Classroom Management: Some Thoughts – Cyndy Saunders
HallMemorialSchool
Willington, CT 06279
1) Understand that every student is a good kid trying to find a niche in the world.
2) If you believe you’re in charge, they’ll believe you’re in charge.
3) Body language speaks loudly – use it, but use it respectfully.
4) Never scream.
5) Treat them the way you would want your principal to treat you.
6) Show them that education is important to you. Show them that you’re a lifelong learner.
7) Take the time to compliment and show interest in them as individuals. Take the time to
understand their frustrations.
8) Find a few phrases that work for you, then use them regularly: “Eyes up here…”
9) Tell them in advance the behavior that’s expected of them. If they don’t behave as
expected, calmly regroup and try again.
10)Deal with problems, but choose to focus on the positive. Choose to see problems as
challenges, not burdens or annoyances.
I asked my students to share with me three reasons why they think my classroom is a place where students choose to behave appropriately. What follows is a compilation of their comments.
A) ACADEMICS
* Lessons have variety: lectures
group activities
independent work
discussions
hands-on activities
oral reading and drama
“You set up your lesson plan nicely by having an activity almost everyday and putting time for you to talk also.”
* Students are busy: “We are always doing something.”
* Lessons are clear and easy to follow: “You take the time to explain things, not just tell
us what to do.”
* If students try, they can succeed: “You want us to do well.”
* Lessons are usually interesting.
B) RULES
* Rules are broad – not too specific: Play Fair; Be Kind: Work Hard
* Rules are regularly repeated.
* Students are expected to follow the rules: “You set the rules and stick by them.”
* “We know our limits.”
* “If we do get in trouble, you show us our mistakes but don’t make a really big deal out
of it.”
C) RESPECT (This is clearly VERY important to the students!!) “You give us respect, so we
return the favor.”
* “You don’t yell.” “You ask us to stop, but don’t yell at us.”
* “You always are respectful to a person when you are explaining what they did was
wrong. Equality means a lot to teenagers.”
* “Instead of threatening your students with warnings, you simply say, ‘Let’s play fair.’”
* “It seems not to bother you as much as some teachers, so kids don’t feel the need to
act out.”
* Reprimands are generalized rather than specific: “’Will all the noise going on please
stop.’ This makes it so you aren’t just talking to one person.”
* “You tell us why we should be quiet (give an explanation).”
* “You accept kids as they come and work with them to understand them.”
* “You listen to our side of the story and don’t assume why things happen.”
* “You would do anything to help one of us.” “You help the kids out that need help.”
* “You listen to our opinions about things. You don’t just say, ‘No, that’s wrong.’”
* “You’re reasonable, like with due dates we get to help decide them.” “You give us
breaks and extensions when we need them and are flexible when we need you to be.”
D) ENVIRONMENT
* Room feels calm
* High expectations
* Support for success
* Focus on the positive
“Mrs. Saunders isn’t easily aggravated, which is what kids look for.
They make it a game to annoy the teacher.”
“You trust us, and we trust you.”