Classroom Management for Student Teachers
Creating an Effective Learning Environment in a Mentored Classroom
Feb 27, 2009
Student teachers must demonstrate excellent classroom management skills in order to have a successful internship and be hired after graduation. While some classes are more difficult to manage than others, certain principles, applied at any level, will ensure that the K-12 students in a mentored classroom have the best opportunity to learn.
Assume the Role of Teacher
From the first day in the classroom, student teachers should assume the authority that comes with being in the role of teacher. Student teachers are understandably nervous about how the class will respond to them, but unfortunately, many try to be a friend to their students, rather than a teacher.
K-12 students expect the student teacher to be in charge of the classroom just as their regular teacher is; if that does not happen, the class may become confused about expectations and misbehave to test the student teacher and the new situation.
Have Clear, Consistent Expectations for Behavior
Before beginning the student teaching experience, discuss existing rules and consequences with the cooperating teacher and ask before making changes. Make expectations clear to the students, but even if they have been following the same rules all year, do not be surprised if they choose to test the limits. Be firm and consistent in following through on consequences, and look for opportunities to reinforce good behavior whenever possible.
Prepare and Organize for Lessons and Transitions
Students tend to misbehave when they are idle or experience too much “down” time. Student teachers can combat this tendency by being completely prepared with all instructional materials in order and ready, and by having an organized plan for transitioning students to and from special classes, or from one content area to another.
As a general rule, use as much time as possible for instruction or in-class assignments. Plan enrichment instruction or practice for students who finish their work quickly. If “down” time does occur, be prepared with alternative activities, such as playing “20 Questions”, discussing current events, or reading aloud.
Emphasize Respect, Purpose, and Choice in the Classroom
Like veteran teachers, student teachers must set a purposeful tone in their classrooms. By establishing a culture where learning and individual learners are highly valued and respected, student teachers will have a context from which classroom rules and consequences naturally follow.
Give students responsibility for their own behavior, stressing the choices they make, whether for good or bad. For example, remind students that they did well on an assignment because they chose to study; or conversely, that they have to miss a few minutes of recess because they chose to talk during instructional time.
Classroom management is one of the most important components of evaluation when student teachers are observed because no matter how good a lesson plan is, students will not and cannot learn in a chaotic classroom. By being firm and consistent, fully prepared for instruction, and comfortable in the role of teacher, student teachers will succeed and complete the experience ready for classrooms of their own.
Further Reading
Mackenzie, Robert. Setting Limits in the Classroom, Revised: How to Move Beyond the Dance of Discipline in Today's Classrooms. New York, NY: Three Rivers Press, 2003.
Wootan, Frederick & Mulligan, Catherine. Not in My Classroom!: A Teacher’s Guide to Effective Classroom Management. Cincinnati, OH: Polka Dot Press, 2007.
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