Specials teachers do NOT get enough credit for how solid our classroom management needs to be. We have challenges that other teachers couldn’t imagine facing, such as having several different groups of students in and out of our rooms every day, teaching a wide range of ages and ability levels, and coordinating daily activities that are outside of the “normal” pen and paper school work that students are accustomed to.
Here are three things that I wish I new sooner about classroom management as a specials teacher.
1. Review expectations before the students enter the room.
This works like magic for my most challenging groups. I line students up outside of my room before they enter class and explain the “do-now.” I then remind students that I want them to demonstrate that they are trustworthy by entering the classroom calmly and quietly, put their coats and lunchboxes at the side, and wait in line for a pencil and paper respectfully.
Here is another key; I tell my students that the first five minutes of class shows me how they are going to act for the rest of the period. I tell them that if I am impressed, we will continue to do the fun activities I have planned. If I am not impressed, we will have to stop and discuss what went wrong so that we can plan for next time.
The beginning of class is the FIRST TRANSITION that they experience in your room. If you set it up to be a good one, the rest will be much easier.
2. Avoid too much direct instruction in your lessons.
Lesson planning and classroom management go hand-in-hand. The content, pacing, rigor, and so much more will affect the students in your classroom. I have found that too much direct instruction is one of the most common pitfalls for student misbehavior.
It’s hard to listen to the same person talk for a long time. Think of your last professional development day. Ugh. For kids it is even harder.
Try building your lessons so that students don’t have to just listen for too long. Worksheets, small group discussions, videos, games, puzzles, puppets, art, instruments, etc. are all wonderful ways for your students to have a break from listening. When you need to get their attention again, they will be much more interested in what you have to say.
3. Your mood in the classroom will be key to building positive relationships.
If you are positive, excited, and pleasant towards the students; it will show them that you love being in the classroom.
This translates into your students feeling appreciated, because they are PART of this classroom. If you are negative or unenthusiastic in the classroom, your students will see this as a reflection of THEM.
While this is the most POWERFUL tool in your teacher toolbox, it is also the hardest to maintain. People in all professions have bad days, but teachers have to work extra hard to prevent these days from souring their demeanor in the classroom.
My advice to staying cheerful in the class? Take time for yourself. Teaching can be so draining. Make sure that you are giving yourself time to rest and recover after long days. Find things that you enjoy and make sure you are doing them with people whom you enjoy being with.
If you are struggling in the classroom, reach out to someone who teaches a similar subject to see if they have any ways to help. But most importantly, don’t worry if every lesson isn’t perfect. Give yourself time to learn and get better. As long as you stay positive, your students will still love having you as their teacher!
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