A guide for Pre-service Teachers
Essential Skills for Classroom Mangagement
This article outlines Education Queensland's 10 Essential Skills for Classroom Management, providing practical strategies for preservice teachers to create positive and effective learning environments.
Read Time: 8 minutes
Essential Skills
Are you a preservice teacher embarking on your practical experience journey? Classroom management plays a crucial role in creating a positive learning environment for your students. In 1995, Queensland Department of Education undertook a project to determine the 10 essential skills for classroom management. They considered positive, effective and pro-active strategies for maintaining a supportive school environment. These were rewritten in 2007 by Education Queensland. Here are the suggested ten essential skills that will help every preservice teacher effectively manage their classroom:
10 Essential Skills for Classroom Management
Skill 1: Establishing Clear Expectations
Setting clear expectations helps students understand what is expected of them in terms of behaviour, routines and academic engagement. Clearly communicate these expectations and reinforce them consistently. For example, clearly communicate that raising hands is required for speaking during class discussions. Acknowledge when they do, especially those students who have trouble following these expectations… “Thank you Billy for raising your hand.”
In upper years, classroom expectations can be co-constructed with the students to give students a voice and create a unique classroom culture that meets students needs.
Skill 2: Proximity and Body Language
Using your physical presence and body language strategically can influence and help manage student behaviour. Standing near students who are off-task or disruptive can often redirect their attention back to the lesson. Additionally, maintaining an open and approachable posture can foster a positive and supportive classroom atmosphere.
Skill 3: Descriptive Encouragement
Acknowledging and reinforcing positive behaviours through specific and descriptive encouragement is a powerful tool for motivation and engagement. Be specific in your praise, highlighting the specific actions or qualities that deserve recognition. For example, praising a student for their creativity and thoroughness in completing a project.
Skill 4: Effective Use of Voice
Developing a calm and confident voice that commands attention and conveys authority is essential for effective classroom management. Vary your tone and volume to match the situation, using a firm, assertive tone when giving directions or addressing behavioural issues. A confident and controlled voice helps establish authority and sets the tone for the classroom.
Skill 5: Planned Ignoring
Sometimes, ignoring mild off-task or attention-seeking behaviors can be more effective than giving them attention. By intentionally not responding to these behaviours, you avoid unintentionally reinforcing them. Instead, redirect your attention to students who are actively engaged, thus encouraging positive behaviour.
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Skill 6: Active Listening and Non-Verbal Cues
Demonstrating active listening through attentive body language, eye contact, and nodding shows students that their thoughts and opinions are valued. Lead by example in demonstrating appropriate listening skills encourages students to feel heard and valued. Explicitly teaching and reminding the younger primary students how to be a good listening friend is essential. Additionally, using appropriate non-verbal cues such as a raised hand or finger to your lips can communicate the need for silence or focused attention.
Skill 7: Selective Attending
Minimizing attention to off-task or disruptive behaviour helps redirect the focus onto students who are engaged and on task. By selectively attending to positive behavior and academic progress, you establish a norm of focusing on learning and provide positive reinforcement for desired actions. It will also allow you to focus on address other students’ needs while reinforcing positive behaviours. This sends a message about teacher expectations and models staying focused despite disruptions.
Skill 8: Redirecting to the Learning
Prompting students who are off-task or disruptive to refocus on the learning task is crucial. Use verbal or non-verbal cues to bring their attention back to the lesson, asking them about their progress or offering gentle reminders about the task at hand.
Skill 9: Giving a Choice
Confronting disruptive students with choices and their consequences empowers them to take responsibility for their actions. By clearly outlining the available choices and the logical outcomes, students can make informed decisions. this empowers students to take responsibility for their actions and to understand the impact of their choices. For example, offering a student the choice to work independently or receive extra assistance, emphasises personal responsibility and encourages self-regulation. Make sure you are happy for the student to pick either choice you offer.
Skill 10: Following Through
Take resolute action when faced with extended off-task or disruptive behaviour. But then, consistently following through on consequences or interventions is vital for establishing credibility and reinforcing boundaries. By demonstrating that you mean what you say, you establish your authority and model assertive and morally courageous behaviour. Following through also provides a sense of safety and predictability for students, helping to create a structured and supportive learning environment.
Remember, mastering these skills takes practice and reflection. Continuously refine your approach based on student needs and seek guidance from experienced colleagues or supervisors. By developing strong classroom management skills, you can create a positive and conducive learning environment for all students.
