It’s useful to draw up an agreement list at the beginning of the school year.
Do not only be a teacher pet to the enthusiastic compulsive hand-raisers at the front. Have a plan for dealing with late-comers (a seat near the door?). Let them in on your lesson plan by noting on the board what they are going to be doing in the lesson.
Be aware of which activities stir them up and settle them down. Start the lesson with something to get the students’ attention and interest. Plan a variety of elements into the lesson and have one or two extra up your sleeve for students who finish quickly or to occupy them for the last five minutes. If students say they don’t have time to revise for the test you’ve planned for Thursday, perhaps you can reschedule it for Friday. If an activity isn’t working, skip it and move on. These books may give you some ideas: Game On, Teaching Young Learners: Action Songs, Chants & Games, and The Teacher’s Basic Tools: Making Our Lessons Memorable. Adding some creative activities in your classroom now or then will make students less bored. You don’t always have to stick to the tight teaching schedule. They appreciate the structure, so be firm and don’t argue, particularly with individuals in front of the whole class. They might want to test you but most children and adolescents want affirmation and praise. Try to move around, so you can see all the students, and monitor when they are involved in a task. Maybe you need to change the activity or pace. If you hear a gradually rising murmur or a little chat between two of the kids at the back, nip it in the bud. When you’re speaking, you want absolute silence until you invite responses. Try to keep a balance: Speak clearly, but don’t shout. A pointed look at a misbehaving child should work. A good teacher has eyes on the back of her head. Keep eye contact with students and scan the room to pick up signs of boredom, restlessness or distraction. How can I deal with discipline problems in my classroom? Even when discipline problems stem from reasons outside the classroom environment, it is the teacher’s responsibility to address them and set some boundaries. The reasons may vary: Lack of interest in the subject taught, issues at home with parents, learning disability of the child, fast pace teaching which students cannot keep up. In order to manage discipline issues, the teacher needs to understand how they are caused. In these cases, classroom management is fundamental It helps on focusing on the learning process and makes the lesson more efficient. It is very common for teachers to face discipline problems in the classroom.
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