You’ve graduated and you’re ready to make a difference. Fantastic!
- The good news is that teachers can make a real difference to how well their student’s do at school.
- The bad news is that some teachers make far less of a difference than others.
Sadly, research shows that students tend to achieve lower results when taught by a new teacher[i]. Don’t feel bad. A lot of the blame lies in the lack of practical, evidence-based training that new teachers receive.
Research shows that many new teachers struggle to manage their students’ behaviour[ii] and good behaviour is critical to student learning. Students will not learn well if you lack the necessary classroom management skills.
97% of teachers believe that effective classroom management is essential for students to do well at school.
Students in well-behaved classes typically achieve 20 percentile points higher than students in classes where discipline is lax (Marzano, 2000)
Even students see the need for order and discipline in their classrooms.
To make matters even worse. Teacher attrition and links to BM
If you want to help your students to do well at school, while maintaining some semblance of personal sanity, then you need to run a disciplined classroom. Mastering effective classroom management techniques is critical to your success.
Student misbehaviour is the major obstacle to your success and has the potential to destroy your career.
Luckily, research shows that we can all learn how to do this. Effective classom managers are not born that way. Rather they have picked specific techniques that work.
There are many ways to run a disciplined classroom, however some are more effective than others. After extensively researching the field, I cringe when I read some of the advice being given to teachers. Much of what I have read is not backed by evidence and it is just plain wrong.
Teachers deserve the best advice that research has to offer.
This is why I wrote this guide for you.
[i] Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement.Econometrica, 73(2), 417–458.
[ii] Melnick, S., & Meister, D. (2008). A comparison of beginning and experienced teachers’ concerns.Educational Research Quarterly, 31(3), 39–56; Public Agenda. (2004). Teaching interrupted: Do discipline policies in today’s public schools foster the common good? New York: Author; Hover, S. D., & Yeager, E. A. (2004). Challenges facing beginning history teachers: An exploratory study. International Journal of Social Education, 19(1), 8–26.