Our
newest department member, Aya, approached me after first period to proactively
address an English 3 class where there are a large number of talky, maybe
disrespectful boys. I thought it might be helpful to have a few
experienced department members with different classroom styles and
backgrounds to weigh in with one or two ideas about how to address – on the
front end and moving forward – a class like this. I thought we could all
just “reply all” … and if you have a chance, check in with Aya too. If
you’re too busy, no worries! I know that I’ve left many many excellent
class managers out of the “to:” line… so if you think that others would be good
at this crowd sourcing, please forward.
Here
are my two strategies:
1. Get a classroom routine going
immediately that brings peace/quiet to the class. This could be Book Love
or Opening Writing or other Do Now. It could even be a quiz. I’ve
found that once it’s quiet/attentive, things are easier to KEEP that way,
rather than trying to fight for attention. The quiet time also allows you
to collect yourself and to address individual “hold outs” and/or to check in
with individual students. I REALLY think Book Love works wonders for
this.
2. Make it a rule from the beginning
that no one speaks over anyone else. So, when you’re giving instruction,
everyone is quiet. Wait students out. Then call individual student
names, “David, can I have your attention?” You might have a “gimmick”
like raising a hand or saying “all eyes on me”…. Most importantly,
be absolutely consistent. If you get them quiet, then begin to give
instruction and they begin to talk again, stop. Wait it out.
Also,
there’s a good Edutopia article that I’ve shared before that you might find
helpful about this topic: 8 Proactive Classroom Management Tips
Jordan Stob:
I echo David’s sentiments on Book Love. It sets a quiet
and calm tone, and if you are visibly reading something on your own during this
time, you are modeling what you’d like them to be doing. That way, if a student
is talking too much, you can quietly address behavior with them to avoid the
whole “making a scene” thing.
Jared Friebel:
My Period 9 is a chatty bunch with lots of friends. 6-7,
in particular, were “excited” to see each other in class. I just tried to:
1. Use lots of direct eye-contact
2. Engage them (by name, as David said) in our conversation.
I have learned few names, but I already made a point to learn these six boys’
names and to use them when asking them a question or when they raise their
hands.
3. When they raised their hands, call on them and then
directly thank them by name. Sort of a kill-them-with-kindness approach.
4. Be in close proximity to them by setting up rows of desks
that are no more than two deep
5. Consistently use the phrase “this will help you
understand.”
One kid named “Daniel” said he goes by “Jamal” when I was
getting their names. Of course, he and his friends snickered, so I gently said
something to the effect of “Really? Come on, I want to know your right name.
I’m guessing it’s not Jamal if you’re smiling and laughing.” He caved after I
paused for a few more seconds and told me his parents, siblings, and friends
actually call him “Daniel,” not “Dan.” And then I continued all of the
above—1-5—with him throughout the period.
I’m not saying all of these strategies work for everyone,
but they’re my go-to’s. For sure, the class offered me all sorts of
opportunities to think and act on my feet. I had to be diligent about classroom
management throughout the entire period while also being aware of those around
the 6-7 boys who just want to be in class and learn. So, it’s not easy. But,
being deliberate about killing them with kindness, order, and direction now
will pay dividends later (I hope).
Sarah Scholz:
One thing to add: I get to know the interests and
activities of these potentially problematic students as early on as possible.
That way I can engage in a short conversation before or after class about a
sport or hobby of theirs, making myself more human in their eyes.
Mike Palmquist:
Remember that the Lit Lab can
offer you a hand with that class. We can work together to create some
methods that will make sure everyone is getting what they need.
You should know that many, many
teachers in our department use the lit lab just to make class smaller and more
manageable for activities that require attention and focus. It’s not a
concession or lack of mastery to have another person around to help.
Kate Saunders:
Lots of good advice already, but
I wanted to add that if you have a chance to observe another class (especially
an E3 class), you can get lots of ideas on different approaches J
