The summer before my first teaching job, my uncle Gus gave me permission to use his “perfect” first day of school technique to set the tone for the school year. He guaranteed that if I used it, I’d never have any issues with classroom management.
With enthusiasm, he detailed his fail-proof technique. “Before the students walk in on day one, place a metal garbage can in the center of the doorway. Make sure the can is in their way. Then, stand in the hallway with your arms crossed, but do not smile; don’t even look them in the eyes! When the bell rings to start the day, kick the can across the front of the room, and scream, ‘Who put this can in the way? This is my classroom, and you better respect that.’” He went on to tell me, “The beauty of this technique is that if a thoughtful student moves the can out of the way, you can still start the year yelling at them with ‘Who moved this can? I had a reason for the can being where it was. This is my classroom, and you better respect that.’”
[C]lassroom management is worthy of thoughtful and thorough planning and execution.
While it may have worked for my uncle a long time ago, in my thirty years of teaching, I have never chosen to use his technique. However, I see that my uncle understood one thing— classroom management is worthy of thoughtful and thorough planning and execution. Unlike Uncle Gus, I do not have a “perfect” technique that works magic in creating the ideal classroom environment. But thirty years has given me ample time to work on my strategies, and I hope my tips and thoughts are helpful for others.
Tip 1: Be Authentically You
“We are the clay, you are the potter; we are all the work of your hand” (Isa. 64:8).
While we wear many hats in this profession, we should stay true and honest to who we are in God. Every time I try to act like a drill sergeant, the students see right through me. Every time I try to take on the persona of my soft-spoken grandmother, they see through that act as well. I am a loud and passionate kid trapped in an adult body who happens to teach, so I need to be full of energy and enthusiasm and proudly stand in front of my classes as that guy. It’s not for everyone, and I am sure some of my students over the years would have enjoyed another type or style of teacher; however, at least they saw me in all of my authenticity. I believe that goes a long way with them. Students, no matter their age, know when we are authentic with them, and they also know when we are dishonest or trying to deceive them. Classroom management becomes very difficult and often impossible when they don’t trust us.
Years ago, I had an intern with quite a different personality; she was soft-spoken and calm. She observed me a few times, and when she delivered her first lesson, she tried to imitate my style or personality through her twenty-five-minute lesson on symbolism. Her lesson was ineffective, and the students did not take her seriously. Her material on symbolism was wonderful, but because the students knew she was acting or trying to be someone she wasn’t, they didn’t listen, and the classroom became disruptive. She quickly learned the importance of being herself. From that moment on, she simply taught as herself, staying true to her personality, and consequently, she was effective, students learned, and her classroom was easier to manage.
We need to be exactly who God made us, and that’s the start of effective classroom management.
Most of us decided on education because we enjoy making a difference in young people’s lives, believe in the educational system, and want to serve the Lord. We didn’t enter this field to be disciplinarians, drill sergeants, or old-school teachers who kick cans to scare our students into behaving. We need to be exactly who God made us, and that’s the start of effective classroom management.
Tip 2: We Make the Classroom Rules!
“And David shepherded them with integrity of heart; with skillful hands he led them” (Ps. 78:72).
I must admit that I tried the “Let’s come up with the classroom rules as a class” activity a few times. I allowed the students to have input in making the rules or code of conduct. I even took input on the punishment or discipline. It felt wonderfully democratic. I thought it was a great way to give my students some ownership in the make-up of our classroom. Even better, when they broke a rule and I had to discipline them, it was their rule and punishment, so they couldn’t complain. I thought I created a classroom where we were all equal and where I would have to work less to manage the class.
However, I have come to believe that we, the teachers, are the experts and know what is best for our students, academically and behaviorally. In my experience, kids, teenagers, and their families desire teachers who confidently lead and demand appropriate and respectful behaviors in the classroom. Our students, even the most mature students, are generally not disciplined enough to set the standards, let alone mature enough to follow them, so why would we want them to set the standards? Ultimately, our students and their families need us and pay us to lead confidently with skilled hands, including setting and holding the standard for appropriate behaviors in our classrooms. We are the leaders they need.
Tip 3: “Firm in the Fall”
“My son, do not despise the Lord’s discipline, and do not resent his rebuke, because the Lord disciplines those he loves, as a father the son he delights in” (Prov. 3:11–12).
“Don’t smile until Christmas.” Yes, more advice from Uncle Gus. Again, advice I never used. However, we must be firm and consistently follow through on holding our students accountable. Before writing this article, I asked a few students what they liked and disliked about classroom management. A seventh grader named David said, “It drives me nuts when a teacher lets everything go for a long time, and then all of a sudden starts hammering everyone. It’s totally wrong and not fair.” David, I can attest, spoke from experience, and I am sure he deserved the “hammering,” but I couldn’t help but agree with him. I would add that it’s not only unfair, as it sets students up for potential discipline, but it also creates a classroom more difficult to manage.
I look for opportunities to discipline students on the first day or week. Of course, I am not looking for something petty or unworthy of discipline, but rather something I can use as an example. This past year, like every year, I had a student on day one looking to earn himself some laughter from his peers. He made noises and whispered during my introductory message and activity. I very calmly, yet loud enough for everyone to hear, said, “Benny, please see me after class.” This is an abridged version of this article. To read more, subscribe to the print or digital edition of Christian Educators Journal.
Ben Neal has been working in education for thirty-two years. For most of his career, God called him to work in public schools. However, he now teaches middle school ELA and Bible at Kalamazoo Christian Middle School in Michigan.