Classroom Management
by Kate Loehman

The term "Classroom Management" tends to carry negative disciplinary connotations. It evokes memories of the system of threats and rewards our earliest teachers used to entice us to adhere to the class rules. At the university level (and for Rhetoric 1302 purposes) the aim of classroom management continues to be the creation of an orderly and effective learning space. It refers to the steps we take as instructors to cultivate a positive classroom environment conducive to student learning.

Generally speaking, we should work to promote an environment where students take learning seriously, where they understand what is expected of them, and where they are motivated to excel. The spirit of the classroom must foster trust and respect in order for students to feel comfortable enough to share their experiences and to participate in other class activities. Students must know that their ideas will be respected, and it is the instructor's responsibility to encourage this environment through words and actions. The following classroom management tips aim to create such an environment.

Some Tips for Cultivating a Positive Learning Environment

• Be early on the first day of class and conduct a full session. This demonstrates that you take the class and your students' time seriously. Start and end class on time daily.
• Get students started with writing on the first day. Assign a diagnostic essay, a general question that invites student reflection on their personal experiences and requires them to employ their best writing practices (relative to the time limit).
• Give students the opportunity to speak. Have them introduce themselves on the first day and encourage them to get to know one another. Ask questions as you move along and patiently wait for answers.
• Be explicit about your expectations of students and of the course. Discuss course objectives on the first day and invite students to come to the next class session with questions.
• Take time on the first day to describe a typical class session as well as other ways they can expect to spend class time.
• Encourage students to view the course in terms of its general applicability. The sooner you can make the course material relevant, the more seriously they will take their work in the course.
• Discuss attendance and grading policies and present those policies in writing. Do not back off of the serious nature of your policies, even if think you sound too stern. Stick to your policies throughout the semester, reminding students of them frequently.
• Be able (and willing) to discuss the reasoning behind your policies and class activities.
• Tell students what they need to do in order to succeed in the course. Inform them about the kind of behavior you expect in the classroom. Also be explicit about what kinds of behavior you will not tolerate (racial/sexual harassment, derogatory comments, etc.).
• Make eye contact with your students as you introduce yourself and the course objectives. Learn your students' names quickly and accurately. When you call roll, ask them to correct your pronunciation and, if necessary, to help you until you get it right. This is a simple but meaningful way to demonstrate respect for your individual students.
• Be the first to arrive and the last to leave every class session. Get to know your students during this time. Find out what their interests are and share some of your own interests.
• Always respond respectfully to student questions and comments. Whenever possible, use Words To Encourage. Try to contribute to student ideas rather than dismiss them.
• Deal with disruptive students (See the "Dealing with Difficult Behavior" teaching tip) individually, outside of class, and in person.
• Don't be afraid to admit that you don't have all the answers.
• Provide feedback and return student work without delay.
• Encourage your students to interact with you. Write your office hours and contact information on the board on the first day and include it on the syllabus. Remind students frequently of your office hours and encourage them to come by.
• Have students provide their names and contact information (especially their email address) and tell them early in the course if you plan to rely on email for class communication.
• Follow up with students who are absent or whose work is falling behind.
• Show students how to use important course skills rather than simply telling them. Use examples to relate the new information to that which they already know.
• Vary the learning mode of the class. Use combinations of individual and group work. If students don't seem engaged, try a new approach.
• Be receptive to feedback from your students about the course and your teaching.

Helpful Links:

• Barbara Gross Davis's Tools For Teaching
• Theodore Sizer's Good Teaching
• Chickering and Gamson's Seven Principles for Good Practice In Undergraduate Educations

Works Cited
Glenn, Cheryl, et al. The St. Martin 's Guide to Teaching Writing. 5th ed. Boston: Bedford/St. Martin's, 2003.

Provided by:
Kate Loehman earned a BA in English from UT Austin and is currently seeking a Masters in Humanities, with a concentration in Literature Studies. She is particularly interested in 20th century American literature and history and Latin American literature. She teaches Rhetoric 1302 at UT Dallas.