Battle-Tested Classroom Management Strategies That Really Work

In my training year as a teacher, I remember being given a list of classroom management strategies. “Great!” I thought, until I realised that reading them without actually being out in a classroom situation was about as much good as a chocolate teapot.

The list did not come in that handy when faced with a 13 year old boy with anger issues who thought it was great fun to throw his classmates P.E. kit out of the window.

I am not ashamed to say I panicked and promptly lied! I informed him (after glancing at my computer screen) that he had an urgent message waiting for him at reception and that he was to go and collect it. Removing the child from the situation enabled me to calm the class and get them engaged within the task set. It also meant that when the pupil returned I was able to meet him at the door and deal with his behaviour on a one-to-one basis preventing a confrontation in front of the class which would have served as entertainment to the class and a chance for the boy to try to demonstrate again that he “don’t care!”. By doing this I was able to award him the consequences in a calm manner and it gave the child the chance to reflect on his behaviour.

Please do not think for one second that I feel lying is the answer to classroom management. It is not, but at times a mere list of ideas is not going to cut it. At times we have to get creative.

Here is a mixture of that list that failed me initially, but has become useful since, and some of my more creative approaches:

Turning it around

When a child has drawn or written something inappropriate within their work book rather than the task set, I praise them on their creative streak. Usually students draw inappropriate things to shock people (when I say people I mean teachers) and by being rather blasé about their “work” it makes their attempt at rebellion pointless and often the pupils then decide to get back on task.

Distracted pupils

During question and answer sessions, if I see a child that is not on task, I ask a question and pretend that they have answered it, using their name in the praise. “Brilliant Sarah! That’s right. It was Mercutio that was killed.” I find that by praising the child it shocks them out of their distracted state without the need for confrontation.

Reprimand with a smile

Rather than barking “Don’t swing on your chair!” I have found I get a much better response from uttering “I’m sure you wouldn’t be swinging on my chair, would you?” It again prevents the confrontation and keeps a positive attitude within the class.