Classroom management: Why it’s important for teachers to command attention from learners

It is no small feat to have the attention of students during lessons, a number of teachers
can attest to this. Maintaining connection and at the same time ensuring the best learning
outcomes from a lesson can be somewhat perplexing.

Yet however much it can be challenging, it is still very crucial for learners to follow any lesson
productively without disturbances, and this, educators say can be achieved mainly by teachers
ensuring that they are in complete control of the classroom.

Classroom control for teachers is defined as the ability for the teacher to be in charge of what’s
taking place in class for that particular moment during a specific lesson.

Valence Mushinzimana, the deputy headmaster in charge of discipline at Lycée de Kigali says
it’s vital for a teacher to have total control and awareness of the learning that is happening in
class.

But how does a teacher achieve this?

First and foremost, Mushinzimana says as soon as a teacher steps in a class, their presence alone
should be the first to assume classroom control.

This he says will be enough to get all learners engaged in whatever they will be teaching.

In fact, he notes that teachers are supposed to have a class in order and that this includes making
sure that every learner has all it takes for the learning to take place.

He hence says that setting learning objectives including the topic to be taught is vital.
“Once learners know the objective of the lesson, it puts them to a task of knowing that at the end
of the lesson they are supposed to be having knowledge on specific issues or content,” he
explains.

Jane Nakaayi, the head of the department of languages at Riviera High School agrees with
Mushinzimana saying that teachers are supposed to share the lesson objective with the learners
so that they get to know what is expected of them.

And these objectives she says should be clear, achievable and shouldn’t be so many because in
case they are, learners may become overwhelmed with the whole thing thus becoming hard for
them to achieve.

“Once learners are aware of this, they will pay attention because at the end of the day, they are
supposed to have learned and achieved something,” she says.

Nakaayi says if this is not done (when teachers don’t set what they are going to teach) the
probabilities of the learners losing direction are high.

For example, she says some of the things that can be noticed in learners when they are not
paying attention include; most of them sleeping off, talking behind the teacher, excusing
themselves to go to the toilet or interrupting others in the middle of the lesson among other
destructive behaviours.

When this is observed, Nakaayi says teachers should be able to know that they are signs of a
failed classroom-control, therefore, working to improve on it can ensure a better environment to
teach.

Need to be creative

Mathias Nkeeto, a mathematics teacher at Green Hills Academy observes that at times learners
can lose interest in a particular topic explaining that there may be a number of reasons including
getting bored or not understanding why they have to learn the content at that particular time or
they already know what the content is all about.

Some of them, Nkeeto says could be lacking the motivation to be at school, so as a teacher, there
is a need to create motivation for the class and find out why some of the students aren’t
interested to learn a given topic.

Nakaayi says at their school, they have what is called a ‘hook’ or a ‘starter’, which is supposed to
be prepared by the teachers to hook the learners into the teacher’s lesson.

“This is just one of the strategies/lesson plans that a teacher is supposed to come up with to
ensure their classroom is controlled.”

She also says ‘the hook’ helps teachers to ensure that students are helped to get away from the
previous lesson and concentrate on the current one without getting confused.

“This kind of strategy is important because it brings learners close to the topic and what you are
going to teach, and with it, it’s easier to control the entire class,” she says.

Mushinzimana points out that as a teacher, knowing methods that they are relevant with a
particular time is important.

He gives an example where students are from lunch and the weather is hot. Here, he notes that
it’s ideal to change the learning environment and if possible, learners can be put outside
classroom, just to make sure there is nothing that will make them loose attention.

When a teacher is able to identify what hinders successful learning, Diana Nawatti, a head
teacher at Mother Mary Complex school, Kigali says it helps the teacher to come up with
different strategies that will ensure effective learning.
She says coming up with group work, encouraging peer learning, listening to students and also
letting them suggest how they would like to be taught are just some of the methods that can be
applied to make sure the teacher manages their class well.

Besides, Nawatti says that as a teacher, making your lessons more interesting is important
because it makes all students yearn for more.

“Another vital aspect that most teachers tend to forget or literally ignore is verbal motivation.
This may seem less important but to a big extent, it helps learners get hooked to the lesson,” she
says.

They should do this by identifying different abilities with every learner and applauding them.

However, she notes that it’s important to change teaching methods explaining that repeating the
same methods throughout a year is not only boring but also makes learners shift their attention
and focus on other things.

Importance of classroom control

Having good classroom management as a teacher, helps in achieving the objective of a particular
lesson.

Nkeeto says when you are fully in control of the class; it also creates a conducive environment
for the learners to learn and at the same time, for the teachers to deliver their content.

On the other hand, he says classroom control also fosters peer learning and that when a class is
organised, the students will be able to learn for themselves and also from others.

If a teacher is able to meet their objectives with every lesson, Nakaayi says in the long run their
syllabus will be covered and at the same time have confidence that at the end of the year, the
students will be in position to perform well in their examinations.
“This is one way of quantifying or evaluating the teachers’ work, which shows that the teacher
has been able to deliver what is, expected of them throughout the term or a year.”

The term curriculum refers to the lessons and academic content taught in a school or
in a specific course or program. In dictionaries, curriculum is often defined as the
courses offered by a school, but it is rarely used in such a general sense in
schools. Depending on how broadly educators define or employ the
term, curriculum typically refers to the knowledge and skills students are expected to
learn, which includes the learning standards or learning objectives they are expected
to meet; the units and lessons that teachers teach; the assignments and projects given
to students; the books, materials, videos, presentations, and readings used in a course;
and the tests, assessments, and other methods used to evaluate student learning. An
individual teacher’s curriculum, for example, would be the specific learning standards,
lessons, assignments, and materials used to organize and teach a particular course

When the terms curriculum or curricula are used in educational contexts without
qualification, specific examples, or additional explanation, it may be difficult to determine
precisely what the terms are referring to—mainly because they could be applied to
either all or only some of the component parts of a school’s academic program or
courses.
 Teacher Interview Questions and Answers

How have you handled a situation where a student is consistently

late to your class?

This teacher interview question is designed to see how you handle a problem in your
classroom. Your answer should highlight your ability to deal immediately with a potential
issue in a calm and controlled manner.

Include details about:

 questioning the student to find out the underlying cause of the problem
 explaining the negative impact of his/her behavior to the student
 coming to an agreed commitment to appropriate behavior in the future

How do you handle discipline problems in the classroom? Give me an

example.
 Teachers regularly experience various types of disruptive student behavior, from the
frustrating but relatively minor problem of talking during class, to more challenging
problems, like students confronting the authority of the teacher.

Provide a specific example and in your answer show your ability to have planned ahead for
such instances by having measures in place and a clear action plan to deal with serious
discipline problems.

Support any disciplinary action you took with reasons as to why it was effective and why
you used it. The interviewers are looking for an effective classroom behavior management
plan.

Describe your discipline philosophy.

With teacher interview questions and answers like this it is a good idea to have a well
organized statement about your approach to discipline.

Your interview answer will depend on your teaching style, the position (including age group)
you are interviewing for and your past experience.

Do some research about this school or district's approach to discipline so that you are on
the same page with your answer. Provide a clear and concise statement and back it up with
examples.

"The purpose of discipline is to facilitate learning and foster better relationships and
respect between the students. It is also intended to help students become more self-
directed, self-disciplined and accountable for their behavior.

I have found that students respond poorly to forceful discipline but well to discipline
that is helpful. My philosophy is to provide clear limits and rules that are communicated
to the students so that they have a clear understanding of what is expected of them.
The rules are discussed and agreed upon to encourage accountability from the
students........."

Tell me about your classroom management style.

Your answer should demonstrate how you achieve effective student management and
control. Include aspects such as monitoring, modeling, environmental control and
reinforcement. Explain how you are able to adapt your style according to the situation.
Provide examples.

Describe your teaching style

uestions and answers about establishing rapport should include an understanding of the role
of rapport in contributing to effective teaching.

Demonstrate what behaviors you use to develop rapport such as:

 a sense of humor
 showing interest in the students
 availability
 encouragement
 relating lessons in everyday terms
 using examples that are relevant to the students

Give examples of how you have demonstrated these behaviors in the classroom such as
finding out something about your students' interests, hobbies, and aspirations.

How do you give your students recognition and positive

reinforcement?

Focus on developing self-worth by providing honest and effective encouragement and

valuation.

Include aspects such as:

 acknowledging the student's efforts as well as accomplishments

 the words and language you use
 awareness of your body language
 adapting the reinforcement to meet the particular needs of the student

Provide specific examples to support your answer.

How do you communicate with a parent about a student's

performance?

Interview answers should demonstrate your ability:

 to work together with parents to help and assist students

 to encourage parents to provide the right support and environment for optimal learning
 to remain non-defensive and positive

Again support your answer with examples.

What are your teaching strengths?

This interview question is asked across many professions and offers you the best
opportunity to present additional information that is not readily available on a
resume or letter of recommendation.

The key to answering this question about your teaching strengths is to provide
clear examples of your strengths as they are directly related to the job. For
example, you might suggest your qualities of patience or your belief that every
student can succeed or your skills at parent communication, or your familiarity
with technology.

Your strengths may not be immediately noticeable, so it is important to provide

an example to help an interviewer or panel visualize a strength.

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What could be a weakness for you?

In responding to the question about a weakness, it is critical to provide the
interviewer with a weakness you have already acknowledged and you used in
order to develop a new strength.

For example:

 I found that I was not well-versed in reading strategies, so I have taken

some course work to improve.
 I realized I needed to slow down and spend more time specifically
addressing the directions on a project so that students would be more
independent.
 I was afraid to ask for help until I realized that the best advice came from
the teachers on my team.

Generally, you should be careful to avoid spending too much time discussing a
weakness question.

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How do you find new ideas for lessons?

The interviewer or panel will be looking for you to show the knowledge you have
and the willingness you show to access and to utilize many different sources for
content information, lesson development, and lesson enrichment.

One way to explain where you get your new ideas can be referencing current
educational publications and/or blogs. Another way to explain where you may get
new ideas is to reference a lesson that you saw a teacher model that you think
could be used or modified to fit your particular discipline. Either way will
illustrate your ability to stay on top of current education trends or your
willingness to learn from fellow teachers.

During an interview, it is important that you do not say that you would follow the
lessons outlined in a textbook as this would not show any creativity on your part.

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What are methods you might use to teach a lesson?

The key here is to show your ability to differentiate for the variety of learners in
your classroom. This means you would need to summarize your knowledge of
varying instructional techniques as well as your willingness to use these
techniques and your ability to judge when each is appropriate.

One way to show that you are aware of best practices of instruction is offer
suggestions as to which method would be most applicable to a topic or content
area (EX: direct instruction, cooperative learning, debate, discussion, grouping
or simulation) as well as to reference recent research on effective instructional
strategies.

Make sure to mention the fact that you need to take the students, their abilities,
and their interests into account as to which instructional strategies you will use in
your lesson plans designs.

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How do you determine if students have learned?

An interviewer or panel wants to see that you understand the importance of
considering your lesson objectives and how you will evaluate the students at the
end of each lesson or end of unit. The key is that you recognize that a lesson or
unit plan that relies on measurable results, not just 'gut instinct'.

You should reference how you will collect student feedback (EX: quiz, exit slip, or
survey) and how you might use that feedback to drive instruction in future
lessons.

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How do you maintain control in your classroom?

Find out what rules are already in place by visiting the school website. Be sure to
consider these rules in your response. Your answer should include specific rules,
systems, and policies that you would set up from day one to manage the
classroom.

You may want to reference specific examples (EX: cell phone use in class;
repeated tardies; excessive talking) from your own experiences. Even if your
experience was while student teaching, your familiarity with classroom
management will add credence to your answer.

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How can someone tell you are well organized?

For this question, give one of the following as specific examples of what someone
would see as they walked into your classroom that would illustrate that you are
well organized:

 How would the desks be arranged;

 How often you put student work on display;
 How would students know where materials are;
 How would you account for resources (texts, supplies) given to you.

Be sure also to mention how you would maintain timely and accurate records on
student performance. Explain how these records could help you to document
student growth.

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What books have you read lately?

Choose a couple of books that you can discuss and try to connect at least one to
your teaching career or education in general. You may want to reference a specific
author or researcher.
Make sure to stay away from any politically charged books, just in case your
interviewer disagrees with you.

You may also reference any blogs or educational publication you read after you
provide the titles of books.

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Where do you see yourself in five years?

If you are chosen for this position, you will most likely be provided with training
necessary to help you become familiar with the school's policies and any
technology programs the school uses. There may be additional professional
development offered during the school year while you are teaching. That means
the school will be investing in you as a teacher.

The interviewer or panel wants to see that their investment in you over five years
will pay off. You need to confirm that you do have goals, and that you are
committed to the teaching profession.

If you are still taking courses, you may also want to provide that information or
plans you may have for more advanced coursework.

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How have you used, or how will you use, technology in the
classroom?
In responding to this question, be sure to note that the use of technology should
support student learning. You may want to provide examples of school data
programs that you have used such as Blackboard or Powerteacher. You may want
to explain how you used a software such as Kahoot or Reading A-Z to support
instruction. You can explain your familiarity with other education software such
as Google Classroom or Edmodo. You can share how you connected to families
and other stakeholders by using Class Dojo or Remind.

If you do not use technology in your classroom, your response should be honest
and direct. You may explain why you have not used technology in classrooms. For
example, you may explain that you have not had the opportunity, but that you are
willing to learn.

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How would you engage a reluctant student?

This question is usually reserved for middle and high school grade positions. The
big answer to this question is choice. You may want to explain how you can give
students some choice over what they read or what they write, but still meet the
objectives in the curriculum. For example, you might explain how many of your
assignments will allow for student choice in reading using different texts on the
same topic, perhaps a few with different reading levels. You may also explain
that offering students the ability to choose a topic for a report or allowing them
the opportunity to choose a medium for the final product can help encourage
reluctant learners.

Another way to motivate students is through feedback. Meeting with a reluctant

student in one-to-one conferences can give you information about why they are
not motivated in the first place. Showing interest can help engage a student at
any grade level.

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Do you have any questions for us?

You should have one or two prepared questions specific to the school. These
questions should not about information readily available on the website (EX:
calendar year, number of students or teachers at a particular grade level).

Try to use this opportunity to ask question to show your interest in developing
your relationships at the school (extra-curricular activities available) or about a
particular program.

Avoid asking too many questions or ones that would give a negative impression
(EX: number of days off).