‘A teacher who can’t manage the classroom is only\u00a0fun during the first lesson,\u00a0after that it is a nightmare.‘<\/span><\/strong><\/span> Fear\u00a0of discipline problems,\u00a0of disorder and chaos is\u00a0on\u00a0every teacher’s\u00a0mind. Sometimes this fear results in a situation in which the teacher takes the highest place in the pecking order and rules as a despot. For fear of\u00a0detention no one dares to open their mouths in these lessons. A teacher like this has all power, and in his class you feel a tense order. How very different\u00a0to the atmosphere\u00a0in the\u00a0class of\u00a0a teacher who creates a relaxed order. He creates a situation in which everyone agrees to the distribution of power and roles; to behaviour; to who is in charge; and to how the class is managed.<\/p>\n Pupils feel comfortable in these classes as there are ways of interacting that everyone can agree with. Discipline, agreements, customs and ground rules are not empty words here. This is\u00a0how the\u00a0pupils live\u00a0outside the school. Pupils also follow ground rules outside the school walls:\u00a0in their jobs, sports clubs and\u00a0during their\u00a0driving lessons.<\/p>\n Effective schools<\/strong><\/span> The\u00a0time issue is\u00a0directly related to order. A teacher with discipline or authority problems loses out immensely on effective time-keeping in class: often more than half the time is lost, and sometimes one can barely see\u00a0any teaching taking place.<\/p>\n Your pupils also find order important.\u00a0 ‘A teacher who can’t manage the classroom is only fun during the first lesson, after that is is a nightmare’, pupils remark. ‘Never despair’ is the message for teachers with potential discipline problems. It is a common problem in all schools and it is comforting to know that there is little relationship between order and the age\u00a0and or\u00a0the cognitive level of pupils. Order in the group mainly depends on the teacher who is in front of the class. That teacher himself can\u00a0reaffirm authority and ensure that there\u00a0is order and a pleasant atmosphere. This may not be easy, but fortunately creating order can be learned through class management.<\/p>\n Teachers can do something about this themselves.<\/p>\n Ingredients for class discipline<\/strong><\/span> Practical rules<\/strong> Unambiguous body language<\/strong> Leadership<\/strong> If I am talking to you, and\u00a0grab my cell phone during our conversation to\u00a0start another conversation, what\u00a0would you think? You would find me rather rude. So why accept it in class? Fundamental rules of decency state that two people never talk at the same time. This is the rule in class as well. ‘We agreed, ‘the teachter says, ‘that you would not interrupt me.’ ‘We never agreed that,’ is the cheeky puils’ reply. And the pupils are right. You called it an agreement, but is in in fact a requirement or rules, which are not negotiable.<\/p>\n <\/p>","protected":false},"excerpt":{"rendered":" An example theme ‘A teacher who can’t manage the classroom is only\u00a0fun during the first lesson,\u00a0after that it is a nightmare.‘ Some teachers are naturals at teaching. They are not authoritarian, never yell nor threaten to punish if not necessary. … Continue reading
\n![\"hand\"](\"\/wp-content\/uploads\/2010\/10\/hand.jpg\" "\\"hand\\"")
Some teachers are naturals at teaching. They are not authoritarian, never yell nor threaten to punish if not necessary. They do not have supernatural gifts nor are they more charismatic than their colleagues. Often they are people who do not accept disorder. They do not talk\u00a0to pupils\u00a0who make no effort to listen to them, but\u00a0they wait until it is quiet.\u00a0They are at their best in an orderly classroom setting and create that setting themselves. These people communicate their customs and ground-rules, and they set\u00a0rules that are acceptable to everyone. These teachers see order as a style of managing. In their class there is order right from the start.<\/p>\n
\n![\"chairs\"](\"\/wp-content\/uploads\/2010\/10\/stoelen.jpg\" "\\"chairs\\"")
A lot of research has been put into\u00a0defining the characteristics of effective schools. Results clearly indicate that order is one of the most important ingredients. High on the charts are also discipline, a tidy environment, exemplary behaviour, interacting decently with each other, structure, qualified leadership and making best use of\u00a0class\u00a0and study time.<\/p>\n
\nA realistic self image<\/strong>
\nAn appropriate self image contributes significantly to the ability\u00a0to create order. It is important for teachers to know themselves and to know how pupils see them and\u00a0what they think\u00a0of them. Try to find out. Establish contact with your pupils and your colleagues!<\/p>\n
\nOrder is certainly related to rules. Every school has general ground rules about, for instance, chewing gum, eating and drinking in class, wearing coats and\u00a0caps and listening to music.<\/p>\n
\n![\"Builder\"](\"\/wp-content\/uploads\/2010\/10\/bouw.jpg\" "\\"Builder\\"")
Walk upright, maintain eye contact, and use a certain amount of facial expression and gesticulation. Talk with your eyes, your entire face and with your hands. Strut with guts but do not be arrogant. You are initially identified by your\u00a0body language. Relaxed rules on dress codes in schools are not reason to look shabby.\u00a0If you feel that\u00a0you look good, your self-confidence gets a boost!<\/p>\n
\nOrder also has to do with leadership that is accepted, and\u00a0your personality is the source, or basis, of that leadership. Every\u00a0group needs a leader. If\u00a0the teacher does not take the lead, the pupils will. And once they have the lead, they do not want to relinquish it.<\/p>\n