My Top 5 Classroom Management Tips for Youth Librarians
For most librarians working in public libraries, managing classroom and student behavior may not come naturally, and likely wasn’t covered in your MLIS coursework. Most of my experience has come through extensive trial-and-error during school outreach, library field trips, and general library events. The ability to efficiently manage and maintain the attention of youth groups is both a science and an art, with no one-size-fits-all solution. While every class is different, here are my top five classroom management tips for youth librarians leading programs for students in Kindergarten through grade 6 (ages 5-12). I hope you take away a helpful tidbit that fits your own style.
1. Visiting a Classroom or Hosting a Field Trip? Then Ask the Teacher!
How Do the Teachers Focus Their Students?
If you’re visiting a classroom or hosting a school group at your library, you have the luxury of consulting the teacher before you begin. Does the teacher use a special method to quiet and focus students? Some may clap a rhythm, flick the lights, or use a particular phrase. It is SO helpful to have a brief discussion about management with each teacher when you schedule the visit or as students arrive. Plus, don’t expect classes in the same school or even grade to use the same methods! Each teacher typically has their own technique, and taking 30 seconds to ask them about it will make things run much more smoothly.
Would You Like the Teacher to Step in if Necessary?
What you consider an appropriate noise level may differ tremendously from what the teacher deems appropriate. If you don’t mind a little chatter or know you’ll be getting students riled up with a song, then let the teacher know in advance. I typically tell teachers that I’m comfortable handling most behaviors and noise levels, but I’ll give them a nod if I’d like them to step in to quiet things down. If you don’t set that boundary ahead of time, some teachers may jump in unexpectedly before you have a chance to calm things down yourself.
2. Redirection
The ability to quickly redirect students before you lose the whole group is a true gift, but it can be learned! The best redirections are clear, concise, positive, and non-judgmental. Some of my favorite phrases to nip things in the bud and keep things rolling include:
- “Eyes on me.”
- “Let’s discuss that afterwards.”
- “Tell your feet (hands, bodies, bums, etc.) to hold still.”
- “We use kind words in the library.”
- “Hands up! Hands on your head!” If that didn’t startle them enough, launch into the Hands On Your Head rhyme from below.
- If a student is causing a disturbance (e.g., making inappropriate sounds or comments), approach them directly and whisper, “It’s time to listen. I know you can do it, please show your teacher and me that you can.” Then walk away and keep going with your presentation. It might sound counterintuitive, but quietly correcting the behavior is both a respectful and less intrusive way to correct a student in front of others, and it works more often than you’d expect.
- Develop a call-and-response phrase for your library and consistently introduce it at every library program and with every class you and your librarians work with. For example:
- You say, “Shark bait,” and they respond, “Hoo Ha Ha!”
- You say, “Chicka Chicka,” and they respond, “Boom, Boom.”
- You say, “1, 2, 3, All eyes on me,” and they respond, “1, 2, eyes on you.”
3. Use Movement Rhymes for Wiggles & Transitions
Just like preschool storytime, students of all ages get antsy, and allowing them to shake their sillies out is always encouraged. I typically incorporate movement breaks into presentations and programs every 10-15 minutes, especially when the content requires extended listening (e.g., a long story, OPAC instruction). Still, each group will have its own dynamics, and you may need to abandon your carefully crafted plans to better meet students’ needs.
Here are my favorite movement rhymes to grab the attention of just about any group quickly or when transitioning from one element of a program to the next:
Two Little Blackbirds
I do this with all first- and second-grade classes, so by the time they reach third and fourth grade, it’s nostalgic. Plus, the anticipation building is fantastic, and by the time you get to LOUD, they’re staring at you rapt with excitement about getting to yell in the library.
Two little blackbirds sitting on a hill (hold up index fingers in front of you)
One named Jack (bounce left index finger)
One named Jill (bounce right index finger)
Fly away Jack (fly left hand behind your back)
Fly away Jill (fly right hand behind your back)
Come back Jack (fly left hand back to front)
Come back Jill (fly right hand back to front)
Two little black birds sitting in the snow (hold up index fingers)
One named fast (shake left index finger super fast)
One named slow…
Two little black birds feeling very proud (hold up index fingers)
One named quiet (gently bounce left index finger and whisper “quiet”)
One named LOUD!… (shake right index finger and yell “LOUD!”)
Hands On Your Head Rhyme
Hands in the sky
Hands on your knees
Hands on your tummy
Now, quiet down, please!
Hands on your head (whisper these lines)
Hands go to bed
Now clap, clap, clap
And put your hands in your lap
If You Can Hear Me
If you can hear me, clap once (pause to let them clap and assess how many did it)
If you can hear me, clap twice
If you can hear me, clap three times
If you can hear me, stand up (move on to these movements if too many are still not listening)
…Hands up
…On your head
…Jump until I tell you to stop
…STOP!
… Quietly sit down
If You’re Wearing Blue Today
This is one of my favorites for grades K-3 and preschoolers!
If you’re wearing blue today, blue today, blue today
If you’re wearing blue today
Stand up and dance really s-l-o-w
If you’re wearing green today…stand up and dance really fast
If you’re wearing yellow today…stand up and spin 3 times
If you’re wearing shoes today…stand up and shout hooray!
4. You Set the Tone
Every group, from toddlers to senior citizens, takes its cues from you, the presenter, so have confidence in yourself! If you want them to be calm, model that. If you want them to be excited, model that! Remember that no one knows the content you’re sharing better than you, so own it and take command. You’re the one steering the ship, so disregard the negativity and drama of the outside world, greet students with a smile, and enjoy the 30 to 60 minutes students get to spend with you. Below are a few tips that will help get things started on the right foot.
How to Kick Programs Off on the Right Foot
- Take time to learn student/attendee names and interests. Smile and introduce yourself to each person as they enter, and engage in small talk during breaks or quiet moments. People always behave better when they know you care, and taking a few moments to show an interest in them is incredibly beneficial.
- Have a question or challenge for students to focus on as they enter and settle in. This will help them immediately focus on a task rather than pestering one another. For example:
- “Write down the titles of three books you love or can’t stand.” Then be sure to ask them about what they wrote before or during their visit.
- An I Spy Challenge – Either a printed copy for each student or displayed on a screen. Examples include this poster from the Book Cart Queens or this downloadable activity sheet from Twinkl.
- A Children’s Book Character Guess Who displayed on the board/screen. Once you’re ready to begin, you can ask students to raise their hands to identify each character. Here are examples of displays from Jbrary and Crafting Cheerfully.
- Give a clear outline of what students will be doing and how you expect them to act. Here is a sample opening script:
- “Hello! My name is _____ and I’m a librarian at the _____ Library. Today I’ll read you a story, tell you about upcoming events at the Library, and show you some of the best new books to borrow from the Library. If you have a question at any time, please raise your hand, and I will call on you [or if you expect them to wait until afterwards, make that clear now]. We have a favorite saying at the library, and it goes like this: when I say “Chicka Chicka,” you say “Boom Boom.” Let’s try it!…”
5. Keep Trying
Take time to reflect after each event and be patient with yourself. Ask yourself what worked and what didn’t, and also ask the teacher or parent chaperones what they’d like to see done differently if you were to repeat the presentation. What works for one group may not work for another (kids will ALWAYS surprise you with new methods of chaos), but persistence pays off, and soon, managing student behavior will be just another part of your day.
Additional Resources for Classroom Management
- Classroom Management in the Library (Part 1): Routines and Procedures from the Sowing Seeds Librarian
- Behavior Strategies for Library Programs from VermontAfterSchool.org
- How to Manage Behaviors in the Library by Anna Melvin from the ALSC Blog
A portion of this post was initially shared in the post How to Host Library Field Trips for Grades 3-5. Check it out for more tips and guidance!