Effective Classroom Management Strategies for Preschool and Kindergarten

A Younger Me

I remember life as a first year teacher like it was yesterday. I can still picture myself standing at the entrance of my very first classroom. Armed with lesson plans, my mind was brimming with fresh ideas and my heart bursting with passion and excitement. I was all set to inspire and ready to teach. But that initial excitement quickly faded as I encountered the challenging realities of early childhood teaching. No training fully prepares you for managing the boundless energy and constant chatter of twenty young children. Yes, my classroom sizes are that huge.

Early Struggles

For months, I struggled to manage the noise levels in my classroom and was often afraid to address the children's behavior. Ironically, I felt overwhelmed like David against multiple Goliaths, despite their smaller stature. Their loud voices disrupted lessons as they shouted answers, interrupted each other, and played noisily at learning corners. Transitions were chaotic and attention spans varied, and this gradually eroded my confidence. On some days, I even questioned if teaching was right for me. The constant noise not only disrupted lessons but also hindered the children's focus and productivity, particularly affecting those sensitive to sound.

And so...

I began observing the teachers around me. I saw teachers who used scolding, shouting, or sternness to control behaviour. Deep down, I knew that wasn’t the teacher I wanted to be.

So I asked myself:

How do I stay kind without being a pushover, and how do I stay firm without being unkind?

This started my journey of observing the calm and confident teachers - the ones who rarely raised their voices, yet somehow had peaceful, engaged classes. I paired this with extensive research, reflection, and lots of trial and error.

The Golden Tips

1. Respect first, always

Speaking to children calmly and respectfully, while slowing down my speech, has significantly impacted both myself and the children in a positive way. This approach allows me to think before speaking and gives children the necessary time to process information without feeling rushed. I've noticed that flustered teachers often speak quickly, creating an anxious environment that hinders learning and overwhelms young children. When children lack time to absorb information, it affects their emotional well-being and makes the classroom feel chaotic instead of supportive.

I have also stopped taking the children's behavior personally. For example, when they shouted out answers, I avoided labelling them as "disrespectful". Instead, I considered, “What if they are just excited to share their answers?” When they fidgeted or seemed restless, I thought, “What if their bodies just need time and movement to recharge?” These changes in perspective made all the difference. By focusing on understanding their intentions, guiding their behavior became more intuitive and less confrontational.

2. Rule-Setting with Children

Teachers can co-create activity rules with children to empower them (MOE, 2025). A simple rule might be: “Raise your hand to speak.” These rules can be written and illustrated on an A3 chart and displayed on the whiteboard. Alternatively, you can type and print them out with accompanying illustrations on Canva or Powerpoint. Visual supports help children remember expectations and transitions, especially those with autism or other disabilities (Odom et al., 2003). When children participate in creating the rules, they take ownership and are more likely to adhere to them. It is crucial to regularly remind children of the behavior expected of them before the start of any activity.

3. Visual Aids

I use visual aids daily: picture schedules, behaviour charts, and simple step-by-step guides. These visuals answered unspoken questions such as:

• “Where are we now?”

• “What’s happening next?”

• "What should I be doing?”

This minimises meltdowns, interruptions, and the frequent “Teacher, what do we do now?” questions. I also incorporate visuals to instruct behaviors, such as “how to line up safely.” Another strategy I enjoyed was setting a shared classroom goal. For instance, a flower cutout was placed on the whiteboard and children earned petals by demonstrating positive social behaviors. Once the flower was finished, the class received a small reward. This encouraged cooperation, peer support, and a peaceful classroom environment.

4. Specific Verbal Reinforcement

Parvin and Khan (2024) state that positive, specific reinforcement supports self-regulation and active listening. Instead of generic praise, I use targeted feedback:

• “Thank you, class, for listening quietly to Roy.”

• “I like how Jess raised her hand before speaking.”

• "It is nice to see how everyone is sharing their toys."

  
  

This helps children to connect their actions to positive outcomes and motivates them to repeat or demonstrate those behaviours.

5. Songs and Chants

Ah, my secret weapon - a bunch of songs and chants! Like most teachers, I started with the classics:

“1, 2, 3, eyes on me!”

“1, 2… eyes on you!”

With time, I began creating my own classroom management songs and chants - engaging, creative, rhythmic cues paired with simple actions. And my children LOVED them. It is always amazing to see how quickly a noisy class quiets down when a familiar chant starts.

Now YOU can try them too!

Specially designed for large group lessons, each poster is filled with cute images and catchy sentences for preschool and kindergarten children. There are a total of 13 creative songs and chants.

👉 Check out my songs and chants here! ✨

Simply print the posters out and paste them onto your whiteboard. It's quick, simple, and fun to do!

7. Confidence 

Finally, here's a truth they don't tell you in school: children can sense fear, but they can sense confidence too. Never be afraid of them, and don't question your own abilities. Be calm, clear, and certain of your intentions. Before class, I like to visualize how I want my lesson to unfold. This prepares me mentally and emotionally for the experience. During class, I no longer shy away from using classroom management strategies. Instead, I actively use these tools. Remember, confidence isn’t about perfection; it’s about presence. Show up, try again, and over time, you’ll find that your classroom management skills have improved.

Looking Back

Those chaotic early days were tough, but they shaped me into the teacher I am today. I am now equipped with these effective classroom management strategies that allow me to focus on delivering my lessons with ease. Now, which strategy are you most excited to try? 🪄

References

Ministry of Education, Singapore. (2025). Organising the learning environment. https://nel.moe.edu.sg/vsld/how-can-you-do-it/organising-the-learning-environment/#cc260768c971fcf61356c77f5f8d54ca

Odom, S. L., Brown, W. H., Frey, T., Karasu, N., Lee Smith-Canter, L., & Strain, P. S. (2003). Evidence-based practices for young children with autism: Contributions for single-subject design research. Focus on Autism and Other Developmental Disabilities, 18, 166-175.

Parvin, A., and Khan, M. S. (2024) The Impact of Positive Reinforcement on Behavioral Regulation in Young Children. Journal of Innovation in Educational and Social Research, 2 (10). pp. 142-163. ISSN 2992-894X