Any classroom management tips for a January refresh?

In the blog last week, I talked about how to set the tone for your classroom in this mid-year reset. This week, I’m going to focus on one of the biggest contributing factors to a classroom’s tone: Classroom Management.

Effective Classroom Management Strategies

Classroom Management is a HUGE topic, so today let’s just focus on these heavy hitters:

• Routines/Procedures

• Communication

• Follow-Through

Routines and Procedures

In a previous post, I talk about strategies for setting up classroom procedures and routines at the beginning of the school year and honestly, it’s not a bad place to start in January. This is a great time to evaluate current classroom routines and procedures to address problem areas and adjust any routines that aren’t working (I’m looking at you, pencil jars) as well as reinforce expectations with students after the long break. Common areas I tend to tighten up in January include: arrival & dismissal, transitions, bathroom, and hallway.

Here are a few ideas for each of those hot spot areas:

• Arrival:

  Those first 10 minutes of your school day play a huge role in setting the tone for the day. Think about exactly what you want students to do as soon as they enter your room. What is the flow of traffic? What should the room look/sound like? In what order should they do things? What should they do when they wait? Write this out, go over it, and practice as a class. You could even have a laminated checklist on each desk (post-it note size) with the tasks students need to complete in the morning.

• Dismissal:

  If you are struggling with the empty time between pack-up and the office calling for dismissal, try introducing some quiet games like 20 Questions, Guess My Number, or Charades. I typically start the game and then whatever student “guesses” correctly gets to be the next in line.

• Transitions:

  Some teachers have found a lot of success using visual timers on the board (like this timer or one on your SMARTBoard). You could also use a certain song as an “auditory” timer. For instance, by the end of “Upside Down” by Jack Johnson, my students are expected to have reading supplies put away and join me back on the carpet. The first few times expect to give the class reminders like “We are halfway through the song” or “There’s only one minute left” but then they’ll get used to the song and it’s such a happy way to transition. You can also play “Beat the Song” by trying to see if the whole class can be at the carpet before the song is over earning a class point towards a class reward.

• Bathroom:

  I find a lot of bathroom issues are due to needing to tighten up procedures. (How do they know who’s next in line? Who still needs to go? etc.) and/or boredom. For procedures, one of my co-teachers had a girls line and a boys line where students stayed standing if they needed to go to the restroom and sat down if not (or once they came out). The first three standers went in and then as a student came out, they tapped the next student standing in line. The teacher either read from their class read-aloud or did math flashcards while they waited. It was seamless.

• Hallway:

  I like to attach classroom expectations to an easy-to-remember visual - like a train. You can use the train analogy to say “headlights forward” (EYES lol), only the conductor can honk the horn (the teacher), stay on the tracks, don’t go too fast or too slow, etc. Another idea is to sing a sweet song before you enter the hallway that helps remind students of the expectations. This one is to the tune of “If You’re Happy and You Know It”: “If you’re ready for the hall, tap your toes (tap, tap). If you’re ready for the hall, tap your nose (tap, tap). There’s no talking at all when we walk through the hall. If you’re ready for the hall, lips are closed (mime zipping your lips)”. Younger grades especially love this song.

The saying about assumptions is SO TRUE. As teachers, we are often willing to teach in obvious academic deficits but expect students to just know how to behave “correctly”. Just like you will probably need to reteach some math skills this semester, anticipate needing some teaching and practicing to get the hang of expected behaviors and procedures again after winter break.

Communication

How we talk to students can make a huge difference in the tone of the classroom. If you have been trained in Positive Behavior Support, you have probably heard the ratio of providing 4 positives to every 1 correction. Are you pointing out the expected behavior more than the unexpected? Some teachers (and students) find it helpful to have a system in place to make the positive acknowledgments more concrete like Class Dojo or a class economy.

Beyond your positive reminders, you also want to check-in with how your redirects and corrections are coming out. When you can, try to switch to a positive tone. (No, I’m not just referring to cheerleader sickeningly sweet). I mean changing “Stop running” to “Use walking feet.” There are a few studies out there that demonstrate the effect this can have not only on the mindset of students but also on the success rate because what their brains hear (“running” vs “walking feet”) registers more than the directive (“stop” or “use”).

Finally, be proactive with parent communication this semester. Grab a roster and start keeping track of home connections. Set an attainable goal for yourself (check in with each family once a month) and stick to it. Some teachers even try to follow the 4:1 ratio here as well! (4 positive notes home for every 1 negative… per family)

Follow-Through

The New Year is also a good time to revisit what happens when all of the above interventions (reviewing procedures, giving positive remarks, communicating effectively) don’t work. Most school buildings will have a continuum for what to do when a student is exhibiting unexpected behaviors. Are you still adhering to the school policy? Are there any areas that are either unclear or just aren’t working for your room? This is a great time to reach out for support and clarification. Be specific with what isn’t working. “Johnny is continuously interrupting my lessons even after I have sent him out - do you have any suggestions with how I should handle that or what I could do the next time that happens?”

Some students benefit from Behavior Plans where they have 1-2 attainable goals they are working on such as “Staying in my area” or “Raising hand before asking a question”, so now might be a time to give it a week or two and potentially begin one of those. This is also a good time to reach out to previous teachers to see if they have any ideas for what could be helpful.

Overall, classroom management will be the most important thing to address with your classroom as you begin this second semester so you can be freed up to truly teach and enjoy your days. It is so worth taking the time to really address what went well last semester and what may need adjusting. What areas do you feel like you could use some support starting this new year?

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