Group management
01.
Classroom management
02.
Dealing with disruptive behavior
Classroom management
Classroom management is the process of ensuring that your classroom or group functions well. This includes setting rules, creating a positive learning environment, and promoting respect among students. It is important because it helps create a safe and productive environment in which people can learn and grow.
This explanation provides an overview of classroom management and is intended to help instructors understand how to create a positive and effective learning environment.
Setting expectations
It’s important to set clear rules, such as “we listen to each other” or “we wait our turn.” Explain these expectations from the beginning so everyone knows what’s expected of them. For example, if you say, “When we’re playing sports, we stay within the lines,” kids will know what to do.
Structure and routines
A clear daily routine helps children feel safe and secure. For example, you can start each lesson with a short explanation, followed by a warm-up and then the main activity. Children then know what to expect, which helps to reduce stress and unwanted behavior.
Positive reinforcements
Positive reinforcement is encouraging good behavior through praise or small rewards. For example, if a person works well together during a team game, you can say, "Good job! You really helped your team!" This encourages them to repeat that behavior in the future.
Preventive strategies
​Prevention is better than cure. Make sure the activities are challenging but doable so people don’t get bored. If you notice someone is distracted a lot, try giving them a specific role, like keeping score, to keep them engaged.
Involving parents
Communication with parents is essential. For example, send a newsletter with updates on what children are learning and how they are developing. This keeps parents involved and helps them support what is happening in class at home.
Differentiation and inclusivity
Differentiation means that you take into account the different levels and needs of children. If you notice that some children need extra help, offer different ways to perform an activity. For example, for a target practice you can use a smaller target for children who still need practice.
Reflection and evaluation
After each lesson, it is good to reflect on what went well and what could be improved. Ask yourself, "How did I respond to disruptive behavior?" or "Were the students engaged?" By asking these questions, you can improve your skills and make the lessons more effective.
Dealing with disruptive behavior
Disruptive behavior is common during classes or sports training, especially in groups with children. It can range from distracting chatter to refusing to participate. This behavior can disrupt the class, both for the other participants and for the trainer. It is important to deal with this behavior effectively so that you can maintain a positive and productive environment. Here are some tips and examples that can help you.
Rules and expectations
One of the most important ways to prevent disruptive behavior is to set clear rules and expectations at the beginning of class. Make sure the children know what you expect of them, such as listening when you speak, waiting their turn, and showing respect for each other. For example: "When I blow my whistle, I want everyone to stop what they are doing and listen to me."
Stay calm and consistent
When a child is displaying disruptive behavior, it is important to remain calm and act consistently. Do not let your emotions take over and calmly point out what is going wrong. For example, if a child keeps talking while you are explaining something, you can say kindly but firmly: "I notice that you are talking while I am explaining something. I would like you to be quiet so that everyone can hear me."
Positive reinforcements
Compliment good behavior and encourage the positive. Children often respond better to praise than to criticism. For example, if you see someone listening well or trying hard, mention it: "Good for you for paying attention! That helps the whole group."
Step-by-step plan
For persistent disruptive behavior, you can use a step-by-step plan. First, you give a warning, then there are consequences. For example: "This is the first warning. If you don't stop now, you will sit aside for a while to calm down." This prevents you from making impulsive decisions in the moment and provides children with structure.
Get to know your group
Sometimes disruptive behavior has a reason, such as frustration or misunderstanding. Get to know your group and understand why a child behaves the way he or she does. Perhaps the assignment is too difficult or a child feels left out. In that case, try to adapt the activity. For example: "I see you are having trouble with the exercise. Should I show you again or practice with you?"
Distraction
You are explaining a new exercise, but two children are talking and not paying attention. Instead of getting angry, you say gently but firmly, "I see you are talking, but this is the time to listen. After I explain, you can continue talking." If they continue, you can take them aside and briefly discuss the situation without distracting the rest of the group.