The first time for anything is scary. I discovered my interest in early childhood education as a boot camp counselor at the local Jewish community center. This sparked my interest and ultimately led to me seeking every opportunity to maintain a leadership position in a classroom setting. Throughout my time working as an intern in a kindergarten classroom, after school program staff member, cultural youth group leader, and several years as a camp counselor I have learned, observed, and put to use several techniques that I believe are vital to maintaining a confident, successful, and productive classroom. 

1 - No matter the age range, the tone in which we speak sets the outcome of the conversation. 

Well, what does this mean? 

This means that establishing and maintaining a calm and professional voice will affect the student’s perception. 

For example, if you approach a misbehaving student in a hostile or abrupt manner, the realistic outcome will be: the student cries, gets defensive, loses the feeling of confidence, or the student may no longer feel comfortable or safe in the classroom. This is not a desired result, so instead we can approach the situation with composure, patience and compassion. If we remain calm and respectful, the student will respond positively in the same manner. As a teacher, you are the student’s model and they will reciprocate the same mannerisms that you present. 

2 - Using key words or phrases to simplify the child's comprehension of the subject matter. 

What can we change in the way we speak? 

As an experienced worker with kindergarten and prekindergarten students, I have found it helpful to simplify words for easier student comprehension. These small actions may help: replacing larger words with smaller terms. 

For example, instead of using words such as “talk”, or “conversation” use the term “chit chat” (they tend to comprehend this more than using big words that could make them feel less capable). 

3 - With younger children, bend down to speak to them. 

How would this even help?

Think about this, what makes a person appear intimidating? The first thing that comes to mind is their expression and how they approach the conversation. As young, new, inexperienced students, standing up while talking to them may come off as an attack. Instead, it is extremely beneficial to get on your knees to have a face-to-face conversation. Getting on their level will add a sense of composure that typically results in a less threatening outcome. 

4 - Avoid singling out a student and instead try to include everyone; this teaches the collective class right vs wrong and also does not embarrass a single student.

If you are having classroom troubles, this piece of advice could really help. No young child likes to have one-on-one conversations (because they are intimidating). Sometimes they are necessary, but with younger students who are misbehaving, it is often a good idea to bring attention to the collective class. For students behaving respectfully, use them as examples of how other students should behave. 

For example, if Jessica is behaving with respect, say something like, “Class. I want to pay a compliment to Jessica. She is sitting nicely, using kind words, raising her hands, etc…” If a student sees positive attention for behaving properly, they tend to want to change their behavior as they too desire this treatment. 

5 - Approach a misbehaving student or the collective classroom with questions rather than explaining a problem to them. 

It is never easy to deal with misbehavior. However, approaching this disobedience with questions, rather than firm statements, shows that the student knows how to fix their behavior themselves. Often when a child acts with misconduct, they are aware and know how to change it. Take this scenario. 

We have two students, Jacob and Ryan playing a game that their teacher, Ms. Gordon planned. The reward for behaving properly during the game is a Hershey’s Kiss. When the game begins, Jacob and Ryan spit on each other, act aggressively, and rip each other’s papers. How can we fix this? Gather the class together and let them know that you feel sad. The children who have been properly behaving will respond with sympathy, where as the children who have been misbehaving will typically remain silent and avoid eye contact. Without looking at a specific student, ask the class, “Why do you think Ms. Gordon feels sad? Do we like it when Ms. Gordon feels sad? How can we make it so Ms. Gordon does not feel sad again?” Ask the students to raise their hands if they received a piece of candy. After they put their hands down, ask which students did not receive a piece of candy. Ask the students raising their hands why they think the students who got candy received it. They know the answer. Then ask if they do not like that they did not earn candy and what can they can do to earn one. This shows that the student knows what they can do to fix their behavior and gives them a sense of confidence and control over their actions.

6 - Find a balance between affection and business. 

The key to a successful and confident classroom is letting students know that you, their teacher, are there to support them. Young children tend to want to give you hugs or treat you the same as a friend. While they are able to do this and still be respectful, finding a balance between friendship and professionalism is key. You can still give hugs, play and have fun, just maintain a boundary between teacher and buddy. This boundary actually promotes security and helps to instill confidence.

7 - Understand that some behaviors are developed at home. 

While children past the age of kindergarten tend to spend much of their time at school, many traits they possess in the classroom are brought up as a result of watching their parents. No child is perfect, however, when there is severe misbehavior, it is a clear indication that the child may be accustomed to getting everything they want at home and expect the same at school. It could be beneficial to communicate healthy habits with the child's parents. 

8 - Act the way you want your students to behave. 

If your students are told to sit in a circle, it may be a good idea to sit on the carpet with them. It is early in the child's experience with education. Sometimes they simply do not know what is expected of them. If you want the children to sit criss cross apple sauce, sit the same way. If you want the children to sit with their hands in their laps, sit with your hands in your lap. As a teacher, you are a significant role model in their lives. When they see you act a specific way, children tend to mimic that action.

9 - Lead interactive activities or hands-on learning activities for the students' comprehension. 

Students of all ages learn best from experience. That is why most of my learning has been derived from hands-on internships and classroom time. From a student’s perspective, it is equally effective, but using different strategies. 

For example, if you are reading a book about phases of the moon, this is a rather difficult lesson that may not be easily understood by young learners. One activity I experienced in my hands-on learning was an activity where we represented the phases of the moon in the form of oreos. That sounds crazy right? But it is extremely beneficial to the students’ comprehension. Using the oreo cookie as the dark parts of the moon and the cream as the lighter parts, the student will be able to use fun and familiar representations to understand exactly how the moon looks in each phase. 

10 - Using students as examples in lessons.

Young students will typically comprehend information more easily if they or their peers are involved in the explanation. 

An example I like to use is explaining the term “equal” in math. While you could just tell them the word means “the same amount” you could use your students as actual examples of what equal is. Again, using myself as an example, Ms. Gordon picks on two friends, Jacob and Ryan for one line. She then asks her friends (students) Hannah, Henry, and Ari to stand in front of Jacob and Ryan. The students will visibly be able to tell that Ari does not have a partner. If one or more friends do not have a partner, then it is not equal.