Classroom Management.

Since the first few weeks of my student teaching, classroom management hasn’t been something I’ve struggled with.  (Although I do struggle with the term.)  The first week of my student teaching I planned a lab.  Everything went smoothly, except clean up.  The lab was a mess.  Nothing was put away.  Nothing was set for the next class (which was starting in 4 minutes).  Nothing was put away.  The students left the lab happily chatting, completely ignoring my requests for help.  The rest of the day didn’t go so smoothly.

My mentor, Tony Phillips, helped me process the day.  He insisted I share with the class my disappointment with their behavior and my expectations for the future.  I was nervous.  My hands were shaking.  My voice was wobbly.  My eyes were huge.  But I did it.

I expressed my disappointment and my expectations without raising my voice.  (One of my core beliefs is not raising my voice with students — actually, I try not to raise my voice ever.)

It has been a skill I’m thankful Tony taught me.  And it is a skill I put into practice last Friday and today.

I teach a ninth grade English class made up of 25 freshman, sophomores, and juniors.  It is an eclectic mix.  They talk incessantly.  I ask often for them to quit talking. Two minutes later they are chatting.  I gather everyone’s attention for Mid-Workshop Teaching Points.  They talk after I finish.  I ask students to move seats.  They continue to talk.

On Friday I had enough.  I didn’t raise my voice, but I did threaten detentions.   And I spent the weekend reflecting.

I remembered how classroom management is the backbone of successful workshops.  Until there are procedures and expectations established and followed, true Workshop will not emerge. 

If I were a coach in my classroom, I’d be having a heart-to-heart about establishing procedures and expectations during work time so writing actually happens and my conferring would be more effective.  I’d brainstorm ways to make this possible.  I’d encourage myself to follow through.  I’d brainstorm ways other than detention to encourage students to follow the expectations we established as a class.  And then I’d smile and tell myself I’m a teacher and not a brain surgeon.  Come Monday morning, I could make things work.

Monday morning came.  I used a seating chart to help students make wise choices during work time.  It also allows some open seats so students can move if they are unable to work near their peers.  I reminded students of the expectations we developed at the start of the trimester.  I spent some of my conferring time monitoring the class as a whole and redirecting any potential problems.

It was a good day in Writing Workshop.  Clear expectations and follow through make all the difference.