Disruptions to a classroom routine prevent challenges in establishing a structure. For example, if parents drop off and pick up children throughout the day or at inconsistent times, teachers have difficulty in establishing scheduled times for learning. Grad students and researchers often visit classes housed in university lab schools throughout the day to make observations. These visits can also be disruptive. Encourage parents to maintain consistent arrival and departure times, and give them a window of time, such as from 8 a.m. to 8:30 a.m. for arrival.
A classroom that is too crowded can result in conflicts among the children, while a large, open classroom can encourage them to run and wrestle, rather than settling in for learning. Use bookcases and tables to divide the classroom into logical learning activities, such as an art center near the sink, a math center with manipulative and counting games and a quiet story corner with soft pillows and books. Place more active centers, such as block play and pretend, away from quieter centers. Reserve a space large enough for all the children to sit comfortably during story time.
Young children need clearly defined expectations. Decide ahead of time on a structure and schedule that work for your classroom. Make visuals to aid in teaching the children your expectations. For example, label cubbies with the children's names so they know where to put things. Make a chart that shows the daily schedule and includes pictures of each activity, such as snack time, story time and recess. Spend time at the beginning of the year actively teaching children the skills needed in an ordinary day. Most young children have no idea what you mean when you say, "line up." Use toy trains and tracks to tell the children a story about how the train cars were in a jumbled mess. Then demonstrate how the train cars lined up neatly and moved along the track smoothly. Place a piece of tape on the floor where you want children to line up and ask them to be train cars. Demonstrate how to wash hands, and place a visual next to the sink describing the process.
Classroom management starts with a well-planned schedule, adequate structure and clear expectations. Once children understand the structure, though, you can let go of the reins a bit, allowing for flexibility. For example, if your preschoolers are engrossed in a learning activity during center time, give them extra time to finish occasionally. Shorten another portion of the day to accommodate their interests. To create a sense of community in your classroom, ask the children for their ideas and input. Establish the belief that the classroom is not solely yours, but the children's as well. When teachers become too rigid in enforcing classroom structure, they miss out on valuable teaching opportunities and improved relationships with their students.