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54/*# sourceURL=https://jamiemillermath.com/wp-includes/blocks/image/style.min.css */
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69<style id="classic-theme-styles-inline-css">
70/*! This file is auto-generated */
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231My Experience
232
233
234
235I remember setting foot in my very own classroom for the first time. I was so excited to have a classroom to call my own, to teach by myself, to get to know my students and to help them grow as learners, as mathematicians, as writers, and as digital citizens. But, my first year of teaching was rough (I was teaching, coaching water polo, and getting my Master’s degree) and I remember crying a handful of times. I am a perfectionist, OCD, Type A personality and felt like all the other teachers on my team had better classroom management than I did. In reality, I was just being hard on myself (or so I am told) but that’s how I felt at the time. 
236
237
238
239So, let’s talk about classroom management; the
240thing that they don’t really teach you how to do in college (at least not when
241I was in school). Classroom management is something that many teachers struggle
242with during their first year of teaching and it can make or break your school year.
243I’m here to tell you that classroom management does get better! Classroom
244management is something we learn through teaching experience and we, as
245educators, have to be willing and ready to adapt for each particular class and
246child on any given day.
247
248
249
250Balance
251
252
253
254Classroom management is all about balance and it has taken me nine years
255to perfect it. I have finally found the balance of humor and fun, confidence
256and established boundaries, and teaching and learning. Below I will share my classroom
257management tips for managing middle schoolers and having a successful school
258year.
259
260
261
262Note: The tips I am about to share are what works for me. I know teachers with different classroom management strategies and styles that work wonderfully for them.  Use what best fits your personality and your teaching style. The tips I am sharing need to be implemented and reinforced every day, starting on the first day (otherwise May/June will be a nightmare for you and no one wants that). 
263
264
265
266 Classroom Management Tips 
267
268
269
270
271Relationships
272
273
274
275Values Rather than Rules
276
277
278
279Routines and Procedures
280
281
282
283Consistency 
284
285
286
287Positive Encouragement
288
289
290
291Apologize 
292
293
294
295Humor 
296
297
298
299Be Yourself
300
301
302
303
304Relationships
305
306
307
308“Relationships first, everything else
309second.” -Kayla (Delzer) Dornfeld @topdogteaching
310
311
312
313This statement could not be more true.
314Once you build relationships, everything else falls into place. In my experience,
315I typically do not have many behavioral issues in my classroom because I work
316hard to establish and maintain relationships and connect with every single kid.
317I get to know my students, their personal lives, hobbies, strengths,
318weaknesses, etc. I show up to sporting events, choir/band concerts, musicals, and
319any other event I am invited to attend. I put their names into word problems
320and plan lessons around activities they enjoy. These small things seem so simple
321but make a world of difference. 
322
323
324
325When students feel appreciated, loved,
326and supported in your classroom, they respect you and are more inclined to meet
327your expectations. Now, of course, there are some exceptions to this. I have
328had great relationships with kids who acted out in my classroom from time to
329time. Talk to them, find out the root of the problem, and work with them to remedy
330it. 
331
332
333
334Values Rather than Rules 
335
336
337
338Ever heard the saying rules are meant
339to be broken? Well, some of our students perceive rules this way. Instead of
340having class rules, I like having class values. It puts a more positive spin on
341rules and blends both rules and values interdependently. 
342
343
344
345I believe that words are powerful and research shows that kids will become whatever you tell them they are. If I tell students they are helpful, I have found that they will be more helpful. This, in my opinion, is true for any value. By having a value that states, “In this classroom, we will help others”, I’m not telling kids what they can or cannot do in a rule form. I am telling them character traits that represent who they are, who they should strive to be, and what is expected from me. Having class values vs. class rules changed the culture and dynamics of my classroom. Create the values together as a class, display them in your classroom, and reference them daily. Grab my Editable Bitmoji Classroom Values.
346
347
348
349
350
351
352
353Routines and Procedures  
354
355
356
357In my classroom, there is a routine/procedure for everything and that makes the class run smoothly and efficiently. This allows for fewer opportunities for misbehavior. I only have 44 minutes of instruction time per class period so I am all about maximizing this time. I utilize Google slides to display entering the room procedure. As soon as students walk into my classroom, they know what they can expect to accomplish that day (agenda), what materials they will need for the day, and to begin working on their Bell Ringer. I highly recommend utilizing a Bell Ringer, a warm-up, every day to get students settled, in a routine, and thinking about your subject. Another great option is to have students silent read in place of a Bell Ringer. I am expecting my students to follow the directions on the slide independently. I also set a timer and display it in on my board so all students can monitor their progress over time and it helps hold me accountable if I get distracted or caught up in working with a student. 
358
359
360
361
362
363
364
365However, this is not my only procedure. There is a procedure for going to the bathroom, going to the nurse (unless it’s an emergency), transitioning, borrowing a book/ calculator, borrowing other supplies, working in groups, working with partners, etc. I could tell you all of my routines and procedures but you need to develop routines and procedures that make sense to you, your classroom, and your students. 
366
367
368
369This year I am using the acronym CHAMPS to ensure students know the expectations for working in terms of how to talk, how to get help, the activity, how to move, how to participate, and how to be successful. Simply put a clothespin or magnet on the expectations of CHAMPS. I am also utilizing routine posters for starting and ending classes. Check out the bundle here!
370
371
372
373
374
375
376
377
378
379Consistency 
380
381
382
383Consistency is key. Many students, especially middle schoolers, are creatures of habit. They crave structure and organizational systems that give them a sense of safety and predictability. Middle schoolers are also very intuitive and watch our every move, interaction with students, etc. Be consistent with how you treat students and the plans you put in place for assisting students. If someone gets “s
383pecial treatment”, students notice. They see this as unfair and some will most likely act out. In middle school, expectations are black and white; middle schoolers do not see any gray area. Being consistent ensures that all students know your expectations and the consequences for not meeting those expectations.
384
385
386
387Being consistent can sometimes be tough. I have perceived myself to be consistent but then students may point out an instance where I was not. In my quarterly check-ins with students, I will ask if they feel everyone is being treated equally and fairly in my classroom. Constantly re-evaluating your teaching practice is necessary to guarantee that you are being consistent and fair in the eyes of your students. 
388
389
390
391Positive Encouragement 
392
393
394
395Classroom management cannot consist of just discipline and reprimands; there needs to be positive encouragement. I make it a point every day to give out encouraging notes to my students when I catch them being awesome, persevering through a tough problem, sharing an innovative idea, helping a classmate, crushing a test, etc. I use my encouraging notes to build relationships and community in my classroom. I keep a list and give one to every single student. Once I’ve gone through my entire roster, I reset and continue to give these out all year.  
396
397
398
399Recognizing the good in all students can sometimes be tough in just a 44 minute class period. I start with those kids first; you know the ones I am referring to. I purposely seek to find anything awesome that I can praise them for. Building relationships with these kids first will set the tone for the year. If you can hook them in the beginning, it is usually smooth sailing. Students look forward to my notes and it’s an easy way to recognize the positive things going on in your classroom. Grab the Editable Bitmoji Encouraging Notes for Students. 
400
401
402
403
404
405
406
407Apologize
408
409
410
411Apologize. This is so important and often overlooked. We all have crappy days where sometimes we take it out on our students without meaning to or really even thinking about it. We all have days where we make mistakes, raise our voices, copy the wrong sheet, spill our coffee on a student’s test, etc. Put your ego aside and apologize to your kids. They will appreciate you and respect you more for being human, for being real, and for owning your mistakes/faults. Plus, this is an important character trait to model, especially at the middle school level. 
412
413
414
415Humor
416
417
418
419Humor is how I survive teaching middle school. Just kidding (coffee too of course). Sometimes, you just have to laugh. I have been told that you can hear my laugh from a different level in the building. Humor is an easy way to capture the attention of your class and generate enthusiasm for a lesson. In my class, I will often tell jokes/puns and when no one in the class laughs, you bet I do. Laughter then becomes contagious. This in itself sparks an interest in the topic and probably convinces my students I am a little crazy (who isn’t, right?). You can’t be afraid to laugh at yourself and embarrass yourself; it’s a requirement for teaching middle school. 
420
421
422
423
424
425
426
427&nbsp;I remember one of my first years of teaching, I
428was in the front of my classroom teaching, slipped on a slick spot on my newly
429waxed floor, and fell on my butt. My class was mortified, jaws dropped, looking
430like deer in headlights, not sure how to respond. Almost immediately, I began
431cracking up. I reassured my students I was fine and encouraged them to laugh
432with me. I laughed until I cried as I pictured myself falling on my butt; that
433image was on repeat in my brain. 
434
435
436
437Note: Be careful using sarcasm in the
438classroom. Depending on the developmental and emotional level of your students,
439they might not understand it. It’s also easy to spiral out of control. Sarcasm
440and humor can go hand-in-hand and trust me, I use both (at times) but not at
441anyone’s expense except my own. 
442
443
444
445Be Yourself
446
447
448
449Last, but not least, just be yourself! Students can tell when you are not being real and genuine. During my first-ever formal observation (where my math supervisor came to observe me), I turned into a completely different teacher. One of my students approached me after my admin had left and said, “Wow, you were totally different with him in the room.” The reality was, I wasn’t even aware that I acted differently. Then, I thought about it. I am normally super energetic and moving all over the room, constantly laughing and having fun, and I must have toned it down to “business as usual” attitude. That is just not my personality or teaching style. My next observation was equally as uncomfortable as the first but I stayed true to myself and my personality, and let that shine in the observation.
450
451
452
453Bring your hobbies, interests, stories, etc. into the classroom. My uncle was a captain of a navy battleship so naturally, during our unit of study with coordinate planes, we played Coordinate Plane Battleship and I showed my students pictures of my uncle and the battleship he commanded. I described his fierce and savage, “do anything to win” type of attitude that helped him have a successful c
453areer as he led our country to victory. Students love to hear about our families and our lives outside of school (wait, we have one?). Again, this helps build a repertoire with students and connect with them on a deeper level. 
454
455
456
457Concluding Thoughts
458
459
460
461It’s not easy managing middle schoolers with raging hormones, sassy attitudes, and vulnerable self-esteems but it sure is worth it! The last piece of advice I can offer is to observe other more experienced teachers. Sit in on a class and take notes about how they manage procedures and routines, manage transition times, interact with students, etc. Then, adapt what you loved to fit the unique needs of your students, your classroom, and stay true to yourself. Hopefully, you will find these classroom management tips useful. If you have any other classroom management strategies that work well, comment below!
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631		
632<article id="post-153" class="blog-post post-153 post type-post status-publish format-standard has-post-thumbnail hentry category-classroom-management tag-classroom-management tag-managing-middle-schoolers">
633
634	
635
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640	
641	<header class="post-header">
642
643		<div class="post-categories"><a href="https://jamiemillermath.com/category/classroom-management/" rel="category tag">Classroom Management</a> </div>
644				<h1 class="post-title">Classroom Management: How to Manage Middle Schoolers</h1>
645		
646				<div class="post-meta clear-fix">
647
648							<span class="post-date">July 22, 2019</span>
649						
650			<span class="meta-sep">/</span>
651			
652			
653		</div>
654		
655	</header>
656
657	<div class="post-content">
658
659		
660<h2 class="wp-block-heading">My Experience</h2>
661
662
663
664<p class="wp-block-paragraph">I remember setting foot in my very own classroom for the first time. I was so excited to have a classroom to call my own, to teach by myself, to get to know my students and to help them grow as learners, as mathematicians, as writers, and as digital citizens. But, my first year of teaching was rough (I was teaching, coaching water polo, and getting my Master’s degree) and I remember crying a handful of times. I am a perfectionist, OCD, Type A personality and felt like all the other teachers on my team had better classroom management than I did. In reality, I was just being hard on myself (or so I am told) but that’s how I felt at the time. </p>
665
666
667
668<p class="wp-block-paragraph">So, let’s talk about classroom management; the
669thing that they don’t really teach you how to do in college (at least not when
670I was in school). Classroom management is something that many teachers struggle
671with during their first year of teaching and it can make or break your school year.
672I’m here to tell you that classroom management does get better! Classroom
673management is something we learn through teaching experience and we, as
674educators, have to be willing and ready to adapt for each particular class and
675child on any given day.</p>
676
677
678
679<h2 class="wp-block-heading">Balance</h2>
680
681
682
683<p class="wp-block-paragraph">Classroom management is all about balance and it has taken me nine years
684to perfect it. I have finally found the balance of humor and fun, confidence
685and established boundaries, and teaching and learning. Below I will share my classroom
686management tips for managing middle schoolers and having a successful school
687year.</p>
688
689
690
691<p class="wp-block-paragraph">Note: The tips I am about to share are what works for me. I know teachers with different classroom management strategies and styles that work wonderfully for them.  Use what best fits your personality and your teaching style. The tips I am sharing need to be implemented and reinforced every day, starting on the first day (otherwise May/June will be a nightmare for you and no one wants that). </p>
692
693
694
695<h2 class="wp-block-heading"> <strong>Classroom Management Tips</strong> </h2>
696
697
698
699<ol class="wp-block-list">
700<li>Relationships</li>
701
702
703
704<li>Values Rather than Rules</li>
705
706
707
708<li>Routines and Procedures</li>
709
710
711
712<li>Consistency </li>
713
714
715
716<li>Positive Encouragement</li>
717
718
719
720<li>Apologize </li>
721
722
723
724<li>Humor </li>
725
726
727
728<li>Be Yourself</li>
729</ol>
730
731
732
733<h3 class="wp-block-heading">Relationships</h3>
734
735
736
737<p class="wp-block-paragraph">“Relationships first, everything else
738second.” -Kayla (Delzer) Dornfeld @topdogteaching</p>
739
740
741
742<p class="wp-block-paragraph">This statement could not be more true.
743Once you build relationships, everything else falls into place. In my experience,
744I typically do not have many behavioral issues in my classroom because I work
745hard to establish and maintain relationships and connect with every single kid.
746I get to know my students, their personal lives, hobbies, strengths,
747weaknesses, etc. I show up to sporting events, choir/band concerts, musicals, and
748any other event I am invited to attend. I put their names into word problems
749and plan lessons around activities they enjoy. These small things seem so simple
750but make a world of difference. </p>
751
752
753
754<p class="wp-block-paragraph">When students feel appreciated, loved,
755and supported in your classroom, they respect you and are more inclined to meet
756your expectations. Now, of course, there are some exceptions to this. I have
757had great relationships with kids who acted out in my classroom from time to
758time. Talk to them, find out the root of the problem, and work with them to remedy
759it. </p>
760
761
762
763<h3 class="wp-block-heading"><strong>Values Rather than Rules</strong> </h3>
764
765
766
767<p class="wp-block-paragraph">Ever heard the saying rules are meant
768to be broken? Well, some of our students perceive rules this way. Instead of
769having class rules, I like having class values. It puts a more positive spin on
770rules and blends both rules and values interdependently. </p>
771
772
773
774<p class="wp-block-paragraph">I believe that words are powerful and research shows that kids will become whatever you tell them they are. If I tell students they are helpful, I have found that they will be more helpful. This, in my opinion, is true for any value. By having a value that states, “In this classroom, we will help others”, I’m not telling kids what they can or cannot do in a rule form. I am telling them character traits that represent who they are, who they should strive to be, and what is expected from me. Having class values vs. class rules changed the culture and dynamics of my classroom. Create the values together as a class, display them in your classroom, and reference them daily. Grab my <a href="https://www.teacherspayteachers.com/Product/Editable-Bitmoji-Classroom-Values-3918612">Editable Bitmoji Classroom Values</a>.</p>
775
776
777<div class="wp-block-image">
778<figure class="aligncenter"><img decoding="async" width="512" height="384" src="http://sixthgradeteachers.com/wp-content/uploads/2019/07/Slide2.png" alt="" class="wp-image-159" srcset="https://jamiemillermath.com/wp-content/uploads/2019/07/Slide2.png 512w, https://jamiemillermath.com/wp-content/uploads/2019/07/Slide2-300x225.png 300w" sizes="(max-width: 512px) 100vw, 512px" /></figure>
779</div>
780
781
782<h3 class="wp-block-heading"><strong>Routines and Procedures </strong> </h3>
783
784
785
786<p class="wp-block-paragraph">In my classroom, there is a routine/procedure for everything and that makes the class run smoothly and efficie
786ntly. This allows for fewer opportunities for misbehavior. I only have 44 minutes of instruction time per class period so I am all about maximizing this time. I utilize Google slides to display entering the room procedure. As soon as students walk into my classroom, they know what they can expect to accomplish that day (agenda), what materials they will need for the day, and to begin working on their Bell Ringer. I highly recommend utilizing a Bell Ringer, a warm-up, every day to get students settled, in a routine, and thinking about your subject. Another great option is to have students silent read in place of a Bell Ringer. I am expecting my students to follow the directions on the slide independently. I also set a timer and display it in on my board so all students can monitor their progress over time and it helps hold me accountable if I get distracted or caught up in working with a student. </p>
787
788
789<div class="wp-block-image">
790<figure class="aligncenter"><img decoding="async" width="512" height="384" src="http://sixthgradeteachers.com/wp-content/uploads/2019/07/Slide1.png" alt="" class="wp-image-160" srcset="https://jamiemillermath.com/wp-content/uploads/2019/07/Slide1.png 512w, https://jamiemillermath.com/wp-content/uploads/2019/07/Slide1-300x225.png 300w" sizes="(max-width: 512px) 100vw, 512px" /></figure>
791</div>
792
793
794<p class="wp-block-paragraph">However, this is not my only procedure. There is a procedure for going to the bathroom, going to the nurse (unless it’s an emergency), transitioning, borrowing a book/ calculator, borrowing other supplies, working in groups, working with partners, etc. I could tell you all of my routines and procedures but you need to develop routines and procedures that make sense to you, your classroom, and your students. </p>
795
796
797
798<p class="wp-block-paragraph">This year I am using the acronym CHAMPS to ensure students know the expectations for working in terms of how to talk, how to get help, the activity, how to move, how to participate, and how to be successful. Simply put a clothespin or magnet on the expectations of CHAMPS. I am also utilizing routine posters for starting and ending classes. Check out the bundle <a rel="noreferrer noopener" href="https://www.teacherspayteachers.com/Product/Math-Classroom-Management-Posters-Bundle-9905061" target="_blank">here</a>!</p>
799
800
801
802<figure class="wp-block-gallery has-nested-images columns-default is-cropped wp-block-gallery-1 is-layout-flex wp-block-gallery-is-layout-flex">
803<figure class="wp-block-image size-large"><img loading="lazy" decoding="async" width="768" height="1024" data-id="750" src="http://jamiemillermath.com/wp-content/uploads/2023/08/image0-53-768x1024.jpeg" alt="" class="wp-image-750" srcset="https://jamiemillermath.com/wp-content/uploads/2023/08/image0-53-768x1024.jpeg 768w, https://jamiemillermath.com/wp-content/uploads/2023/08/image0-53-225x300.jpeg 225w, https://jamiemillermath.com/wp-content/uploads/2023/08/image0-53-1152x1536.jpeg 1152w, https://jamiemillermath.com/wp-content/uploads/2023/08/image0-53-1536x2048.jpeg 1536w, https://jamiemillermath.com/wp-content/uploads/2023/08/image0-53-1140x1520.jpeg 1140w, https://jamiemillermath.com/wp-content/uploads/2023/08/image0-53-scaled.jpeg 1920w" sizes="auto, (max-width: 768px) 100vw, 768px" /></figure>
804</figure>
805
806
807
808<h3 class="wp-block-heading"><strong>Consistency</strong> </h3>
809
810
811
812<p class="wp-block-paragraph">Consistency is key. Many students, especially middle schoolers, are creatures of habit. They crave structure and organizational systems that give them a sense of safety and predictability. Middle schoolers are also very intuitive and watch our every move, interaction with students, etc. Be consistent with how you treat students and the plans you put in place for assisting students. If someone gets “special treatment”, students notice. They see this as unfair and some will most likely act out. In middle school, expectations are black and white; middle schoolers do not see any gray area. Being consistent ensures that all students know your expectations and the consequences for not meeting those expectations.</p>
813
814
815
816<p class="wp-block-paragraph">Being consistent can sometimes be tough. I have perceived myself to be consistent but then students may point out an instance where I was not. In my quarterly check-ins with students, I will ask if they feel everyone is being treated equally and fairly in my classroom. Constantly re-evaluating your teaching practice is necessary to guarantee that you are being consistent and fair in the eyes of your students. </p>
817
818
819
820<h3 class="wp-block-heading"><strong>Positive Encouragement</strong> </h3>
821
822
823
824<p class="wp-block-paragraph">Classroom management cannot consist of just discipline and reprimands; there needs to be positive encouragement. I make it a point every day to give out encouraging notes to my students when I catch them being awesome, persevering through a tough problem, sharing an innovative idea, helping a classmate, crushing a test, etc. I use my encouraging notes to build relationships and community in my classroom. I keep a list and give one to every single student. Once I’ve gone through my entire roster, I reset and continue to give these out all year.  </p>
825
826
827
828<p class="wp-block-paragraph">Recognizing the good in all students can sometimes be tough in just a 44 minute class period. I start with those kids first; you know the ones I am referring to. I purposely seek to find anything awesome that I can praise them for. Building relationships with these kids first will set the tone for the year. If you can hook them in the beginning, it is usually smooth sailing. Students look forward to my notes and it’s an easy way to recognize the positive things going on in your classroom. Grab the <a href="https://www.teacherspayteachers.com/Product/Editable-Bitmoji-Encouraging-Notes-for-Students-3989807">Editable Bitmoji Encouraging Notes for Students</a>. </p>
829
830
831<div class="wp-block-image">
832<figure class="aligncenter"><img loading="lazy" decoding="async" width="648" height="648" src="http://sixthgradeteachers.com/wp-content/uploads/2019/07/notes.jpeg" alt="" class="wp-image-161" srcset="https://jamiemillermath.com/wp-content/uploads/2019/07/notes.jpeg 648w, https://jamiemillermath.com/wp-content/uploads/2019/07/notes-150x150.jpeg 150w, https://jamiemillermath.com/wp-content/uploads/2019/07/notes-300x300.jpeg 300w, https://jamiemillermath.com/wp-content/uploads/2019/07/notes-75x75.jpeg 75w" sizes="auto, (max-width: 648px) 100vw, 648px" /></figure>
833</div>
834
835
836<h3 class="wp-block-heading">Apologize</h3>
837
838
839
840<p class="wp-block-paragraph">Apologize. This is so important and often overlooked. We all have crappy days where sometimes we take it out on our students without meaning to or really even thinking about it. We all have days where we make mistakes, raise our voices, copy the wrong sheet, spill our coffee on a student’s test, etc. Put your ego aside and apologize to your kids. They will appreciate you and respect you more for being human, for being real, and for owning your mistakes/faults. Plus, this is an important character trait to model, especially at the middle school level. </p>
841
842
843
844<h3 class="wp-block-heading">Humor</h3>
845
846
847
848<p class="wp-block-paragraph">Humor is how I survive teaching middle school. Just kidding (coffee too of course). Sometimes, you just have to laugh. I have been told that you can hear my laugh from a different level in the building. Humor is an easy way to capture the attention of your class and generate enthusiasm for a lesson. In my class, I will often tell jokes/puns and when no one in the class laughs, you bet I do. Laughter then becomes contagious. This in itself sparks an interest in the topic and probably convinces my students I am a little crazy (who isn’t, right?). You can’t be afraid to laugh at yourself and embarrass yourself; it’s a requirement for teaching middle school. </p>
849
850
851
852<figure class="wp-block-image"><img loading="lazy" decoding="async" width="819" height="1024" src="http://sixthgradeteachers.com/wp-content/uploads/2019/07/pun-819x1024.jpeg" alt="" class="wp-image-162" srcset="https://jamiemillermath.com/wp-content/uploads/2019/07/pun-819x1024.jpeg 819w, https://jamiemillermath.com/wp-content/uploads/2019/07/pun-240x300.jpeg 240w, https://jamiemillermath.com/wp-content/uploads/2019/07/pun-768x960.jpeg 768w, https://jamiemillermath.com/wp-content/uploads/2019/07/pun-1140x1425.jpeg 1140w, https://jamiemillermath.com/wp-content/uploads/2019/07/pun.jpeg 1440w" sizes="auto, (max-width: 819px) 100vw, 819px" /></figure>
853
854
855
856<p class="wp-block-paragraph">&nbsp;I remember one of my first years of teaching, I
857was in the front of my classroom teaching, slipped on a slick spot on my newly
858waxed floor, and fell on my butt. My class was mortified, jaws dropped, looking
859like deer in headlights, not sure how to respond. Almost immediately, I began
860cracking up. I reassured my students I was fine and encouraged them to laugh
861with me. I laughed until I cried as I pictured myself falling on my butt; that
862image was on repeat in my brain. </p>
863
864
865
866<p class="wp-block-paragraph">Note: Be careful using sarcasm in the
867classroom. Depending on the developmental and emotional level of your students,
868they might not understand it. It’s also easy to spiral out of control. Sarcasm
869and humor can go hand-in-hand and trust me, I use both (at times) but not at
870anyone’s expense except my own. </p>
871
872
873
874<h3 class="wp-block-heading">Be Yourself</h3>
875
876
877
878<p class="wp-block-paragraph">Last, but not least, just be yourself! Students can tell when you are not being real and genuine. During my first-ever formal observation (where my math supervisor came to observe me), I turned into a completely different teacher. One of my students approached me after my admin had left and said, “Wow, you were totally different with him in the room.” The reality was, I wasn’t even aware that I acted differently. Then, I thought about it. I am normally super energetic and moving all over the room, constantly laughing and having fun, and I must have toned it down to “business as usual” attitude. That is just not my personality or teaching style. My next observation was equally as uncomfortable as the first but I stayed true to myself and my personality, and let that shine in the observation.</p>
879
880
881
882<p class="wp-block-paragraph">Bring your hobbies, interests, stories, etc. into the classroom. My uncle was a captain of a navy battleship so naturally, during our unit of study with coordinate planes, we played Coordinate Plane Battleship and I showed my students pictures of my uncle and the battleship he commanded. I described his fierce and savage, “do anything to win” type of attitude that helped him have a successful c
882areer as he led our country to victory. Students love to hear about our families and our lives outside of school (wait, we have one?). Again, this helps build a repertoire with students and connect with them on a deeper level. </p>
883
884
885
886<h2 class="wp-block-heading">Concluding Thoughts</h2>
887
888
889
890<p class="wp-block-paragraph">It’s not easy managing middle schoolers with raging hormones, sassy attitudes, and vulnerable self-esteems but it sure is worth it! The last piece of advice I can offer is to observe other more experienced teachers. Sit in on a class and take notes about how they manage procedures and routines, manage transition times, interact with students, etc. Then, adapt what you loved to fit the unique needs of your students, your classroom, and stay true to yourself. Hopefully, you will find these classroom management tips useful. If you have any other classroom management strategies that work well, comment below!</p>
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