10 Ways to Sabotage Your Classroom Management

By Jennifer Gonzalez

Middle Web

In her article "10 Ways to Sabotage Your Classroom Management," Jennifer Gonzalez outlines common mistakes teachers make that can undermine their classroom management efforts. This comprehensive guide offers educators practical alternatives to these detrimental habits, aiming to foster a more conducive learning environment. The article is published on MiddleWeb and is their most-read piece, indicating its significant impact on educators.

1. Smiling at the Wrong Times

Gonzalez points out that smiling at inappropriate times, such as when a student misbehaves, can encourage further disruptions. She suggests maintaining a neutral, on-task facial expression to signal seriousness and having private conversations with class clowns to delineate between humorous and serious moments.

2. Handling Problems Publicly

Publicly addressing student misbehavior can embarrass the student and escalate the situation. Gonzalez recommends addressing issues privately, such as by placing a post-it note on the student’s desk or speaking quietly by their side, to minimize spectacle and confrontation.

3. All Sound, No Sight

Many behavior problems arise from students not understanding verbal instructions. Providing visual cues, like writing steps on the board, ensures students know what to do and reduces the need for repeated reminders.

4. Not Waiting for Quiet

Teachers often start talking before the class is completely quiet, causing students to miss instructions and increasing the likelihood of disruptions. Gonzalez advises waiting a few extra seconds until the class is fully attentive before speaking.

5. Making Students Choose Between Listening and Reading

When teachers distribute handouts while talking, students cannot simultaneously listen and read effectively. Gonzalez suggests giving verbal instructions first, then allowing students quiet time to read the material without interruptions.

6. Only Speaking in “Don’ts”

Focusing on what students shouldn’t do can inadvertently reinforce the undesired behavior. Instead, teachers should give positive directives, telling students what they should do, thereby redirecting their actions constructively.

7. Taking Too Long

Long lectures about off-task behavior waste instructional time and annoy other students. Gonzalez recommends addressing issues briefly and postponing extended discussions until after class if necessary.

8. Staying Up Front

Remaining at the front of the classroom prevents teachers from noticing early signs of misbehavior. Gonzalez emphasizes the importance of moving around the classroom regularly to maintain proximity and address issues promptly.

9. Focusing on the Problems

Focusing solely on misbehaviors can overlook positive actions. Gonzalez advocates for acknowledging good behavior, especially in students with self-control issues, to reinforce desirable actions and encourage better behavior.

10. Taking Things Personally

Taking student misbehavior personally can worsen the situation. Gonzalez suggests viewing oneself as a service provider, akin to a dentist treating a cavity, to maintain a professional distance and address issues without emotional entanglement.

Gonzalez concludes that classroom management is a complex skill that takes years to develop. By avoiding these common pitfalls and adopting more effective practices, teachers can create a better learning environment for all students.

For more detailed insights and practical advice, read the full article on MiddleWeb.

Original Article

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Prepared with the assistance of AI software

OpenAI. (2024). ChatGPT (4) [Large language model]. https://chat.openai.com