Be a Classroom Expert

School counselors find themselves on different areas of the spectrum when it comes to confidence in classroom management. For some, it can lead to fear and self-doubt. However, classroom lessons are a great way to extend your reach, be a visible part of the school and proactively teach important skills. Best practice includes classroom lessons that teach students the Indiana School Counseling Competencies for Students and ASCA Mindsets and Behaviors. You don’t need a teaching background to have strong classroom management skills—these eight tips can help you be a classroom expert!

1. Plan ahead.

Each school year, use data, needs assessments and the State Competencies/ASCA Mindsets and Behaviors to drive your lesson plans. Each lesson plan should have clearly written learning objectives and procedures. It will take more time and planning at first, but you’ll be glad you did it.

2. Collaborate with teachers.

Every August when I set my classroom counseling schedule for the year, I also look for opportunities for cross-curricular integration. In other words, look for overlap! The ASCA Mindsets and Behaviors often overlap with standards in other subject areas. This is a great way to increase teacher buy-in and advocate for more time in the classroom.
 
I also ask teachers to remain in the classroom as much as possible during school counseling lessons. They know their students best and can use their classroom behavior management system to encourage good behavior. This also ensures that teachers hear your curriculum and can reinforce it after you leave. A character development program or school-wide campaign won’t be successful without the support of classroom teachers.

3. Set clear rules and expectations.

Your first lesson of the school year should set clear expectations and the tone for the rest of the year. Learn the classroom and grade level behavior management plans and try to incorporate them in your own plans. At each lesson, remind students of rules and expectations just like you do in group and individual counseling.

4. Include instructional strategies for all learners.

It is important to differentiate instruction for different learning speeds and learning styles. Include instructional strategies that accommodate visual, auditory and kinesthetic learners. Also keep in mind the needs of different classes and student needs. Review IEP’s and 504 Plans regularly.

5. Use praise and behavior modification.

Instead of spending all of your time scolding and assigning consequences, give praise to those students demonstrating expected behavior. Students love positive adult attention. Try to find even small choices a difficult student is making and praise the behavior immediately. When all else fails, find leadership opportunities and “special errands” for students who are struggling and might need a break.

6. Get moving!

I don’t know about you, but I find sitting and listening all day is TOUGH! This was evident at my last professional development day. It is just as hard for our students. Try to incorporate activities that get them up and moving. Try music, dancing, four corners activities, group work, or other creative strategies to get their wiggles out.

7. Don’t get mad, just G.R.R.!

Great teachers learn how to use scaffolding in order for students to learn and practice new skills. G.R.R. is a model of teaching called Gradual Release of Responsibility. In short, it is, “I do, we do, you do.” The instructor starts with directed instruction, moves on to guided instruction, and then collaborative and independent learning. You can learn more in this brief explanation or in the book “Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility,” by Douglas Fisher and Nancy Frey.

8. The big R: RELATIONSHIPS!

The truth is, students can sniff out an adult who isn’t authentic or genuinely interested in their wellbeing. The relationships you build every day will also lead to success in the classroom. When students have a true connection with you, they will be interested in your lessons and more likely to have respectful behavior.