How to Manage a Hard Class
As a CRT it can be difficult at times to manage a class when you don't know the students. In this blog we address this and find out How to Manage a Hard Class.
This presentation has been put together to help CRTs to (crack), manage a hard class. By following the core routines managing a classroom should be easier.
What is a Hard Class?
A class that’s frequency and intensity of disruptive behaviour, of a number of its students, is significantly affecting the welfare of one or more of their teachers, or the learning outcomes of other students.
How to Manage a Hard Class?
I can't really control others, I can only control myself. I can lead, guide, engage, challenge, encourage, and confront, not simply control others. This is the first step in being able to crack the hard class.
How Do I Initiate and Sustain Whole Class Attention?
No one person has all the answers. Every situation is different, every student is different. Every every class is different, and most importantly every teacher is different. Below is a set behavioural management rules that should help CRTs initiate and sustain whole class attention. Not every rule will work with every teacher's teaching style.
The Core Routines
Focus on behavioural leadership
A teacher who yells a lot will generally have a noisy class.
Communicate calmness
A teacher who is calm and rational will generally have a less noisy class.
Wait for a break in the traffic
Wait patiently focusing your sights on the noisiest group, raising eyebrows or nodding your head as if to say, “thanks I am waiting”.
Then when the opportunity arises say something like “thanks, let’s get back to the lesson”, or “OK let’s move on”. Don’t be impatient. The average time it takes to regain whole class attention is between 1 & 2 minutes.
Always cue the class when talking to an individual
“Excuse me for a minute class”, and then talk to the individual. If you walk into another teachers classroom wait for a break in the traffic and say, “excuse me for a moment class”, and then address the teacher, or “excuse me Mr Smith, may I speak to the class for a moment”? Say what you need to say and exit with, “thanks”.
Never state the obvious , describe the obvious reality
Wrong way – “You guys are too loud be quiet”.
Right way – “you are wasting class time if you can’t keep the noise levels down some of you may be required to meet me at recess”?
Wrong way – “You are late for class”, or “why are you late for class”?
Right way – “I will talk to you about your lateness to class but for now please take a seat”, or “Please take a seat and I will see you at the end of the lesson”.
Never refer to the class as “my class”, always “our class”
“John there is no calling out in our class, thanks”. Then move on. As a CRT you could also use “your class”
Tactically ignore never blindly ignore
A student is playing with a phone in class. – “There’s no playing with phones in our/this class, you need to put it away, thanks”. Then move on. The student snickers under their breath – tactically ignore the secondary behaviour. If the student does not comply with your request, continues to mutter under their breath and playing with the phone, go back, and focus on the primary problem – “I’ve asked you to put the phone away, would you would rather join me at recess/lunch to talk about the matter further”? Then move on.
Give the students a directed choice not a free choice
"Could you please put the phone away"? This is a free choice, the student will then decide if they are going to put the phone away. A better way to handle this situatin is "We have talked about the phone already, would you prefer to join me at recess/lunch to discuss ithe matter further"?
Deferred consequences & minimising unnecessary confrontation
In the classroom teachers all too often try to discipline a student in front of the whole class. This is one of the worst things that can be done as it gives the student an audience to work with. Give the student a deferred consequence, “if you can’t put the phone away we will discuss it at recess/lunch”. This also gives the student a directed choice.
Follow up and follow through
“I will meet you at recess to discuss the matter further”. This direction must be followed up. Make sure you write a note in their planner or remind them at the end of the lesson where and when to meet you, and make sure you turn up. The student must be given a clear instruction, so they don’t have the opportunity to say, “I thought you meant the staffroom at lunch”.
Separate amicably with a positive comment
Once you have addressed the students behaviour, make sure you finish with a positive comment such as, “You are a good student and I enjoy teaching you. Your behaviour can improve and that will make it even more enjoyable for everyone in the classroom”. Make sure you don’t attack the student, the focus should be on the student’s behaviour.
Don’t try to control the Class
Remember we are not trying to control a class or a student, we can not control that, we are trying to control the situation and student/class behaviour. There is no such thing as bad student, only bad behaviour.
Following these core routines will help CRTs to work out how to manage a hard class.
Asking For Help
Too many teachers think that having a colleague in the classroom makes them a failure. There is no such thing as a failure and we must work as a team to reach our objectives. Most schools will have a procedure in place for dealing with issues that arise in the classroom. Make sure you know the procedure and use it if needed.
Feedback
If there is an issue that needs to be followed up or you have followed up with a student the normal classroom teacher needs to be notified. Make sure you take extensive notes and arrange for them to be passed on to the teacher. If you have a device with Synergetic or Compass leave the feedback in the class notes section. If not leave a detailed account of what happened in writing.
You should also always let your supervising teacher/daily organiser know if you have followed up or if follow up is needed and what you did.
Remember the Core Routines
Focus on Behavioural Leadership
Communicate Calmness
Wait for a Break in the Traffic
Always cue the Class When Talking to an Individual
Never State the Obvious
Refer to the Classroom as “Our Class”
Tactically Ignore Never Blindly Ignore
Give Students a Directed Choice not a Free Choice
Defer Consequences
Follow up and Follow Through
Separate Amicably With a Positive Comment
Don’t Try to Control the Class
Leave feedback for the regular teacher
Notify your supervisor of the behaviour
This presentation has been adapted from ideas from “Cracking the Hard Class”, & “Behavioural Management”, published by Scholastic Press & written by Bill Rogers, and notes taken from a seminar entitled “Cracking the Hard Class”, presented by Bill Rogers.
Check out Bill's website to purchase or to find more great resources regarding behavioural management.
View more YTA classroom management strategies in The Complete Casual Relief Teachers Guide
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