Teacher leaders can help teachers manage a classroom effectively and efficiently. As they partner together, they can pull back the curtain on an old myth- to be a good teacher, you must control your class.
When teachers focus on what they can control (
Teacher leaders can help teachers manage a classroom effectively and efficiently. As they partner together, they can pull back the curtain on an old myth- to be a good teacher, you must control your class.
When teachers focus on what they can control (structuring the learning environment) rather than what they cannot control (someone’s behavior), they avoid frustration and loss of time on task for students. What a win-win!
How a Teacher Leader can Help a Teacher Manage a Classroom
This is the second post in the Coach Focus Series. (Catch up on the first post here.) Also, a recent post for teachers entitled, Classroom Management: Moving Beyond Compliance, is a helpful read for teacher leaders to pass on to those that they support.
Managing a classroom has more to do with putting structure in place so students can successfully operate within those parameters. Teachers need to think through their expectations, routines, and habits. By being intentional and specific with every moment of instruction allows teachers to focus on operating the classroom rather than trying to control student behavior.
Classroom Management Support Process
The following process is designed for teacher leaders to best support teachers in how to successfully manage a classroom:
Stop by the teacher’s classroom at various times of the day to observe classroom instruction, student interaction, and overall classroom climate. Gathering a sample of snapshots provides a more reliable data set. This will create a baseline to begin supporting a teacher from how to manage behavior to how to manage a classroom. (Click here for an example.)
Meet with the teacher 1:1 to discuss observation aha’s, findings, trends, etc. By laying data on the table, the teacher will be able to see their classroom from another perspective. This conversation is honest and hopeful. Being objective ensures the teacher feels motivated to make changes instead of defeated before they even begin. (Click here for an example.)
Allow the teacher time 