Without effective classroom management, a teacher will not be able to teach and students will not be able to learn. Write that down. That’s important!

I have rarely seen a teacher not be successful because of their lack of teaching techniques or an inadequate knowledge of their subject matter.  However, I have seen many teachers who, for whatever reason, could not relate well to students and could not handle the classroom management portion of their position.

Let me put it bluntly. There are many nice and well-meaning people who have a great knowledge of their content area. A lot of those people even love their subject area, however they cannot relate to students and are unable to keep their students’ interests and guide them.  Or, as is usually muttered in the copyroom…”the kids are eating her (or him) up”.

This is one scenario-based question that I always ask at an interview for a teaching position:  “If you were to be hired here and you had been in your position for about two weeks and the first two weeks went well; however, two students in the back of the room seemed to have decided to test you. They decided to talk while you were talking.

Where the attention has been on you earlier, now it was continually being drawn to these two students. It was becoming quite a distraction. Please walk me through the steps you would take, starting at the smallest intervention and (assuming they were good techniques, but these two students were very challenging) moving towards more serious interventions. What steps would you take before bringing the administration into the situation?”

10 Step to be taken by a teacher BEFORE contacting an administrator about a chronic discipline matter (not necessarily in order):

1. The Look – that infamous “teacher look” that my 6th grade teacher, Ms. Martin, used to have. It could freeze you solid with one piercing glance. If her arms were crossed, it was even more effective. Of course you have to develop that style yourself.  Mine was the raised eybrow…
2. Proximity – The student knows why you’ve moved nearer and so does the rest of the class.
3. Tap on the desk. – Again, the student knows why.
4. Quiet whisper in student’s ear to please be quiet.– If you know your students, you will know what tone to take with each one.
5. Move the student(s) having issues to a different seat or area of the room.
6. Asking student to please be quiet (out loud). – The goal is not to embarrass anyone, but to allow learning to continue
7. Private talk outside the classroom – make sure that the rest of the class is working on an assignment of some type. Ask student what is wrong and why is this situation happening? – Sometimes you may be surprised at what they tell you. Then again, they may not tell you anything.
8. Check with student’s other teachers to see if they’re having the same type of issues. – The teacher may out some positive techniques that are working in other classes.
9. Contact parent(s). – Hold a team meeting of all the student’s teachers, if possible. Phone is much better than e-mail.
10. Check with school counselor. – My wife is a school counselor and you would be surprised at how much she knows about the students and their personal lives. Students are dealing with much more than you might know.

I would suggest that, unless you are in desperate need, if a teaching candidate cannot come up with at least four of the following suggestions on this list, then they will likely struggle in dealing with students and being successful as a teacher.

I’m not saying it can’t be done… just be cautious. Most quality candidates will have learned most of this information in college or during their student teaching.

Important Note:  Of course, this does not apply toward any violence or blatant disrespect. No teacher should have to tolerate threats, being cursed at, or physical violence in the classroom. Those should immediately be reported!

Does this list look like your mental “teacher toolkit”?  Do you agree, disagree or have any steps that you feel need to be added?