Some years ago, I entered my first middle school classroom sure
I was ready to teach. I had mastered my
curriculum – so I believed – and was well versed in lesson planning and
instruction. Nervous with anticipation,
I opened the door and dove in.
I was not prepared for the chaos that ensued. What happened to the Norman Rockwell
classroom? Why were my students
disorderly, unorganized and generally acting like teenagers? My undergraduate education program had provided
me neither the tools nor the strategies for coping with 30 youngsters with
raging hormones.
After having a good cry in the teachers’ lounge bathroom, I
took a deep breath, called it a day, and scheduled an appointment to get advice
from my university mentor.
Where had I gone wrong? Why didn’t my students
like me? How was I supposed to get them to come to class on time and be ready to
learn? My mentor asked me about how I
set the expectations for how students should act in class. I had no response.
Thus began the journey of real teacher prep and classroom
management!
Sadly, many novice teachers and even veteran teachers
struggle with classroom management, much like I did during my first few weeks
on the job. Without good classroom
management skills, no matter how well teachers plan or how knowledgeable we
are, the lesson suffers.
Today’s teacher prep programs must take the time to focus on
classroom management instruction. Classroom
management techniques should be taught not only through traditional lectures
and assigned readings in proven classroom management techniques and strategies,
but also via modeling, observation and of course, technical practice PRIOR to any
educator stepping foot into a classroom. Preservice teachers must be provided numerous and varied opportunities to
practice, receive feedback, and observe classroom instruction in order to
develop a management style that works for them.
“No textbook alone can teach how to manage time effectively,” indicated a preservice teacher
in my school. “I learned many techniques
for classroom management on the job through observing master teachers and
incorporating their best practices into my daily routine. I used what worked for me pulling from sound
educational research as well as practical experience. Once I had clearly established norms and
routines, the delivery of instruction began to flow.” She went on to tell me
that, “What is important is how my classroom is managed once the bell rings and
the door closes.”
I became an expert classroom manager because my students
deserve rigorous teaching and learning. Good
classroom management is the key to a successful school year. My superpower is teaching, what is
yours?
Sheryl is a member of the NCTQ Teacher Advisory Group