Essential skills for classroom management

This skill is about helping students understand what they are expected to do; organising what they are required to do; and cueing students that they need to be actively engaged in the curriculum.

This skill focuses on the notion that everyone is clear about what is, and what is not, regarded as responsible and safe in a particular context.

This skill provides the student, or group, with information about your expectations and the logical consequences of the action. It puts the responsibility onto the student.

This skill clearly establishes that you mean what you say. It models assertive behaviour in the face of threat. It models morally courageous behaviour.

This skill gives students time to process the direction. It indicates non-verbally to students that you mean what you say. You avoid filling all the available time with excess talk which can inadvertently train the class to stop listening to you.

This skill cues other students to match the behaviour that is being acknowledged. It is an alternative to a redirection, so can help you to avoid nagging or becoming too prescriptive. It contributes to a positive tone in the classroom.

This skill provides a least-intrusive, positive, learning-focused prompt to resume on-task activity, reducing the need for further correction. It puts the responsibility onto the student. It reinforces the importance of on-task behaviour. When linked with giving a choice, it reinforces to the student or group, your expectations and the likely consequences of the choices given.

This skill takes no time. It promotes a positive tone in the classroom. It is an integral part of communication and strengthens relationships. It promotes on-task behaviour when used intentionally.

This skill avoids unintentionally reinforcing off-task or disruptive behaviour, decreasing the likelihood that this behaviour will be repeated. It gives you time to think about how to handle the student’s behaviour in a productive way. It gives you time to attend to other students who are on-task. It sends a message to all students about your expectations. It is a powerful modelling device implying: “I can stay focused on my work despite the disruption.” It is a deliberate process used within a discrete timeframe, having a beginning and an end.

This skill describes to students the behaviour that will enable them to learn. It reinforces the rules. It promotes a positive, supportive learning environment. n If focuses on strength and builds self esteem. It stimulates students to take risks in terms of behaviour. They become more able to display the courage to tackle difficult work, or practise self-control. It tells students about their competence.