Disruptions in the classroom can provide a serious impediment to learning.  They take away the teacher’s focus from the lessons being taught, and tend to have a snowball effect in distracting other students.  One disruptive child can quickly lead to an unruly art room and a complete loss of productivity.  For this reason, I believe the best approach to classroom management is a proactive strategy that anticipates and prevents potential behavioral issues, as opposed to relying on a reactive strategy, that attempts to regain control after the problem is already underway.

From the very first day of class, rules and expectations should be made clear.  There should be no question as to what is acceptable and what is unacceptable behavior.  I do this by establishing policies with regards to food and drink in the classroom, procedures for requesting trips to the restroom, what students must do in the event of tardies or absences, and guidelines on the appropriate use of technology (cellphones, tablets, wearing earbuds etc.).   I also make a point of covering the proper use of art supplies, both to ensure student safety and maintain the longevity of costly materials. 

It is my belief that rules work better when they are negotiated rather than simply imposed.  Students feel a greater sense of fairness when they are represented in the process, and are more likely to respect an agreed upon set of guidelines.  For this reason, I allow some flexibility in procedures.  I’m never going to allow the carte blanche use of cellphones, for example, but if students can propose a reasonable scenario wherein headphones may be worn (say, during quiet, independent working periods) I’m open to their suggestions.  Once rules are established, I ensure that they are posted in high visibility locations and are periodically revisited and reinforced.

In addition to a clear set of expectations I strive to design lesson plans that are engaging and relevant to student interests.  Students won’t feel the compulsion to misbehave if they are kept busy and are intrinsically motivated to work.  This emphasis on productivity begins the moment they walk through the door and continues through to the moment they leave.  I make it a point to assign responsibilities to groups and individuals, tasking them with assisting in setting up for the day and cleaning up afterwards.  This allows me, as the teacher, to spend more time on instruction while ensuring the class is consistently occupied.

In the event where a reactive strategy is warranted, my initial approach is to speak to the disruptive student directly.  I don’t believe anyone acts out for the sole purpose of sowing chaos, there is always an underlying cause.  Perhaps they are bored, find the material either too challenging or not challenging enough, are confused by their directions, or are feeling the effects of a distraction from their personal life.  To investigate I will converse with the student one on one, preferably away from the rest of class (in the hallway or after the bell rings) but in cases where that isn’t possible, at the very least I will take them to a secluded corner.  I am strongly against public humiliation, and try to minimize any sense of ostracization as much as possible. 

In my experience, a firm but openminded and civil conversation can solve most any issue, which ties into the last component of my classroom management strategy: building positive teacher-student relationships through an environment of mutual respect.  I don’t yell, I don’t adopt a disciplinarian or combative tone in my interactions, and I do my absolute best to always show a genuine interest in, and appreciation for, my students.  I truly believe that children care about those who care about them.  More often than not, their desire to please the people they respect is enough to mitigate behavioral problems before they start, or, if a problem has occurred and been addressed, their regret at causing disappointment is enough to prevent it from happening again.

Sources

Fountain, H. L. R. (2014). Differentiated Instruction in Art. Davis Publications, Inc.

Linson, M. (2014). Classroom Management for Art, Music, and PE Teachers. JME Publishing

Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A Meta-Analysis of the

Effects of Classroom Management Strategies and Classroom Management Programs on Students'

Academic, Behavioral, Emotional, and Motivational Outcomes. Review of Educational Research, 86(3),

643-680. https://doi.org/10.3102/0034654315626799