Routledge

Chapter 3 - Science Teacher Talk

How do you manage your classroom? What advice do you have for a beginning teacher concerning classroom management?

Ginny Almeder

I am most comfortable in a relaxed but structured classroom. I try to give the students as much freedom and responsibility as they can manage. Seating is open. I am fairly flexible and try to remain open to student input. Short class discussions are held to deal with classroom procedures. I typically follow a set of rules consistent with school policy.

If behavioral problems occur, I deal with these immediately and directly in class. If the behavior persists, I speak with the individual after the class and describe the situation as a mutual problem that both of us need to solve. I ask for suggestions and offer suggestions, and we arrange a strategy to deal with the situation. If the problem persists, I will use a seating change, parent conference, or rarely, an after-school detention for further dialogue.

Alexia Bultman

Within my own classroom, I try to be very respectful to the students, always saying "please" and "thank you". From my own experience (especially with freshmen) I found that the minute I lose my cool with them, they feel as if they can do the same with me. Students often say, "She wasn't respectful to me so why should I be to her?" Teachers need to model the behavior they expect from their students. By modeling respectful behavior to the students, it demonstrates to them what you expect of them and the same for other rules. If I have a no eating or drinking rule in my classroom, I myself don't eat or drink in the classroom. Young people have a hard time following rules that adults don't themselves follow, and so any time I can model the behavior I expect of students, the better results I get for following the rules I've set forth. Be consistent! It doesn't matter what rules you come up with just be consistent.

Angela Gula

Classroom management starts by making your expectations clear and concise from the first day. The first several weeks of school, remind your students of your expectations on a daily basis, and let them know when they are falling short of your expectations. For the first week, give students a chance to get a feel for the rules without providing a consequence; just remind them that they are not doing what they need to and in the future a consequence would be given.

Establish a daily routine. I have my room set up so that everyday students do the same thing to get started. They write down their homework in their planner, get their portfolio from the bins at the side of my room, and complete the warm-up questions listed on the board. If students are not on task, a simple reminder is all it takes to get them back on track.

Carol Myronuk (Canada)

Initially, I gather and give out lab equipment, materials and supplies, to demonstrate an efficient distribution system. As soon as possible, students assume the facilitator role to design and take responsibility for organizing lab distribution, collection and cleaning of equipment, recycling and disposal of materials, and general inventory.  

Ben Boza (Botswana)

My classroom management is always based on striking a rapport with the students that makes them relaxed, attentive and thus receptive to instructions. I act as a mentor unto whom they can seek guidance and direction in their quest to succeed. I establish authority by earning the students' respect rather than through intimidation. I have found it much easier to maintain such authority when it is achieved in this way and it goes a long way into avoiding confrontational management.

For prospective teachers, it is important to understand that an effective class management involves being in control and full authority of the class. A teacher should strive to ensure that he/she is not undermined nor his authority challenged by any of his students. At the same time, students should experience an accommodative atmosphere that stimulates discussions and arguments that relate to subject matters being taught. Authority that stifles expression and debates by students is counterproductive. Participatory teaching is easily achieved by establishing discipline and responsibility from both students and the teacher. On occasions where indiscipline arises, a teacher should promptly and sternly take remedial actions including punishment in order to reign in on the wayward. Whenever this is done, it should be perceived as a correctional rather than a retributive measure.

Gerry Pelletier

I would say that I am always in charge. I try to create an atmosphere in which students can question, move about and converse with each other within a structured environment. Students understand that if they work well within this environment that there will be rewards throughout the year. The reward for eighth graders is a trip to Great America for Physics Day. The most important piece of advice I would give to teachers regarding classroom management is that they must be consistent. Students must understand the goals of the classroom and the consequences of not attaining these goals.

John Ricciardi

I sense a classroom of students as being a unified, but independent entity unto itself---an awesome ecosystem of thought and feeling---a kind of greater being of multi-body mind and spirit. If a classroom is perceived as such a creature, then its management can be like maintaining the healthful life of an organism. (Italics, mine)

Here are three helpful "care and feeding" hints for the classroom:

  1. The classroom organism must be comfortable in its physical environment. Changing and using a variety of lighting levels, furniture positions, wall decorations, background music is important to maintaining a stimulating "mind space" for growth.
  2. The classroom organism must not be harnessed and controlled. Learn instead to coax and nurture it with reflexive input and response. Distractions and disruptive "order imbalances" are normal and natural. Know that the creature by itself, will quickly find its equilibrium again.
  3. The classroom organism must be treated humanly---with dignity and respect at all times. The integrity of all individuals must be equally honored within the wholeness of their own identity and unity.

Henley Sawicki

Immediately I establish myself as the one in charge. I run a very student centered classroom with chaos, choice, and noise; however, I am the one in charge of the chaos, choices, and noise. My students learn very quickly when enough is enough. I do not yell, scream, and beg for their time and attention. I simply expect it. I do not continue until I have their attention. At the beginning of the semester this may take longer, but after a few weeks, the students understand the fine lines that exist. I try to form an appropriate relationship with each of my students as quickly as possible. I have found that the personal accountability to me helps instill good behaviors as well.

Elizabeth Walker

Develop and acquire a set of varied warm-up activities. This is a great way to focus students immediately following the bell. If necessary, try to keep them to a 10 minute activity. If you look through the textbook, you may find a few good questions that would work well as warm-ups. Be prepared to start class immediately after the warm-up. Also, consider offering activities to end class.