Some of you know that I started a new job in August. I was looking for a way to do something resembling a practicum in Teaching English as a Second Language, but I also needed to get paid. What worked out for me was taking a position as ESL School Assistant at a local high school. When I started, I knew that I wouldn’t really be teaching anyone. The job description sounded like providing assistance to kids who were struggling to keep up with their school work because of language restrictions. After my first day, during which I shadowed an experienced assistance, I was ready to throw in the towel: it appeared that her day primarily consisted of trying to get kids to be quiet and persuade them to do any work at all. Fortunately, I decided to go back the next day and see my own students, and I have been committed to the cause ever since.
However, I also quickly realized that in fact I would need to find a better approach at getting students to do what they needed to do to get the work done that was due. Yelling, talking to them in the hallway, and pleading with them to pretty-please do the reading wasn’t going to help anyone. So, being me, I sought help from experts. At some point during my research, I ran across Richard James Rogers’ book, which had garnered some good reviews and looked useful at first skim.
For a beginning teacher, a career changer like me, or someone who is in dire need of some new ideas on wrangling kids, this is a great resource. As Mr. Rogers is a graduate of the British school system, the real-life examples are based on it, but they are quite easily transferable to various subjects and settings. The tone of the book is wrought with gentle humor, a trait that is certainly helpful to any teacher. There are also wonderful illustrations by one of Mr. Rogers’ former students, some of which are lovely examples of what great note-taking can look like – useful when you’re trying to show your students how to take notes properly.
As you might have guessed from the title, you will find plenty of classroom management tips in these eight chapters, all of which aim to ignite students’ interest and keep them hooked to prevent bad behavior or nip it in the bud. There are tips on using tech in classroom, building good relationships with parents, doing proper exam preparation, and what pitfalls to avoid with new colleagues. The final chapter talks about teaching overseas, which is of particular interest to anyone in my future field of employment.
Every once in a while, Mr. Rogers runs a promotion of this book on Amazon, where you might be able to snag a copy of the Kindle version for free. But even if you don’t, if you fit any of the profiles mentioned above, this is a good investment.
“The Quick Guide to Classroom Management” is self-published using Create Space. I purchased my own copy, and all opinions are, as always, my own.