Introduction
I have a confession to make: I’m not that great of a teacher. I’ve taught for over ten years, but I’m still trying to figure out how to improve my classroom management skills. I’ve even read books on the subject of teaching, but none of these resources really helped me get better at managing my students’ behaviour in class. What finally did the trick was going through an extensive five-step process called root cause analysis—and you can use this same method yourself! Check it out below:
Step 1: Identify the problem.
The first step in improving classroom management is to identify the problem. This is important because it helps you focus on what’s actually going wrong, like a hunch or an idea or your general gut feeling about something.
What’s the problem? What isn’t working? How do you know when something isn’t working? How long has this been going on? What are the signs? What are students saying about it? How does it make you feel?
You may have to do some digging around for this, but try to be as specific as possible. The more concrete your description of the problem is (and the more clearly defined your parameters), the easier it will be to solve and improve the teaching and learning process for your classroom.
Step 2: Determine the cause.
Determining the cause of a problem can be difficult. It’s not always as simple as following the chain of effects back to their source and then eliminating that source.
The causes of issues are often a mix of internal and external factors, so you have to examine your situation carefully and think about how each part contributes to or detracts from your classroom climate.
For example: If your students are facing an issue of discipline, then you could look at the causes of that issue. Is it because they don’t understand the rules? Do they need more time in class to learn them? Or is it because they feel like no one cares about them as individuals? If you can figure out why your students are acting out, you can better address how to fix the problem.
Step 3: Evaluate solutions.
Once you have clearly identified the problem and analysed its cause, the next step is to evaluate your solutions and think of multiple ways to approach the problem. This step is important because it helps you avoid “solution A” and “solution B” thinking. By considering multiple solutions, you will create more options for yourself and be able to choose the best course of action.
For example: If you have identified that your students do not understand the rules, then you may need to use a variety of teaching strategies. You could show them examples on the board and then explain what each one means in terms of consequences. Or you could create a poster that outlines all the classroom rules and hang it up so they can refer back to it when they forget what they are supposed to be doing.
You can also involve your students in the solution-finding process. Ask them what they think would be a good solution, and then work together to come up with the best one. You could even have them create a poster that outlines their proposed solution and hang it up in the classroom for everyone to see. This will make them feel like their input is valued and encourage them to participate in solving the issue.
Step 4: Implement solutions.
Once you’ve identified a problem and developed some potential solutions, it’s time to implement them. Start by taking the most effective solution and implementing it in your classroom. Give yourself a deadline for making this change, and then stick to it.
Make sure that even your students understand their role in the solution and how it will be implemented. You may also want to consider having them vote on which solution they think works best and why.
Pro-tip: don’t be afraid to try something new—sometimes, even small changes can make a big difference.
Step 5: Monitor results and accept that some solutions may not work.
This step is crucial. Monitoring results is the only way to know whether or not your classroom management techniques are working. If you find that a particular technique isn’t working well, don’t get discouraged! Try something else.
If the solution is working, check up on it and see why it is working and how it can be improved upon. Try to make a plan for how you will improve on the technique so that you are constantly improving your classroom management skills and teaching methods.
You might find that your students are more receptive to one solution than another or that the solution is effective only when used in a certain situation. Be open-minded and willing to adapt as needed—this will help you determine which solutions work best for your unique classroom environment.
Conclusion
Classroom management is not a one-size-fits-all solution. It’s important to remember that there are many different approaches to managing classrooms and to teaching and learning–each with its strengths and weaknesses. The key is finding the right approach for your students—sometimes, that means going through several cycles of trial and error before you find it!
