Every Student Remembers This Type of Teacher

There's always that one teacher you both disliked and secretly respected. For me, it was Mr. Mitchell, my science instructor. His shining gray hair hinted at his age, and his meticulously cared-for forehead gleamed during the summer months. With a stoic expression and a monotone voice, he expertly deflected any attempts to provoke him.

One memorable moment involved a student pointing out Mr. Mitchell's missing half-finger. With a silent yet commanding presence, he effortlessly commanded attention before initiating his famous countdown.

"Silence in three… two… one…"

"AND A HALF!" shouted a bold classmate, only to be met with Mr. Mitchell’s piercing gaze that silenced the room instantly. His ability to maintain authority without uttering a single word left a lasting impression on me, shaping my own teaching philosophy long before I realized I wanted to pursue this career.

Non-Verbal Cues

Mr. Mitchell spoke softly, but when he did, you had to lean in to catch his words. This classic, traditional teaching method works particularly well in classes that are generally well-behaved yet occasionally need guidance. When executed properly, students will mirror your efforts to create a tranquil learning atmosphere.

As a P.E. instructor, I sometimes struggle with this approach, often falling into the trap of raising my voice unnecessarily. This inadvertently leads to a competition of who can shout the loudest. Mr. Mitchell, on the other hand, would often respond to questions silently, redirecting us to his PowerPoints when necessary.

Today's students don't respond well to shouting; they tune out quickly. This realization has led me to develop my own non-verbal cues, like a double whistle to indicate it's time for the next instruction—until I have their full attention.

I refuse to speak over students who disrupt that silence. Instead, I simply start my stopwatch, a cue that their precious break time is ticking away. This approach helps me redirect students without resorting to punitive power struggles that disrupt the learning process.

Lessons from Mary Poppins — Don’t Mess with Mr. Inbetween

My all-time favorite piece of teaching advice comes from Mary Poppins: "You've got to ac-CEN-tchu-ate the positive, eliminate the negative… don't mess with Mr. Inbetween."

'Mr. Inbetween' refers to those students whose minor misbehaviors, if echoed by the entire class, could lead to chaos. For instance, when a student leaves their seat without permission, I remind them of the potential problems if all thirty students did the same.

Some students may not have clear boundaries at home and might need gentle reminders of those that exist in the classroom. If you're ever uncertain about boundaries, visualize what might happen if every student mimicked a particular behavior. Remember: what you allow, you encourage!

Proximal (Purposeful) Praise

The manner in which teachers deliver praise—who they praise and when—can be just as important as the praise itself. A powerful yet often overlooked technique is to commend a nearby student when misbehavior occurs, subtly prompting the disruptive student to adjust their behavior without direct confrontation.

For some students who repeatedly misbehave, strictly following school policy can sometimes exacerbate the situation. In my school, we follow a straightforward disciplinary system, but skipping straight from a verbal warning to a detention can lead to significant meltdowns for some students.

By praising a neighboring student, I provide a silent reminder of expectations to the misbehaving student, effectively addressing the issue without shaming them publicly.

Eliminating the Negative

"A clever person solves a problem. A wise person avoids it." — Albert Einstein

The most effective way to tackle behavioral issues is to cultivate an environment where such problems don’t arise in the first place. This requires consistent, spontaneous responses.

For example, if a student needs to use the restroom, I might say, “That's fine, but I’ll time your return, and we’ll adjust the lesson schedule accordingly.” Surprisingly, many students can hold off after hearing this.

Negative behaviors must be addressed with the same level of specificity and purpose as positive behaviors. Redirecting students to focus on what they should be doing is crucial.

Mrs. S (For Shout)

I have a colleague who could greatly benefit from Mary’s wisdom. Mrs. S tends to remind students that she shouldn't have to repeat herself, but her constant shouting has made her seem more intimidating than approachable.

During my training, my mentor advised me that a strong voice can be effective if used sparingly. When overused, it loses its impact. Similar to how students can visually see the disruption caused by repetitive questions, educators must reserve their voices for the moments that truly matter.

In conclusion, mastering classroom management requires a blend of non-verbal communication and strategic praise. By setting clear expectations and maintaining a calm environment, educators can foster a more conducive learning atmosphere.