allow students some say in positive rewards
Allow students to earn rewards
Set goals
Ask students to set goals
Encourage students to help each other
Take time to have fun
Share jokes
Laugh
Expect more from students
Ask for advice
Learn from other teachers
Take time for your own family
Believe in your students
Make lessons obtainable for all students
Provide visual aspects to all lessons
Provide auditory aspects to all lessons
Provide kinesthetic aspects to all lessons
Try a new seating arrangement
Rewrite class rules
Have students decide on class rules
Have students decide on class consequences
Never raise your voice
Avoid showing frustration
Do not show anger
Listen when students talk to you
Provide uplifting activities for students
Discourage tattle tails
Teach students not to bully
Teach students to treat each other properly
Do not repeat warnings
Make consequences fit the crime
Make the classroom a safe place
Be a trustworthy confidant
Send positive notes home
Encourage students to share with the class
Look for the reason behind a behavior
Find ways to encourage every student each day
Prevention is the best method
Have a plan in place
Keep a June box for confiscated objects in class
Relax!
Count to 10 before responding to a child pushing your buttons
Ignore attention seeking behavior
Develop a good relationship with the school counselor
Remember that learning is fun
Create fun and engaging activities
Do not beg students to obey
Expect obedience
Respect students
Don’t be afraid to change
Learn how to say no
Practice transitions
Have fun!

The Use of Hands in Classroom Management

jenniferw — Mon, 18 Jan 2010 19:51:17 +0000

A teacher’s hands are a huge extension of their emotions and can play a large part in classroom management. Oft times excess energy can flow through the hands and create an additional problem while controlling the hands can keep situations calmer. For example:

When a student misbehaves, a teacher who uses her hands to display her frustration (open hands thrown up in frustration or finger pointing to the student or to the place the student should be with large arm movement as well) is emphasizing her point with non-verbal cues. What she is saying is:

I’m so frustrated right now!

Why can’t you follow the rule?!

Would you just do as you are told!!!

In response, the teachers voice often raises, along with her blood pressure, stress level and not too surprising, the student’s response is negative as well.

In contrast, when a student misbehaves, if a teacher were to just control her hands, a lot would change in the exchange. Instead of throwing her hands in emphasis, the teacher clasps her hands together in a calming and controlled manner. Now her stress has an outlet, she can relax her shoulders and keeping her voice quiet direct the student to the appropriate task.

By controlling the hands, the teacher is able to control the tone of voice, the attitude and in turn the student will often respond more respectfully, and the situation diffuses quicker.

Sarcasm in the Classroom

jenniferw — Mon, 11 Jan 2010 14:42:05 +0000

One of the most important things for teachers to realize when speaking to children, and especially when correcting students for behavior, is to watch their tone of voice. When a teacher sounds sincere, students are more likely to trust them and the more trust a student has for a teacher, the more respectful the student will act in class.

Sarcasm is the most destructive tone of voice a teacher can use with students. Sarcasm requires a more advanced understanding of language and students do not comprehend the “joke” behind a sarcastic comment. The tone of voice used with sarcastic comments is cruel and confusing to students.

While some students might be able to understand and respond well to sarcasm, this is the exception, not the norm. When responding to a student who is misbehaving, teachers need to make sure they use a sincere tone of voice and avoid sarcasm.

Watch Where You are Going

jenniferw — Fri, 08 Jan 2010 16:23:27 +0000

When managing a classroom of students, it is important to watch where you are going. If you correct a student, but you are looking ahead to the next thing, the student will realize your full attention is not devoted to the correction. This will often result in an ineffective correction.

Additionally, keeping your eyes open and watching what is going on – being actively involved in every moment in the classroom – will help prevent discipline problems. Proactive classroom management is the best way to prevent frustration and keep students on task.

Next time you discipline a student, pay attention to what you are doing, and notice where you attention (and your eyes) are focused.

The Importance of Body Language

jenniferw — Mon, 04 Jan 2010 13:38:58 +0000

Over the next few days we will discuss the various aspects of body language that play such an important role in classroom management. Today, I want to focus on being aware of body language and how this plays an important role in the classroom.

So often what a teacher does is less important than how that teacher did it. This is clearly explained by use of tone of voice. For example:

“I’m sorry”

This phrase can mean a multitude of things depending on how it is said and the body language that accompanies the words.

1. Look of concern on face, head slightly bowed, leaning slightly towards person, looking directly at them or slightly down. This body language says you are truly sorry.

2. Quickly said, looking around the room, body straight up, head up or tilted away from the person. This body language says you don’t care.

3. Frustrated look on face, side to side movement of head, furrowed brow, words clipped and sarcastic. This says you are NOT sorry.

Take time to pay attention to your body language as you deal with even the mundane tasks in the classroom. Finding out what you are really saying to your students with your body may surprise you, and may give you insight into why students are misbehaving.