Teach Secondary Issue 13.4

ABOUT THE AUTHOR Ed Carlin is a deputy headteacher at a Scottish secondary school, having worked in education for 15 years and held teaching roles at schools in Northern Ireland and England THE TAKEAWAY Wherever possible, teachers should exemplify the principles of effective classroommanagement, the power of presence, the importance of setting expectations and the need for empathy and understanding in navigating the complex dynamics of student behaviour. Remember that the silent struggle of classroom management isn’t just about maintaining order – it’s as much about fostering growth, resilience and ultimately transformation in the hearts and minds of our students. When you next find yourself in the classroom, don’t lose sight of the fact that you are responsible for clarifying and repeating expectations when they’re not met. Remember that you’re expected to navigate the stormy seas of classroommanagement with grace and dignity at all times. Above all, you’ll be expected to lead by example – inspiring those in your care to rise above the tumult, and embrace the endless possibilities that lie ahead. EXAMPLE 1 – The power of presence In the busy corridors of St. Francis High School, veteran English teacher Mrs. Garcia held sway with a quiet authority that commanded respect. One day, as she supervised the crowded lunch period, she noticed a group of students growing increasingly rowdy near the canteen entrance. Instead of raising her voice or rushing to intervene, however, Mrs. Garcia maintained a calm demeanour and simply positioned herself within earshot of the unruly group. Within moments, the students, sensing her watchful gaze, gradually quieted down, their boisterous laughter tapering off into hushed conversations. Without a word spoken, Mrs. Garcia had effectively diffused a potentially volatile situation, demonstrating the power of presence and the importance of quiet, steady leadership in managing the dynamics of a school’s shared spaces. At the same school, Mr. Johnson found himself facing a daily battle against the pervasive influence of a local gang culture. Despite encountering numerous challenges in his classroom, he remained steadfast in his commitment to creating a safe and nurturing environment for his students. One afternoon, during a heated discussion relating to Romeo and Juliet , tempers started to flare between two students, each from rival neighbourhood factions. Sensing the imminent danger, Mr. Johnson calmly intervened, his voice firm but measured as he reminded both students of the classroom rules and expectations. Rather than escalating the confrontation or resorting to punitive measures, Mr. Johnson addressed the underlying issues with empathy and understanding – using the incident as a teachable moment to foster better dialogue and promote conflict resolution skills among his students. EXAMPLE 2 – Setting expectations 71 teachwire.net/secondary B E H AV I O U R