It’s no myth that teachers often lose their voice during the school year.
By October, those tired vocal folds seem to go on strike.
That’s why I like to use this strategy for guiding student behavior– it doesn’t require my voice. I’ve used it as a classroom teacher as well as a substitute.
It’s a little sly move called proximity.
What is proximity as a classroom management strategy?
Proximity is nearness. In the classroom, this means getting within the appropriate geographical vicinity of the student in focus.
What is proximity not? It’s not getting in a student’s personal space, or right in their face. Doing that will backfire on you. But it might look like crossing a room to get within their zone. To be close enough to get an accurate observation of the behaviors playing out.
I’d pair proximity with watchfulness, another great tactic of teachers near and far. Most students, if they know you’re watching, won’t proceed with a negative behavior. And if they do? You can hold them accountable, with precision and fairness. Because you just witnessed the whole act.
Using proximity as a classroom strategy is basically cluing the student or group of students in to your watchfulness.
Often, merely the act of signaling your awareness is enough to curb the potential misbehavior.
How to use proximity to guide students
If a student is already misbehaving, I would recommend addressing it and giving the student an appropriate consequence.
But sometimes you can sense a misbehavior brewing. You just know it’s about to go down.
Let’s say the class is supposed to be working independently on a worksheet packet. You’ve clearly communicated the directions and expectations. You’ve modeled how to work through several example problems. The students have been released to begin the work.
But after a few minutes, you notice a group of students in the back of the room, snickering, flipping their pencils like they are suddenly interested in school supply acrobatics, and general smallish but off-task behavior.
You could bark at them from your position at the front of the room. You could remind them of the expectations.
But I find using proximity to be much more efficient in cases like these.
In that situation, I would sidle up next to the desks of the students in question, making it obvious that I’m watching. Nine times out of ten, this overt act of observation will cause the students to straighten up, even if it’s reluctanctly.
It sends the signal that yes, it’s game over.
You’re not just going to park yourself at the teacher desk paging through a novel while the class is given carte blanche over the next hour. You’re a substitute that follows through. If you (or the teacher) have assigned work, the students need to complete or attempt it.
As far as how long to stand there looming over the students, the answer is up to you. I usually hang around as long as it takes to make the point, and then I circulate the room, revisiting said group as often as necessary.
If a student or group in particular seems to be in need of an extra amount of attention, don’t be afraid to pull up a chair. I’ve sat nearby particular students, keeping a close eye on them, while watching the rest of the class.
This greatly reduces their room for shenanigans if I’m right there, watching their every move.
Why proximity is effective in shaping student behavior
This silent method is powerful, respectful and even empowering. When implemented, it says to the student that you don’t need to lecture him or her. Your silence can be a wordless encouragement, a sign that you are confident in the student’s ability to turn around the behavior.
I’m not saying there’s never a time for directly addressing behavior, but after a long day of words flying at them, I think the students tend to zone out. They’ll let your directions fly right over their faces.
By not using my voice, and by indicating my watchfulness, I am able to communicate my interest in the students’ positive behavior. I’m able to emphasize my seriousness in the directions I just gave. Watching their actions communicates that I care about the outcome.
Proximity and watchfulness also cut down on student arguments and the he-said-she-said. There’s not much room for debate when you’re there witnessing the whole shebang.
Use proximity as part of a broader approach to classroom management
Proximity isn’t my only trick, but it’s a pretty good one.
I use it nearly every time I step in the classroom.
Proximity can serve alongside several other strategies to create a broad and holistic approach to positive classroom management. Check out the graphic I’ve designed below. I list the basic strategies, like proximity, that I use as my base layer of classroom management. These methods are effective and low-maintence on my end. If I end up needing more intensive strategies, I move up the ladder to using the extrinsic motivators.
I’ve also written in detail how to use modeling and practice in the classroom as a substitute. If you’re interested in classroom management ideas, take some time to read my in-depth guide to behavior management. I’m hopeful you’ll find a few tips relevant and usable.
If you enjoy this series on how to build a basic and effective classroom management toolkit, please let me know in the comments. Because we all could use more good days subbing. Take care, subs and teachers!
