Classroom strategies

Both students and teachers should have strategies for dealing with classroom interruptions and learning. Teachers don\’t need bulging biceps, flowing blond hair or a big stick. But they do need to have a good idea of how students think and strategies and techniques that will help them both maintain order in the classroom and enhance learning.

The classroom is made of students who are interested in learning, have ADD, are gifted, haven\’t eaten breakfast or just walked out of a Hallmark commercial. In other words, they come from all walks of life, with all kinds of problems and concerns.

The first strategy is to have set rules and boundaries that are posted, understood and known by all students. It isn\’t fair to hold a student to a standard that they don\’t know about. Depending upon the age of the student these rules can be posted on the wall of the room, given out at the beginning of school, reviewed once weekly as a class and/or given to all of the parents so they can be reinforced at home.

The goal is to have a calm and quiet classroom that is conducive to learning and takes care of the needs of most, if not all, of the students. And it begins by having a lesson plan that is active and moving throughout the day. It makes it more interesting for both student and teacher.

If you are teaching over a 45 minute period try to plan 3 activities, or 1 for every 15 minute period you have the kids. Try to get the kids out of their seats at least once each class period which helps those who have pent up energy and don\’t know what to do with it. Have some understanding and leniency for those students who have this energy and take care of it using silent means. In other words, students who are using squeeze balls, twisting their pencils or otherwise engaged in movements with their hands that don\’t make noise for the other students.

Most students, even college students, don\’t have the ability to focus for an entire 45 to 50 minutes to listen to a lecture. Use a plan that increases the participation of the students so they are actively learning and not as apt to cause a disturbance for the other students. Hands on activities work very well for students who are active.

Students respect and care about their teachers who they know, like and trust. Talk to your students in the hallway, when you see them in the lunch room or the grocery store. If you see them mentioned in the newspaper or year book make a comment that let\’s them know you saw them and take notice of what they do.

Students who are disruptive will respond to teachers who just stand close by. This disruption usually takes the form of poking other students, crumpling papers, talking or passing notes, or pulling the clothing of the students next to them. For those truly disruptive students you might want to teach from the back of the classroom (where most of these students enjoy sitting).

Students are children first and students second. They become disruptive or are ornery when something else in their life isn\’t going well and they are expressing their anger and frustration with another situation outside the classroom.

Students who continue to be disruptive may need a few reminders to get the classroom back in order. Start with a reminder of the rules. This isn\’t a reprimand and can be directed to the whole class. This is a great way to remind the entire class of the rules without overtly singling out one student. Most, if not all, of the class will know who you mean. Some teachers complain that they shouldn\’t have to remind students over and over again – but the answer to that is that you will have to because they are children.

The next step is to warn the student, either verbally or in writing. This should not be delivered in front of the entire class but privately. Written warnings are most effective and can require the parent signature.

The teacher can choose to give another written warning for the next step or the student can be sent to the office. When the first three steps are followed this step is rarely needed. All steps should be approached without anger. There is no need for shouting or anger. Teachers should not give into any begging for leniency but instead point out that the next day the student has another chance to make it all right again.

When a student has made it through to step 3 the teacher should consider making assigned seating for the classroom where the students who are disruptive aren\’t seated next to the other student who participate in their antics.

Because transitions are also problematic for students who have ADD challenges or other younger students always give them a predictable structure and enough warning when you are going to change what is happening in the classroom, including when the class will be finished and transitioning to another subject.

Using some simple strategies teachers are able to maintain order, rein in students who are disruptive, and help those who have more energy than they can expend.