The teacher is the boss in a class. The students take as much power as they are given! If you do not take the command in class, the students will!
This article is an introduction to this topic and I will start by introducing
- 10 basic principles on class management and control for new teachers and those who wish to reconsider their ways in class
- some ideas to bear in mind when the teacher is starting with a new group and planning the very first lesson with them
Because of its large scope I am going to deal with ‘Class management and Control’ in 7 additional articles under the following headings. There will be some repetition of the key ideas to tie the contents of the articles together and make it a more coherent unity.
| Class management and control | Qualities of good and bad teachers |
| Class control, how to succeed and fail | |
| How to avoid being too tolerant or too strict | |
| Gordon’s principles, a wise teacher | |
| Gordon’s method, a sample dialogue | |
| I- and YOU-messages | |
| Active listening, I-messages and win-win solutions |
Many teachers are afraid of applying CLT principles and student-centred methods because they are afraid of losing control in class.
I sympathize with this feeling since I have experienced it too. My advice is to try out the changes gradually and always tell the students what you are trying to do and why. Besides you can always go back to your old systems. I never did, neither did my colleagues.
10 principles for class management and control, a summary on teacher measures
The teacher
- is the Queen or the King of the class; group control requires authority
- takes the power for him-/herself from the very beginning; otherwise the students will take the power in the class
- has clear rules for behaviour, explains the rationale behind them and makes sure the rules are followed
- is on the students’ side, helping them in all situations
- treats everybody the same way, no matter how good they are as students; the measure of students is not in the grades
- is fair in making decisions and when marking papers
- makes sure nobody is teased or bullied at school and the working environment is peaceful and safe
- gives interesting captivating lessons with a good sense of humour
- creates an atmosphere of mutual respect and patience
- is interested in students as individuals and helps them to find new ways of learning
Many teachers are facing an authority problem with their pupils or students thinking that they are not supposed to give commands to their students. This is a misconception and problems follow. The truth is that the students take as much power as they are given. It is the teacher or students who run the show in the class and every responsible teacher has to realize that they are the Queens or Kings in the class. It is scary for some teachers at first but the other option is a teacher with burn-out and lowered self-esteem. If the teacher is scared of the students, they sense it and take advantage of it.
This does not mean strict military commanding but the students have to respect the work the teacher has put on the lesson in advance at home. Everything we do in class has to have a purpose, a goal and no time should be waisted on unnecessary hassle. It is perfectly ok to be jealous of time and use it wisely.
The students are dying to know who you are, what your values and principles are but still, be careful not to tell too much. Likewise you need to know about the students’ lives, hobbies and gradually about their worries. This is vital for a healthy teacher-student relationship which is the key to class management based on MUTUAL RESPECT.
Still, don’t try to be your students’ buddy. Some inexperienced teachers may think that being nice is the only thing needed. Wrong. It may easily lead to a situation where some students take advantage of that cozy atmosphere. You are the boss and things run your way. I fell in that trap with one class in the 1980s and learnt my lesson.
Every time we are dealing with a class, any size of class, the teacher has to organize the learning process logically and individual wishes can be taken into account. All this requires a lot of pre-planning and becomes easier only with a lot of experience. There is no room for chaos: the teacher gives instructions, all the students begin with the same task or choose one of the options, work alone, in pairs or groups and the teacher observes that the work gets done. As simple as that.
The teacher is supposed to observe the class all the time helping individuals, pairs or groups when needed. Learn more about differentiation. Learn more about Gordon’s method. In my other articles.
The importance of the first lesson
First impressions count. You are measured within the first five minutes.
You are walking along the school corridor full of noisy students. You are having your first lesson ever with a group of 30 students. “How am I going to cope with the situations”, you think. If you have not thought it out already, you have made your first serious mistake. Always go to lessons fully prepared.
- Think carefully in advance what you are going to say to the students and do with them. Practise by saying all the things aloud at home.
- Check the classroom and the equipment beforehand and learn how to use them. Find a way to make the classroom a bit cozier.
- Greet them at the door personally and establish proper warm eye-contact. A firm handshake * will confirm your silent message: “Welcome to my class, I am the boss.” (* if it is customery in your culture)
- Age groups 5 -15: at the beginning of a lesson make them stand and be quiet before they sit down. It means the lesson is about to start, peacefully.
- Explain about yourself, your life and move on to your class rules, explain why you have them. As few rules as possible but as many as you feel are needed.
- Ask each student to tell you their names and hobbies and write them down. Pulling the hobby-string to establish a more personal relationship with the students is one of my favourite things at school: Hi Janet. How’s your street dancing? Performing for us soon? / Hi, Mark. Scored any goals lately? / Good morning, Susan. I have a new song for us. Could you help me with it today? / Jim, can you come and help me with this programme. Your math teacher said you are the wizard in the class. The message is clear: The teacher cares about ME, not only about my skills in English.
- Don’t ask them anything too personal or intimate since they probably are shy to tell about their family and background. Privacy issues can be very delicate.
- Finally, explain about your philosophy and methods of teaching English (or whatever you subject is) and why you are using them. Encourage the students to give you feedback at the end of each course.
