Classroom Management Strategies

A List of Strategies

For pre-schoolers:

• Teachers should provide clear and concise instructions.
• Use short and simple directions (Cook et al., 2018).
• Model the behaviour or activity you want the students to do.
• Give the students plenty of time to respond to your directions.
• Be consistent with your expectations for student behaviour.
• Establish a daily activity routine and stick to it as much as possible.

For elementary school students,

• Teach expectations for behaviour at the beginning of the year and review them often.
• Have a set of rules posted in the classroom and refer to them often.
• Use positive reinforcement such as verbal praise, awards, or privileges to encourage desired behaviour (Burden, 2020).
• Please encourage students to take responsibility for their behaviour by allowing them to help create class rules.
• Use logical consequences for misbehaviour, such as loss of privilege, time out, or extra work.

For middle school students,

• Teach expectations for behaviour at the beginning of the year and review them often.
• Have a set of rules posted in the classroom and refer to them often.
• Please encourage students to take responsibility for their behaviour by allowing them to help create class rules.
• Use logical consequences for misbehaviour, such as loss of privilege, time out, or extra work.
• Avoid using punishment such as scolding, yelling, or physical punishment.

For high school students,

• Teach expectations for behaviour at the beginning of the year and review them often.
• Have a set of rules posted in the classroom and refer to them often.
• Please encourage students to take responsibility for their behaviour by allowing them to help create class rules.
• Use logical consequences for misbehaviour, such as loss of privilege, time out, or extra work (Kwok, 2019).
• Avoid using punishment such as scolding, yelling, or physical punishment.
• Try to redirect misbehaviour into positive behaviour through distraction or refocusing on a different task.

A Summary of the Occurrences in each stage

The pre-school years are a time of great physical, social, emotional, and cognitive growth. Children this age explore their world and learn how to interact with others. Their cognitive skills are developing rapidly, and they are beginning to understand concepts such as cause and effect. Pre-schoolers’ emotions can be quite volatile, and they may have difficulty regulating them. Providing a safe and nurturing environment for these young learners is important. Children continue to grow and develop physically, cognitively, emotionally, and socially during elementary school. They are learning to read and write, and their mathematical skills are increasing (Kwok, 2019). Their ability to think abstractly is also developing during this time. This is when children form more intimate friendships and create a sense of self-identity. They also become more aware of the emotions of others and learn to empathize with them.

Middle school is a transition for students, both physically and emotionally. They are going through puberty, which can be a challenging time. They are also dealing with the increased academic demands of this stage (Cook et al., 2018). Middle school students often become more interested in their social lives and may form cliques or gangs. High school is a transition for students, both physically and emotionally. They are going through puberty, which can be a challenging time. They are also dealing with the increased academic demands of this stage. This is when they need to think about their plans and goals.

Tips

The most important thing is to be aware of your student’s developmental stage and adjust your expectations and management strategies accordingly. For pre-schoolers, it is important to provide a safe and nurturing environment (Lee & Van, 2018). A mix of positive reinforcement and logical consequences for elementary school students works well. Middle school students may need extra support as they transition through this challenging time. High school students will appreciate having some input into their learning experiences. All students will benefit from a predictable routine and clear expectations. Promoting positive social interactions is also important for all age groups.

References

Burden, P. R. (2020). Classroom management: Creating a successful K-12 learning community. John Wiley & Sons.

Cook, C. R., Fiat, A., Larson, M., Daikos, C., Slemrod, T., Holland, E. A., … & Renshaw, T. (2018). Positive greetings at the door: Evaluation of a low-cost, high-yield proactive classroom management strategy. Journal of Positive Behavior Interventions, 20(3), 149-159.

Kwok, A. (2019). Classroom management actions of beginning urban teachers. Urban Education, 54(3), 339-367.

Lee, M., & Van Vlack, S. (2018). Teachers’ emotional labour, discrete emotions, and classroom management self-efficacy. Educational Psychology, 38(5), 669-686.

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Classroom Management Strategies

Assignment Content
Create a list of classroom management strategies for each stage of development.

Consider the research and the readings from this course.

Summarize what occurs physically, cognitively, socially and emotionally during each stage of development in each age group.
What tips would be most helpful to you as you create your classroom management plans for the various age groups of students?