by Nicole Jost
In my experience working with elementary school students, classroom management is a big challenge. I find myself entering the space with lots of enthusiasm and a desire to engage these young students, only to be derailed when I can’t get them to listen to instructions. Unlike classroom teachers, who see their students every weekday, I typically only work with students once a week. So how can teaching artists build effective classroom management strategies with such limited time? And how can we do that without becoming evil (read: not fun) teacher dictators?
I got one great idea from a teaching artist who works with YPT, Meg Greene. In her classrooms she uses a tool called “Star Audience Member.” To get students to buy in to this tool, I first asked them what makes a good audience member. (My students offered suggestions like “listening quietly,” “staying in your seat,” “looking at the person who’s talking,” etc.) These traits became my criteria for picking one Star Audience Member per class. The Star gets their name written up on the board, and I also gave him/her a YPT pen as a small prize.
What I love about this tool is that a) you can use it to encourage students to focus (i.e. “I’m still looking for today’s Star Audience Member!”) and b) because the students themselves identify what makes a good audience, they understand the teaching artist’s choice for the Star. A few times, my students guessed who I was going to pick based on their observations during class. There aren’t many complaints of unfairness because basically, they made the rules.
What other strategies do people suggest?