Using Dynamic Strategies to Enhance Class Management

by Zijing Li

Teaching interaction is where my passion lies in the field of early childhood education; effective classroom management serves as the foundation upon which all teaching plans can be implemented successfully and accurately. To address different classroom situations, it’s essential to choose appropriate dynamic strategies. Drawing from my teaching experience, here are some effective dynamic strategies that can help improve classroom management:

Age-appropriate activities

Students are more likely to understand and absorb the material being presented when the activity is neither too easy nor too difficult. For example, cutting with scissors is more appropriate and engaging for preschoolers than for toddlers, who are still developing fine motor skills.

Group Collaborative Activities

In my teaching experience, I’ve found group collaborative activities preferable to individual turns, as they encourage collaboration and teamwork. For instance, when teaching preschoolers how to make unpoppable bubble solutions, I organize the experiment as a teamwork activity.

Give each student a specific role

In the bubble experiment, one student pours water into the bowl, and then they notice that the bubble pops immediately. Another adds dish soap to the water, and they notice that the bubble can stand on the table but doesn’t stay. The third student adds sugar into the soap water, and they will see the bubble is unpoppable. This approach keeps students curious throughout the experiment and fosters mutual respect.

Simple Instructions to Capture Interest

Teachers should use simple directions to capture students’ interests. For example, when teaching toddlers about different animal coverings, I start with a question: ‘What do you need to wear if it’s cold outside during wintertime?’ After eliciting responses like ‘jacket’ and ‘scarf’, I ask, ‘But do animals wear jackets?’ This piques their curiosity and sets the stage for the lesson.

Regaining Attention

It’s crucial to remember that young children are prone to distraction. While calling out their names and asking them to ‘pay attention’ can help. However, it doesn’t last long, because they may hear your voice, but their minds are still somewhere else. A more attractive approach is to ask targeted questions to specific students. This engages their brains and reinforces the need to remain attentive.

Conclusion

Effective classroom management is essential for facilitating successful learning experiences, especially in early childhood education. By employing dynamic strategies tailored to the developmental needs and interests of young learners, educators can create engaging and collaborative environments where students thrive. While these strategies primarily focus on the teacher’s role, exploring perspectives from students’ viewpoints could provide further insight in future discussions.