Classroom Management

As we reviewed in the last post, having high expectations for student success is prerequisite to students succeeding. That said, success cannot be accomplished without a well-managed classroom.

I heard noted author, Todd Whittaker, give a talk that was, in part, about classroom management. My enthusiastically scribbled hand-written notes from that talk indicate that Todd said (and I paraphrase) that if every teacher in a school were a master at classroom management, test scores, staff and student morale, and teacher retention would go up. 

Before we go much further, it is important to establish a working definition of what classroom management even is.

In the book, The Skillful Teacher, by Jon Saphier, Mary Ann Haley-Speca, and Robert Gower, Fred Jones (2013) is quoted as saying classroom management includes:

• instructional strategies focused on making students independent and resourceful, 

• motivational strategies that help students be more conscientious and accountable, and

• discipline strategies that reduce goofing off, set limits, and train students to be more responsible and cooperate with one another.” (formatting added for emphasis.)

The above bullet points help us envision what a classroom that is skillfully managed looks like. Now let’s go back to Todd Whittaker’s words of wisdom, and imagine a school where every classroom was managed as above. At the risk of one-upping Todd Whittaker, I believe public education, and our culture as we know it, would be improved if every teacher were a master of classroom management. It is really that important.

So, Emmie, does that mean that if I set my classroom up “right” from the start, and I have clearly established rules and expectations, that I shouldn’t expect problems with student behavior? No, dear reader. Nothing could be further from the truth. The late Martin Haberman extensively researched the qualities and characteristics of who he called Star Teachers - educators who have had demonstrated success teaching students from low-income backgrounds. Dr. Haberman said this: Star Teachers expect problems. To underscore this point, he provided the following illustration about dentists. 

“Those who become dentists do not expect to practice dentistry by only giving examinations to those with perfect teeth and advice only to those who follow it. A dentist regards it as a natural condition of his/her work to be dealing with people who have bad teeth and bad gums and who are not always overjoyed about their treatment.”

The story above makes me chuckle, because it reminds me of my dental hygienist, Jessie. Every time I go to the dentist, Jessie asks me if I am keeping up with my flossing. Whenever she asks that, I think we both know the answer darn well. Let’s just say that I’ve never been short-listed to win an award for consistent flossing. 

Does Jessie refuse to treat me because I have tartar buildup? 

No. 

Does she say that because I have an overlap between my mandibular central incisors in spite of five years of orthodontic treatment as an adolescent, making those teeth particularly susceptible to tartar build-up, that I am “not her problem?”

She does not.

Does she go to her supervisor, the dentist, and complain that she “can’t do her job” with me in her chair?

Clearly, that would never happen.

Does she continue to ask me my opinions about life, culture and current events, knowing that I can’t really answer her because her tools are in my mouth?

Yeah, she does do that. It is part of her charm.

It is not the intention of this post to say “all the things” about classroom management. All of those “things” are out there. As a new or novice teacher, or someone who supports them, it is your responsibility to learn them, just as it is Jessie’s responsibility to rid my overlapping teeth of tartar.  It is my explicit intention to convince you, as new or novice teachers, or administrators who support them, how important it is to GUT Check for it. Right now, today. Without classroom management in place, nothing else can go forward. 

G.U.T. Checks for Teachers	G.U.T. Checks for Administrators
Gather Just-In-Time Evidence  Reflect on your classroom management. Use an AI-engine to generate reflection questions to start with. Where do you need to improve, and what support do you need to make those improvements? Work with a coach, a colleague or video or audio recordings of your own practice to get evidence about how your classroom management is working (or not.) ClassroomCheckup.org is a great place to start.	Gather Just-In-Time Evidence  Conduct unannounced observations in all classes of new and novice teachers and provide immediate, actionable feedback.
Use Evidence to Identify Levers for Improvement Connect yourself with resources to support your areas of growth. Again, refer to ClassroomCheckup.org. Also check out the curated resources in the Deeper Dive section.	Use Evidence to Identify Levers for Improvement Based on your observation, what support does this teacher need to be successful? Support from a coach? Modeling? Material resources, like a bell or a timer?
Track the Trajectory of Growth and Improvement  Ask a coach or colleague to come back (or re-record yourself teaching.)	Track the Trajectory of Growth and Improvement Ensure that new and novice staff are following up on whatever resources and supports you provided. If they are not, have a follow-up conversation in person. Within a week, observe the classroom again. Celebrate successes or continue to provide support as needed

Check

• Transparency: How open and honest are you in your communication?

• Reliability: Can I count on you to consistently deliver on your commitments?

• Willingness: Are you open to new ideas and different approaches?

• Urgency: How quickly do you typically address time-sensitive matters?

• Drive: What motivates you to achieve your goals?

• Responsibility: If something went wrong with this, what would your role be in addressing it?

• Learning: What steps do you take to continuously improve and grow?