Many times we find ourselves coming and going from one class to
another or one rehearsal to another. Often taking the time to reflect
on what is working or what is not working in our classrooms for our
students. Many days as I reflect on what I have done, some element of
classroom management creeps in. What would have happened if ..... What
could I have done differently to engage.....
While preparing for
my student teacher to take over my classrooms a year and a 1/2 ago, there was
one prominent question that stood out while she was observing. “How do
you manage these kids? What do you do if....... ? How will I
know......?” From time to time, I believe we are all searching for new
techniques for our tool box or suite case.
With that, I sent out
the following email to get some “tried and true” techniques that have
worked for teachers to share with my student teacher. When bouncing
from building to building or grade level to grade level as most of us
do, the most important thing we can remember is that building
relationships with our kids must be our top priority and then
curriculum. The old adage of “they don’t care what you know until they
know you care” truly sums it up. I have to admit, after 21 years in the
classroom there were some pretty cool ideas shared and I would like to
share them with you.
I first shared this poem from Annette
Breaux, 101 Answers for New Teachers and Their Mentors, 2nd ed.
(Larchmont, NY: Eye on Education, 2011), p. 1.
How Does One Manage a Classroom?
by Annette Breaux
“How
does one manage a classroom? Is it really rocket science? For I’ve
been told that it’s difficult to control so much student defiance.”
Well, management is about the teacher, and what the teacher expects
Because everything about the teacher absolutely affects
How students will or won’t respond, how they will or will not act,
And with excellent classroom management, students behave well.
That’s a fact!
So set clear rules and procedures, and show how you want things done
And remember that on the scale of importance, being consistent is number one!
Consistent in how you treat each one, consistent in your preparation,
Consistent in being professional, regardless of your level of frustration,
Consistent in saying what you mean and meaning what you say,
Consistent in making every student feel special every day,
Consistent in your refusal to give up on anyone,
Consistent in helping students to see a task through ’til it’s done,
Consistent in having a good attitude, for your attitude sets the tone,
Consistent in being available, so that no student feels alone,
Consistent in helping every child to know he can succeed,
Yes, being consistent is the key to classroom management, indeed!
Being
consistent is not difficult— just be consistent at being consistent—
And soon your discipline problems will be a memory that is distant!
The following are a few of the responses that I received back from educators throughout our district.
Children and Puppies
Children are like puppies. When they are learning something, the first
time you do it they will shake their little heads and have to work
themselves up to try it. The second time you do it, they will give you
the look that says, “OK, I’ll try this again. It seemed to work pretty
well the first time.” The third time you do it they will sail right
into it with confidence, knowing they have done this and done this.
After that, woe betide you if you try to change the procedure, because
for them it is now carved in stone.
Teach them the procedure you
want them to follow as soon as you get a hold of them, practice it the
first three class periods, and revisit it every once in awhile when they
need a reminder.
Tips and Tricks
-Have visible, clear, simple rules to follow that are fair for all
-Never raise your voice unless it’s an emergency
-Use positive reinforcement more often than negative
-Greet each student at the door with a smile
-Remember that each student carries baggage through the door, just like you do; be flexible with the daily assignment
-Always approach a student with a question first. Appearances on what
is happening are often deceiving. If you want to know what is happing,
simply ask “What are you doing?” or “What is going on?”
-Be 100%
positive, meaning eliminate negatives from addressing what you want
students to do. Instead of saying “don’t talk,” say, “please sit
quietly.” Instead of saying “Do not touch your recorder,” say, “Please
put your hands in your lap.” Start fixing things by telling students
what they did well and then telling them how they can build on that.
-Reward good behavior frequently—acknowledge good listening, following
directions, good singing. Don’t get in the habit of talking over kids.
Use the school reward systems of tickets/coupons—if they have one in
place. Enlist the help of classroom teachers and principals for severe
or disrespectful behavior problems.
-Set a high expectation and follow through.
-Be humble and willing to admit when you are wrong. Being human is
part of being humane and students respect an honest apology. They learn
so much more from an adult making it right than they ever will from an
“It doesn’t matter, because what I say, goes.”
Class Tickets
My class earns tickets. If I catch a student picking something up that
isn't theirs, helping a friend, standing the correct way in line,
setting a good example, answered a hard problem etc, etc., I will have
the student get a ticket and put it in the "Compliment Box." If a
teacher in the hallway tells my class they are walking nicely that is
worth 10 tickets for the class. BUT, the students can also lose
tickets. If they are rude, not following directions, running in the
hallway, talking out of turn, etc, they have to take a ticket out of the
"Compliment Box." (They hate doing that by the way, so it really helps
with the good behaviors :)) As soon as the class has earned all 300
tickets, I then give them a class party. Usually a "sound party," like
a "K (k sound) Party" and I bring Cookies, Capri Sun, and we play
Kickball. They all start with the "K sound." It is simple, but
effective with the class.
Management: Path of Least Resistance!
1. When behavior is acceptable, SAY IT. What you REINFORCE repeats
itself. (This cuts down immeasurably on poor behaviors in the first
place).
2. When behaviors are very slightly going wrong, treat
them seriously. JUMP ON IT, then get off it. REINFORCE GOOD BEHAVIOR
HAPPENING VERY NEARBY.
3. When poor behaviors are just beginning
to accelerate, use hypotheses, directed to the whole class. Voice soft
and a little stern. (“My quietest classes will NOT owe me a recess.”
“Kids who give consistent good effort, oftentimes find the best grades
on their report cards.”) REINFORCE GOOD BEHAVIOR HAPPENING VERY NEARBY.
4.
When unacceptable behaviors are getting serious, or habitual, direct
your corrections to individuals. Use your TEACHER VOICE. (“John, I was
thanking Dave for using his maturity in this situation because I WANTED
YOU TO DO IT TOO- of course!” “Susan, if it’s too difficult to keep
from getting so EASILY DISTRACTED, you’ll be sitting away from the kids.
I’ll see if I can TRUST you better before you can come back.”)
REINFORCE GOOD BEHAVIOR HAPPENING VERY NEARBY.
5. When behavior
looks like all-out mayhem, use the “P.A.” voice – a microphone is best –
to choose a person or group for a privilege of some sort. (“ENOUGH.
FIND YOUR SPOTS – NOW. Let’s get down to business of who goes on the
Minneapolis trip, and who we would NEVER even let on the bus!” “FIND
YOUR PLACES…No, I WILL TELL YOU. It looks like Mary will get to play her
instrument first. Who knows WHY that is??” – proceed to honestly spell
it out; this exposes evil-doers – “ONE: When I told this class to SIT
DOWN, she was the first one there. TWO: her mouth was CLOSED. THREE: her
eyes are WATCHING.”)
***At this point, to nip any planned bad
behavior in the bud – particularly if the group is not quite subdued yet
– it may be necessary to actually mention the negative here. (“Why
didn’t I say ‘Anna’ just now? Did you catch it?” – let peers offer the
negatives Anna was doing. YOU turn them around into positive statements
as to what behavior Anna needs to do. End with a calm direction: “Anna,
make your corrections. I expect this to improve right away.”) REINFORCE
GOOD BEHAVIOR HAPPENING VERY NEARBY.
6. Behaviors any worse? Enlist the help of the office.
Good luck! No one has all the answers, all the time, and it’s OK to stumble; get back up and find what works best for you.
Many
of us are finding ourselves in districts that are initiating PBIS ~
Positive Behavior Intervention and Supports, some are using CHAMPS and
yet others have acronyms that fall in line with classroom management. I
was fortunate enough to be a team leader for our building PBIS team. I
highly encourage you to be a member of the team in your building if you
are part of PBIS/RTI.
Below are a few resources that I have found to be of great use as I am continually filling my suitcase:
Books:
Discipline with Dignity: New Challenges, New Solutions by Richard L. Curwin, Allen N. Mendler and Brian Mendler
Teach Like a Champion by Doug Lemov
50 Ways to Improve Student Behavior: Simple Solutions to Complex Challenges by Annette Breaux and Todd Whitaker
Mindset: The New Psychology of Success by Carol Dweck
Teaching with Love and Logic: Taking Control of the Classroom by Jim Fay
I
hope that you will take the time to fill your toolbox or suitcase with a
variety of techniques. It is my hope that not only will you benefit
professionally from some of these ideas but that your students will
benefit as well!
What techniques have you used and found successful? Please share in the comments so we can all increase our capacity.
