Classroom Management: Tips and Tricks for a Successful Class

Despite our best efforts, some classes we teach can be challenging. We have planned, demonstrated, explained, and engaged our students, but for some reason, things still don't go as intended. So, what can we do then?

Personally, I have several go-to techniques that help me refocus the class and keep the learning on track. Here are five strategies I’ve used successfully to support effective classroom management.

As a new teacher, I felt overwhelmed when I faced my first class of young learners with behavioural challenges. In a somewhat panicked but purposeful response, I turned to positive praise as a method for managing the class. Often, students do not fully understand what is expected of them. Without a clear model of your teaching style or an example of classroom expectations, many genuinely do not know what to do or how to succeed.

One simple yet effective technique involves writing each student's name on the board. Then, set small, clear tasks for them to complete. These tasks can be either academic or behavioural, for example, “Look” or “Listen”. Since the aim is to quickly establish a cycle of positive reinforcement, every time a student meets the target, they receive a star next to their name. After earning a certain number of stars, four, for instance, they can be rewarded with a sticker for their behaviour.

There are many variations of this approach, but they all rely on encouraging positive behaviours and reinforcing them with visible, meaningful praise.

For me, my favourite technique is to ask "Do we…?" plus whatever negative action the student is engaged in. This method addresses directly what the issue is and allows not only the student to understand but also to see what negative behaviour is not acceptable.

This method has two parts, indirect and direct separation.

With indirect separation, the teacher creates a game that allows the students to move around the classroom. For example, with a game called "fruit salad”, the teachers assign one fruit to each student. Once each student has a fruit name, tell them to stand. Call each fruit name and have students sit back down according to your preferred method of student seating.

With direct separation, have the student or students move chairs, and follow up with your rhetorical question. Very direct and clear.

Redirecting is a very good technique to use quickly that will not single out students directly for their behavior, but will continue the flow of the class. If a student is talking or not paying attention, show them the target language or ask them to volunteer. It is ok if they cannot answer your question. Once you have their attention, use that opportunity to teach them the subject. From this, the student has stopped their disruptive behaviour and even learned what they missed.

This is the most extreme of the techniques I use, and it is designed to be the opposite of the Stars and Sticker method. Students whose names are written on the board receive one mark for each instance of negative behaviour until they reach three. Once three marks have been recorded, you follow up with feedback to their parents about the day's class and events. Although very stern, this technique is an effective way to manage classroom behaviour. Involving the parents allows you to communicate the situation and work towards a solution. However, this method must be applied consistently. If you fail to speak to the parent, it may unintentionally reinforce the undesirable behaviour.

When you teach English to kids or teens, every classroom is different and every student is equally different. What works for me may not be the same for you. The methods I use are just ideas and by no means the answer to all problems. What is important, however, is that you find a way to exhibit your teaching methodology and use it in the classroom. If you can do this, then most of the techniques mentioned will become useful and you will see a change in the classroom.