Classroom Management for "With-it"-ness Teachers

Updated: Jul 1, 2020

Lack of classroom management is a direct cause of teacher stress and burnout. Stress is associated with high teacher turnover and nearly half of new teachers leave the profession within 5 years. Mastering classroom management skills may keep teachers longer in the profession.

There is a certain amount of “with-it”-ness that some teachers have. "Whit-it"-ness is teacher's ability to manage classroom effectively to direct teaching for the benefit of student. "With-it"-ness cannot be stressed enough. In choosing between classroom management and teacher sanity, it is imperative that every teacher makes inherent use of own sense of awareness. We all realize teachers multitask every single moment of every day. This is why Friday evenings are for sleeping instead of going out, but complaining aside, on the most hectic days, the best teachers are referred as teacher “with-it.”

The reason why classroom management is easier for some teachers is that "with-it"-ness enables these people to anticipate almost everything what is going to happen next. It’s almost like someone who has been driving a long time and has the defensive driving skills down to science, and they can anticipate moves of other drivers ahead of their car on the road. Much like this same skill is a teacher’s sense of "with-it"-ness. They can look at a student or a classroom and anticipate what is going to occur next before it happens. Of course, this gives the teacher the ability to diffuse the situation before there is a situation, making classroom management much easier.

Classroom management is easier for some teachers "with-it"-ness than for teachers "without-it"-ness. Nevertheless, "with-it"-ness is an acquired skill, and its learning begins with greater self-awareness.

“With-it”-ness teachers are effective because they are aware of every aspect of the classroom at all times, including the students who are being good. “With-it”-ness teachers might draw attention to a student who is being good so as to create a “ripple effect” of good behavior for other students in the classroom. If you catch and reward a student being good, then other students will want to be caught being good. It's only natural to anticipate and expect this behavior.

The skill of classroom management may come easier for some teachers than to others. But, classroom management is a learnable skill. There are strategies that teachers can study, learn and apply in the classroom to become proficient in classroom management. And, if classroom management is not your strength, take the time now to learn those skills. Again and again, research shows classroom management is the foundation for student success in the classroom.

Impact of Classroom Management in Student Learning

Classroom management is a direct indicator of student learning. It is not enough for a teacher to be well educated in their subject matter and to understand how to create lessons. A teacher also has to understand how to manage a classroom full of children. Classroom management is the one key to teaching we don’t talk about often enough. It is the difference between a class with students who learn at the optimum rate versus a class where the students are not focused and their learning is off track. Either way, learning to manage a classroom is effective for teachers and students alike.

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