A classroom assistant told me why she would never want to lead a classroom. She had been in all of the primary classrooms, and she was able to identify a common thread throughout each teacher’s classroom management styles.
She identified that we each spoke a certain way, stood a certain way and carried a certain space and presence within the classroom.
Now I know we all had very different approaches and even beliefs in our classroom management styles.
However, I also knew that there were commonalities among us that allowed for our effectiveness in the classroom, and I was intrigued.
What is Classroom Management?
Classroom management definitions can be vague, complex, labored and even over the top. However, I did find one that resonated with me.
For the purposes of this post, classroom management can be defined as what the teacher does to create and maintain an environment that supports students’ academic growth in addition to their social, emotional, and moral growth.
So . . classroom management is not primarily about keeping order, but it is about keeping order to facilitate growth in all of the areas above. For more elaboration on this thought see my blog post on the pillars of classroom management.
Let’s take a moment to consider why the definition is important.
Classroom Management Philosophy
Your classroom management styles will align closely with your philosophy which is derived from a few questions.
Earlier in this post I shared a classroom management definition that aligns with my classroom management philosophy.
I believe that:
- learning is fun!
- children are typically curious.
- children learn through play!
- with direction and support children will care for each other.
- children are capable of great understanding, compassion and generosity.
- they absolutely, positively and beyond a shadow of a doubt want to build relationship with you, and that they will check to see if you are interested in them at all.
- children will test you so that they know if the expectations are real.
- clear, calm, consistent reinforcement is stabilizing, respectful and powerfully communicative.
The Four Classroom Management Styles
There are essentially 4 different classroom management styles;
- Authoritarian Classroom Management Style
- Authoritative Classroom Management Style
- Permissive Classroom Management Style
- Indulgent Classroom Management Style
If you read my initial classroom management post, and this subsequent post on focusing on a positive approach to classroom management ,you will see that I align myself with the Authoritative Classroom Management style. 🥰
Essentially the authoritative style supports classroom expectations that are:
- developed together.
- maintained primarily through community while being understood and supported by everyone.
- enforced when they are broken.
Now that we are, at least temporarily, sharing a definition of classroom management, understand that we each have our own classroom management philosophy which will be reflected in our classroom management styles. 😄
Classroom Management Essentials
1. Body Language
Challenge: “How can I maintain control in a chaotic classroom?”
Resolution: By projecting confidence through posture, you create a calming presence that commands respect and attention, helping regain and maintain order.
When I am transitioning my students in from lunch break or after a somewhat dysregulated activity like music, I stand tall, pause, look around the classroom, and draw attention to myself just using presence.
I am not slouching, or twitchy, my face is passive and friendly, acknowledging students quietly as they train their focus on me. I am relaxed.
Body language has a strong impact in the classroom, and it is essential that you are thoughtful to ensure you are communicating in a way that supports your classroom management style.
2. Tone of Voice
Challenge: “What should I do when students seem overwhelmed or anxious?”
Resolution: A calm and purposeful tone can soothe anxious students, creating a more peaceful atmosphere conducive to learning.
It is hard to overstate the impact of the teacher’s tone of voice in the classroom.
If you are stressed, nervous, anxious, unsure or indecisive your students will sense it.
As a teacher you are constantly making decisions, pivoting, and expecting the unexpected. This level of stress can impact your tone of voice. Make sure your tone of voice aligns with your classroom management style.
Learn to become aware of when you are escalated, listen to yourself. Then breathe, and intentionally bring your voice down, and calm it. This will bring your students with you for the most part.
Use a clear, calm voice that carries authority with a smile on your face.
I am not talking volume here. I have learned that I am better off speaking quietly so that my students must pay attention to hear me.
If you have access to a microphone for students with a hearing impairment, use it. The calm tenor of your voice combined with the amplification is a great classroom combination.
3. Eye Contact
Challenge: “How do I ensure students feel included and seen?”
Resolution: Making eye contact fosters engagement and inclusivity, allowing students to feel acknowledged and important, which increases participation and decreases disruptive behavio
Look at your students. Head up, scanning the classroom, perhaps a raised eyebrow or a smile and a nod as appropriate. And for the most positive classroom management style try to focus on all of your students, not just those you are keeping an eye on.
Think confidence again. The eye contact combined with body language and posture will communicate who is in charge. I am not thinking aggressive and challenging eye contact here. I am talking warm and open eye contact.
However, it is also essential to be aware of differences in cultural norms. Just because looking someone in the eye is comfortable and appropriate for you does not mean it will be the same for everyone.
Many students, especially young students will check to see if you are watching them. Eye contact, and “the look” is often all that you need. Eye contact also works for a redirection as well as an encouragement.
4. Clarity
Challenge: “My students often seem confused by assignments. How do I fix this?”
Resolution: Delivering clear, concise instructions minimizes confusion, supporting an organized and focused learning environment.
Definitely instructions for lessons should always be clear. Too often we are rushing through a lesson, or we believe that it is a very simple lesson, and we can lack clarity in our instructions.
If you are unsure about a decision let your students know that you will get back to them, and when you have made a decision explain it simply, clearly, respectfully and then move on.
If our students lack clarity on expectations, this hinders the effectiveness of our classroom management styles.
5. Pause
Challenge: “Students often speak over me or each other. What can I do?”
Resolution: Strategic pauses quiet the room, refocusing attention and signaling the need for listening, helping to manage interruptions.
Learn to lean into the silence. There will be times when you will need to wait. If a child wants to be defiant they need to know you are comfortable waiting for them to work within classroom expectations.
The pause won’t always work. It may take time. However, it will impart a sense of calm authority that will evolve into respect and compliance over time which supports positive classroom management styles.
On another note, I also use silence to get students’ attention.
6. Relationship
Challenge: “How can I improve classroom behavior and student motivation?”
Resolution: Establishing strong relationships nurtures a sense of belonging and trust, leading to more cooperative and motivated students.
Relationship, relationship, relationship.Positive relationships are essential for effective learning environments for students and teachers.
One of the most effective behaviour management strategies is to spend two minutes a day for 10 days with a student who is demonstrating behaviour in the classroom.This doesn’t seem like a lot of time, but when you think of the number of students and the busyness of the classroom it is quite a bit. You will know them better at the end of the 10 days too!
Take time to build relationships with your students, and see the impact on your classroom management styles.
7. Listen
Challenge: “What should I do when students feel misunderstood or disengaged?”
Resolution: Active listening demonstrates empathy and respect, enhancing trust and helping to solve conflicts or miscommunications effectively.
Sometimes it is the teacher who needs to pause and listen, not just the students.. Sometimes we misunderstand. If a student is challenging you listen, hear them out.
Sometimes they are in the wrong, but you are modeling respect by hearing them out.
Once they have spoken, if you have miscommunicated, address it.
If they are wrong, address it calmly, rationally, and clearly and with as few words as possible. But don’t argue.
If they want to argue, invite them to a conversation about it later at recess. If they attempt to argue again. Thank them for sharing, and reinforce any expectations as necessary.
Respectful conversations are a part of effective classroom management styles.
The Backbone of Your Classroom Management Styles
My classroom management style is firm combined with lots of smiles and laughter. I do not ask for blind compliance, I prefer doing my best to ensure that students understand the purpose behind an expectation or consequence.
So, I reinforce expectations, communicate, stand tall, and all the things.
However, I am also goofy, and affirming, and huggable, and love to provide fun free time activities.
My teacher’s voice wasn’t there at the beginning; these strategies take time to practice and develop.
Believe in yourself, and all of this will become second nature.
Thanks for stopping in!
What do you consider an essential to effective classroom management styles?
Remember to leave a comment and share a strategy that works for you.
Share in the comments about your classroom management styles!
⭐ Youtube
