Every subject is different, it has its own rhythms and constraints around which a positive classroom culture can be created. Getting changed for PE, putting on lab coats, getting out exercise books and pens, all these seemingly mundane rituals are an essential part of creating a positive working atmosphere.
In the drama room I have no chairs, there are no ‘set’ places for a child to sit, they can run free, make a lot of noise and get away with doing anything they want because, if challenged, they can say: ‘But, we was only acting sir…!’
The drama classroom is thus a terrifying place for the non-specialist cover teacher to venture into and deliver a lesson because all the more usual paraphernalia of the classroom culture are missing. Chaos, far from being hidden away, is in the ascendancy.
This is why, to me, discipline is an essential component of a classroom culture. It’s the same in every class, of course, and the discipline that works best for me is that which is drawn from and refers to the nature of the subject being taught as well as that of the class being taught, the school in which the lesson takes place and the character of the teacher teaching it.
The first concept I teach a class is ‘how to centre’. Specifically, how to be quiet, how to be still, and how to obey commands. This, I suggest, is the most important state to conquer. Students have to stand in a space, equidistant from each other, from walls etc. with their arms by their side, feet shoulder-width apart, back, neck, head straight and eyes closed. And, before you ask, this is adapted for individual students who are physically unable to do it. They breathe in through the nose and out through the mouth. I then do some other physical exercises and when I say ‘centre’ they have to adopt the ‘centred’ position within 10, 5, then 3 seconds.
This physical focal point is the heart of the classroom culture. Once mastered they learn how to move into other states, how a slight change of the foot or arm, a change in where the ‘centre of gravity in a character’ might be. They see how important the neutral position is, in order ‘to act’, ‘to do’, they need to start from neutral.
In other lessons I teach in classrooms, I use the same idea, to create pause, focus, reflection. An expectation of individual attention to themselves, I call it ‘sit down, shut up, eyes down, read…’ (or write). It doesn’t matter what it’s called. The point is to have a place where all know there is silence, stillness, reflection, and it feels calmer. This can be the normal state for most of the work in a classroom, but, importantly, it is not a punishment state. This is an essential part of the ritual and discipline of the teaching of the subject and it is present from day one. ‘When I say: ‘——————‘, you do ‘———————-‘. And, later, once mastered, I pick up on their reading or writing. They get to learn that it is important that they do it, because I will question them on it; if writing, it is important they do it, because I will read out what they’ve written. (Not all, of course, but always one, two or more.)
If it takes a minute, five minutes, a whole lesson or term, this is the most important lesson to get across, because from here all other positive elements of a flourishing classroom culture can flow.
Of course, it’s not the only part. It’s, literally, just the start.