You’re a new teacher. How can you manage your classroom effectively?

Policies, procedures, and routines, like anything ekse take time to learn. The time spent practicingband learning them will be beneficial in the long run and will help your classroom become more self- managed. Be clear and consistent and practice, practice, practice. In most cases, failure to follow a policy or procedure should be met with the opportunity for more practice rather than with punishment. Punishing students when they haven't learned something will cause them to be resentful and will hinder your rapport.

One thing I found helpful is to make sure you have clearly planned and shared exactly what you want your classroom expectations to be. For example, don't just say "Lineup." Be specific about how you want their bodies to move, what their voices should sound like and what they should look like when they've met the expectation.

Para establecer reglas lo más importante es cumplirlas el mismo profesor y hacerlas cumplir a los estudiantes. Lo mejor en lugar de hacer un decálogo es reducir a tres las normas de la clase: Primera: Traer el material (dar la lista antes y hacer un seguimiento de que lo traen por ejemplo una vez al mes, lo que nos evitará insultos y agresiones en que un estudiante quita material a otro porque no lo ha traído). Segunda: Mantenerse en el sitio que corresponda. Se puede sentado, de pie o en el suelo; individualmente, por parejas o en equipo... Tercera: Respetar el turno de palabra. Explicar que cuando el profesor habla, los alumnos se callan; cuando habla un alumno, el profesor y el resto de alumnos se callan, lo que evitará conflictos.

Procedures and routines are the lifeblood of classroom management. Consistency is key. What the procedure is today should be the procedure tomorrow. And, if possible,the routines should span at least the team of teachers, if not the grade level or campus. Routines need to be practiced. It doesn’t matter what age level you teach, you must show, not tell, and reinforce the behaviors you want to see in your classroom. Routines can change, but they should change in response to student feedback on how well they are working within the classroom. Get feedback routinely and make changes to reflect the student feedback. If you ignore their input, that tells the kids a lot about their value in the classroom.

Que te conozcan y conocerlos a ellos. Establecer una relación basada en la confianza y el respeto es primordial en un aula. Depende mucho también de la edad de tus alumnos. En mi caso, estudiantes de entre 6 y 8 años, tengo necesariamente que potenciar el acatamiento de unas normas (que se dan entre ellos a través de diferentes dinámicas) e ir poco a poco estableciendo una serie de rutinas de comienzo del día (asamblea, ronda de preguntas, la noticia del día, el cuento del día...) para predisponerlos a empezar a trabajar.

Building positive relationships with students is essential for creating a nurturing classroom environment. One effective approach is to actively engage with each student by showing genuine interest in their interests by asking authentic questions. Using their names regularly, offering warm greetings, and actively listening to their thoughts and concerns fosters a sense of respect and connection. Additionally, providing regular praise, demonstrating empathy, and creating opportunities for students to share and interact contribute to a supportive atmosphere where they feel valued and motivated to actively participate in their learning.

In my 30+ years in the high school classroom, I found that building relationships made teaching much easier. Students trust the teacher and want to be in the classroom when there is a strong relationship. Someone once coined the term "behave-in" defined as the student behaving to stay in the classroom. Often students misbehave to escape a classroom. I always strived for the classroom they wouldn't want to leave. One way I got to know students was having them share good news on Mondays. It wasn't required but encouraged. I got to know what they liked to do on the weekend and what made them feel important and valued. After they graduate, former students friend me on Facebook or greet me warmly when we see each other in person. Win-win!

Building positive relationships with students lays a strong foundation for effective classroom management. Get to know your students: Take the time to learn about each student's interests, strengths, and challenges. Show genuine interest in their lives beyond the classroom. Establish trust: Be consistent, fair, and approachable. Show empathy and understanding towards students' feelings and perspectives. Active listening: Pay attention to students' thoughts, concerns, and feedback. Validate their experiences and demonstrate that their voices are heard and valued.

I once heard someone say, "Plan the activity or be the activity". While perhaps not every group of students would turn your classroom into chaos if you weren't fully prepared, you certainly will be more likely to have to deam with unwanted behavior if your lessons are not adequately prepared.

Planning and preparing will help you gain respect. The students will be inspired with your method and this can give a good head-start and can prove a good stepping stone to setting overall balance.

Planning is the most important (and most time consuming) thing you can do as a new teacher. Making the lessons your own while also not “reinventing the wheel” will help you gain confidence in your skills.

Consider looking at the research--especially long term--on behavior systems before you jump on this bandwagon. I recommend focusing on building a classroom culture of respect, having strong rapport with students, and encouraging, equipping, and empowering them. Don't waste your time trying to catch every behavior. Even with entirely positive systems students will feel resentful when not noticed. And they will focus more on the system than on learning. This is not to say you should not provide feedback to students. Certainly positive feedback is especially a good idea. But don't make students try to earn your approval.

Animar a los niños y jóvenes a continuar centrando su atención en el aprendizaje anima a repetir la conducta en positivo. Expresiones como «haces el trabajo muy bien», «estáis trabajando bien», «me encanta cómo es esta clase», «sigue así», «sois una buena clase», etc., animan al alumnado, mantienen alta la moral del grupo, hacen el ambiente más cordial y, en consecuencia, cuando se dicen de manera sincera, la motivación crece. Para motivar a los niños y jóvenes es tan importante reconocer que las cosas se han hecho bien como señalar que no ha sido así, según sea el caso. El refuerzo positivo y sincero, no exagerado, en el momento oportuno, facilita la repetición de conductas positivas, evita las negativas e impide el conflicto.

Student behavior should not be manipulated. Coersion does not help students learn to be productive members of society. Students should be taught to correct their actions and should not perceive that the teacher likes them less than others due to a behavior area in which they struggle. This is not to say that there should not be consequences for students' actions. But help the studentvsee the connection of the consequence to the specific behavior. Rather than "I have to miss free time because I was bad". "I was yelling and throwing things on the bus, so now I need to spend some of my free time practicing how I should sit and act on the bus."

Instead of worrying about classroom “management” focus first on building relationships with students. In my experience , these are the top three strategies to start with: 1. Listen. Show genuine interest in your students' by actively listening to them. This will build trust and shows a student that they are valued. 2. Look for the Good. Point out and praise students not only for academic achievements but also for their effort, appropriate behavior, and collaboration with peers. This will bill a strong classroom community. 3. Learn. Get to know each student personally, and tailor your lessons (UDL) to meet their needs. This will empower each student to reach their full potential and show them you’re there to support them!

Develop skills to deal with students calmly and empathetically. Feedback given to students must be non-threatening.Build relationships and bonds with the students.This needs to continue tirelessly!

Even veteran teachers reflect on what went well and what didn’t. Having that reflective moment will help you see what you need to change or modify for the next time. Sometimes I’d modify lessons while teaching them if I found they weren’t working. This is ok! Being flexible is one part of being a good teacher.

If a student is exhibiting behavior that is disruptive, consider whether that student is feeling a need for attention or a need for power. If so, you should find ways to meet that need. Avoid actions which would make the student feel less valued such as moving them away from others. Also avoid a power struggle. Give the student options. "Billy, we are about to begin our science activity, but you seem to be having trouble staying in your seat. If you prefer the floor, I dont mind giving you some independent work and allowing you to sit on the floor near my desk out of everyone's way. If you would like to participate, I need to know you can stay in your seat and follow the safety procedures. What do you think you would prefer to do?"

I agree with the lists on this topic. However, I wanted to add: “Maintain Consistency and One Size does not fit all”! Remember, effective classroom management is an ongoing process that requires patience, flexibility, and a willingness to learn and grow. You cannot do the strategies for a while and then taper off; that’s when you get in SERIOUS trouble! In addition, with time and experience, you will develop your OWN style and strategies that work best for you and your students!

Enjoy each day. Try and work hard. Get to know your students and their families. Reflect often. Enjoy the ride and know that it will get easier. Thank you for positively adding to the incredible career of teaching.

Es muy importante que un profesor nuevo quiera practicar en el aula las metodologías y los recursos didácticos innovadores que ha aprendido, mantenga en el largo plazo la ilusión por enseñar y aporte mejoras a la educación de sus estudiantes. Conviene empezar poco a poco, en cuña, es decir, despegar como un avión y no como un cohete, ya que la resistencia a los cambios e innovaciones de los profesores nuevos, en los centros escolares que no actúan en colaboración es muy grande. Cuando las técnicas de los profesores nuevos funcionan, hay docentes que creen que dejan en evidencia el trabajo de los profesores menos innovadores. La clave es formarse, leer sobre didáctica y aprender de manera sostenida en el tiempo durante toda la vida.