In
my last column, I introduced four of eight “critical contexts.” I deliberately introduced the first four
contexts in the sequence that they would appear in and around a classroom
session. They were pre-instruction,
opening, instruction, and transitions. Student-initiated
questions, student-initiated threats to cooperation, closing the session, and
post-instruction are the next four contexts. Effective teachers use these contexts as
important opportunities to gain influence with high achieving and high
maintenance students. I have two core
beliefs that have shaped my Miami University classroom management course
instruction, and my public school professional developments. Effective classroom teachers plan, organize
and do activities, even before the first day of school. This planning, organization and
implementation decreases the likelihood, frequency, and seriousness of student
misbehavior. However, when students do
misbehave, effective teachers respond in a measured and sequential pattern of
consequences. This sequence will range
from friendly reminders to formal recommendations for removal from the class or
school. It is the rare school that does
not have a building-wide plan for managing student misbehavior. Novice teachers need to know the system.
Students that will test this system already know it and how to work it!
How
the teacher introduces and structures the class system for asking questions
helps students know when and how to participate. Loud, random, overlapping student “call outs”
can wreck a lesson. We know from our
research that how the teacher answers student questions creates an early and
lasting impression about the teacher’s personality. How the teacher responds when a student
misbehaves is equally important to gaining influence with individuals and the
larger group. In surveys that we have
done, one rule always seems to be in place with effective teachers. As the threat to the cooperation of the group
or frequency of misbehavior increases, the immediacy and seriousness of the
teacher’s response increases.
Effectively closing the class is just as important as a successful
opening. This is a great time to review
the lesson, comment on class behavior or explain the next day’s
expectations. Post-instruction works
like pre-instruction. It is a less
formal time to meet with a student, pass out a personal complement, answer a
question, or just visit.
Here
we go……………….
Student-Initiated
Questions (this can happen anytime)
1. Recognize a raised hand and say the student’s
name.
2. Look directly at the student.
3. Actively listen while making sure everyone
else is quiet.
4. Consider the specifics of the question or help
shape it for clarity.
5. Probe or inquire to give the question more
instructional value.
6. Ask if there is anything else or if you
answered the question.
Rationale: How the teacher acts when a student initiates
a question can influence the timing, frequency, and quality of subsequent
student questions. A teacher that invites questions, replies in a considerate
and informative tone of voice, and makes sure the question is answered gains
early influence with any age of student.
Younger students are particularly influenced by the patience and
attention that their questions receive.
Student-Initiated Threats to
Cooperation (this can happen anytime)
1. Review the rule to the whole
class. This is done early in the first
week.
2. Stare or move close to the
offending student. They know you know!
3. Quietly say something
like “John, I want you to stop bothering
Ann.”
4. Tell the student to stay
after class to discuss the misbehavior.
5. Stop class and ask the
student to meet with you in the hall.
6. Involve the parents with a
call home. Cell phones are great here!
7. Involve the school
disciplinarian in managing the student once you have given the parents a chance
to change the student’s behavior.
Rationale: What to do when students misbehave is the
subject of entire books. My belief is
that an organized and systematic first day of school will minimize
problems. But, problems will still
happen. Early in the year, effective
teachers try to “notice the misbehavior, restate their expectations and help
students remember to behave properly.”
As the year progresses, effective teachers manage student misbehaviors
with a couple of mantras. They observe everything. They respond to misbehaviors with a
businesslike tone of voice saying what they want stopped. And finally, they talk with the student or
students during post-instruction or the next pre-instruction context to make
sure they understand what was expected. In future columns, I hope to do more
focused pieces on managing misbehaviors when they occur.
Closing the Session (five
minutes before the session ends)
1. Signal the close of the
session. “Its time to wrap things up.”
2. Review the goals of the
session.
3. Review the quality of
student cooperation that day.
4. Motivate with complements
when they are deserved.
5. Introduce the next session’s
goals
6. Answer any questions
7. Let them visit quietly as
long as they remain in their seats.
8. Dismiss the class at the
bell.
Rationale: Effective teachers use the closing to review
the goals of the session, provide any complements to the group, make any
corrections and set the expectations for the next session. This can be a relaxed time in the middle
school or high school classroom. If
students have performed well, a few minutes to talk quietly before the bell
rings is a good reward.
Post-Instruction (after the bell rings and the class has been
dismissed)
1. Dismiss the class (you
dismiss them, not the bell).
2. Watch them as they exit the
classroom.
3. Be available for all kinds
of questions.
4. Conference to individual
student concerns or your needs.
Rationale: The post-instruction time
is a busy time for effective teachers.
Students are leaving and students may be coming in. The effective teacher knows that
post-instruction is the perfect time to complement an individual student by
name, tell a misbehaving student to make improvements or simply answer student
questions. Less effective middle and
high school teachers tend to isolate themselves between classes or chat with
colleagues in the hall. Students notice
this and important moments for gaining influence with students are lost.