Classroom Chaos or Classroom Masterpiece?

All of us will eventually (hopefully already) come up with a game plan for classroom management.  This is something I feel will be a weak point for me at times because I am kind of a push over.  BUT, I am aware of what I need to work on so I am constantly looking at articles to find out what great strategies are out there in the world of education.

My dilemma is how do you control those Lone Rangers, quiet those chatty Kathys and encourage those Debbie Downers?  All while teaching those students who were sent from heaven?  How do you punish or discipline students without creating a negative outcome?  How do you reward some students while denying others?  For some students, the classroom is their only solace and safe haven. Some students, they are natural born class clowns....like I was.  But there are ways (tricks of the trade) that we can accommodate all students' needs while instructing and enjoying the classroom.

I recently found an article that was a bit old, but had some great resources in it on classroom management.  I am cruising into the upper grade levels for my teaching journey, so it is exactly what I was looking for. The article was from the site: middleweb.com . It is titled: "10 Ways to Sabotage Your Classroom Management".  Some of the ideas and issues on the list are Smiling at the Wrong Times, Handing Behavior issues Publicly, and only speaking in "Don'ts".  For example: If I tell you not to think about a hot fudge sundae, what do you think about? Yep, a hot fudge sundae. Similarly, if you tell a seventh grade boy not to tap his pencil, he still has pencil tapping on the brain. Alternative: Tell students what to do. These directives can address the problem at hand (Jake, put your pencil under your textbook until I tell you to use it) or distract the student with another activity altogether (Jake, read number 4 for me, please). (middleweb.com) This is one example.  It really kind of make sense doesn't it?  Also, sometimes, teachers talk too much not giving students enough time to answer or talk through their answer.  Another point was that the teacher doesn't wait until everyone is paying attention to give instruction or just plain being boring.  One other tidbit she noted was that sometimes, distracting the student or asking them to read aloud or explaining what times it is appropriate to crack jokes and or be silly can help you keep your students on track.  

Having kids myself, I get the fact that each kid is different and each student's needs are different.  That is why as an educator, it is imperative that we know how to handle each situation whether it is a class clown trying to get a laugh or a student who has home life issues and just needs someone to love them and encourage positivity in their life.  This is different every year so you can't really pass a test to learn how to do this other than trial and error.  I feel this is right in line with Standard 1 (Teachers demonstrate leadership) in that teachers lead their classrooms well.  It is an important and probably easiest parts of the profession in my opinion.  It also emphasizes Standards 2 and 4.  We are to facilitate learning for all students in all circumstances as well as know how to organize a classroom that empowers, challenges and leads students in the best way possible.  Are we going to have "THOSE" days?  Of course!  It would be boring if we didn't.  But classroom management is possible without being "that" teacher that no one wants.  Hopefully, we will become "that" teacher that students respect and look up to.

Works Cited: 

http://blogs.edweek.org/teachers/coach_gs_teaching_tips/Classroom%20Chaos%20to%20Control.jpg

http://www.middleweb.com/19037/10-ways-sabotage-classroom-management/
https://mentalillnessmom2mom.files.wordpress.com/2014/03/chaos-classroom.jpg