Navigating Classroom Dynamics: The Challenge of Raising Your Voice
Written on
Chapter 1: The Challenge of Classroom Management
In the realm of teaching, making mistakes is a universal experience; the key is to acknowledge them, learn, and strive to improve next time.
Photo by Kristina Flour on Unsplash
This year, I found myself raising my voice for the first time while teaching my Year 7 class. This group, a lively bunch fresh from primary school, consists of students around 11 years old, with a few having just turned 12. Transitioning to a larger secondary school is a significant change for these youngsters, filled with new friends and myriad possibilities.
While this whirlwind of change can be daunting, it's impressive how many of them adapt to their new environment. In secondary school, social interactions reach a new level, bringing with them various dynamics — the class clown, the academic achiever, and the sporty type — all roles that students navigate as they strive to establish their identities.
Section 1.1: Low-Level Disruption
On a typical Friday afternoon, I was teaching my Year 7 class about the properties and types of triangles using a visualizer. For those unfamiliar, it's a camera that points down at my desk, allowing students to see my notes and follow along by jotting down important information and examples.
However, every time I glanced down to write or explain, I was met with a chorus of murmurs. It wasn't just one student speaking up; instead, the entire class was engaged in quiet conversations. From innocuous queries like, “Can I borrow your ruler?” to irrelevant chatter, the noise level grew.
This wasn’t a deliberate attempt to disrupt the lesson but rather a result of their lack of awareness about where their focus should be. Despite several gentle reminders to pay attention, my instructions seemed to fall on deaf ears for most students.
I strive to maintain a calm demeanor in my classroom, believing that it's crucial to model the behavior I expect from my students. However, because my initial pleas weren’t directed at any single individual, they felt they could continue chatting without consequence.
Section 1.2: A Necessary Measure
Despite my attempts to regain control with soft reminders, the murmuring persisted. Faced with a collective challenge, I resorted to a tool I seldom use: raising my voice. I began softly, gradually increasing my volume—not to frighten, but to ensure I was heard.
While uncomfortable, this was occasionally necessary. In this instance, it worked; the room fell silent, enabling me to continue with the lesson. Although I disliked resorting to this tactic, I felt it was my only option.
After the lesson, I took a moment to explain to the students why I had raised my voice. I apologized if it made them uncomfortable, but clarified that if their chatter continued, I would have to keep raising my volume until the environment became untenable—something none of us wanted.
Chapter 2: Reflecting on Choices
Upon reflecting on the incident, I recognized that my actions were a conscious choice. I was comfortably positioned at my desk, reluctant to break my flow of teaching. I could have easily stood up, moved to the front of the class, and addressed the situation firmly. Instead, I opted to raise my voice.
To be candid, my choice stemmed from a reluctance to exert the effort required to address the disruption properly. It was far simpler to elevate my voice than to get up and communicate what needed to change for the lesson to proceed smoothly.
In taking this shortcut, I prioritized my own comfort over the needs of my students. This realization was both humbling and enlightening; I recognized the moment I made that choice and understood why I had done so. This reflection is crucial for navigating similar situations in the future.
As challenging as it may be to act correctly in the moment, it is ultimately rewarding to know you chose the right path. Failing to do so leads to feelings of regret that linger long after.
Therein lies the essence of virtue: choosing to do the right thing, regardless of your circumstances or those around you. It's a value I keep posted in my classroom to remind me, yet I still faltered. This illustrates that growth is always possible, and that's part of the journey.
Moving Forward
Raising one's voice should be a last resort. There are almost always alternative strategies available. In one of my classes last year, I implemented a system where I timed how long I had to wait for silence, with the accumulated time deducted from their break at the end of the lesson.
Identify which strategies resonate best with you, and be mindful of raising your voice. Frequent use can lead to burnout and strain the teacher-student relationship.
The crucial takeaway is honesty. While it might be painful, reflecting on these experiences truthfully allows you to learn from them and avoid repeating the same mistakes.
Mistakes are part of the teaching process; what matters is taking ownership, learning, and committing to do better next time.
The first video, "How to Stop Yelling (and Use Your Voice More Effectively)," explores techniques for effective communication in the classroom.
The second video, "Every kid needs a champion | Rita Pierson | TED," emphasizes the importance of building strong relationships with students to foster their success.