What I'm Working On: Managing a Classroom

Posted by Randall Hall

My Classroom at Carver High School

Prior to September 2014, I had literally no experience managing a classroom. Since then, I have completed a Classroom Management course through my Master's Program at UAB and spent more than 150 hours teaching and managing students in my new career as a full-time English Language Arts teacher at Carver High School.

The three main learning points I have taken from my experiences are that teachers who are effective classroom managers (1) possess excellent organization skills, (2) communicate expectations clearly, and (3) "model" appropriate skills and behavior for their students on a consistent basis.

As to (1), all teachers - but especially new teachers - must maintain an organized classroom in order to promote a productive learning environment. Aspects of this element of good teaching include creating a student-centered classroom through desk arrangement, ensuring student work is promptly graded and placed in each student's separate portfolio, and meticulously recording information about each student's performance and behavior. Without documentation and data, a teacher cannot assess their students' academic and behavioral performance, so it is imperative that teachers maintain a highly organized classroom in order to be as efficient and effective as possible.

As to (2), I have concluded that communication of expectations to students (and their parents) is critical when it comes to both their academic work and their behavior. I did not do a good enough job of making my expectations clear when I was a student teacher, and - as a result - I dealt with behavior problems that were caused by students being unaware their actions - while perhaps considered appropriate in other teachers' classrooms - would not be considered acceptable in my class (for example, use of cell phones or eating during class). After I was hired at Carver, I spent the entire first day informing my students of my expectations and the consequences for falling short of them, and I have been pleased with both their behavior and academic performance thus far.

Finally, as to (3), the major thing I have learned this year as a student and new teacher is that teachers must "model" everything for their students. This idea is evidenced in my use of the "I Do, We Do, You Do" method of instruction, but it also extends to behavioral lessons as well. Just as I model for my students how to write a well-organized essay if I expect them to be able to do it, I must also model respectful, responsible, and resourceful behavior if I expect them to display it. I must hold myself to the highest standard of professionalism and be a "role model" for them both inside the classroom and in the community in large.

In sum, I have made it my career goal to not just instruct my students in a manner that improves their reading and writing skills, but to also inspire them to make good decisions so they can one day independently improve their future - both academic and professional. By modeling for them the skills and behaviors they will need to succeed in life, I can hopefully mold my students into compassionate citizens who exhibit a lifelong love of learning.