Every school year gives most classroom
teachers a chance to revisit the same management, instructional and individual
student problems. However, the more
experienced and effective the teacher becomes, the less energy the solution
requires. With experience, the distraction causes the teacher and classroom
fewer problems. The more “routine” the
pattern of conflict resolutions become, the less energy you devote to solving
the problem. There are always subtle differences by grade level or student
developmental stage, but some common principles apply to the reoccurring tough
ones. Remember, consistency is the key.
Students smell a lack of consistency like a vulture smells road kill a
mile away. The more consistent you are
as an educator, the more positive influence you will have, and the more you’ll
get out of students.
Common Management Principles
1.
Make expectations explicit from the first day of school.
2.
Timely reminders about expectations reduces problems.
3. Immediately respond to threats to
cooperation.
4. Talk with the student privately and
quietly to get the facts.
5. Continued infractions require increasingly
severe consequences.
6. Contact parents and give them a chance to
help you fix the problem.
Tardiness:
Talk with the student after class. The
tardiness may not be their fault.
Helping them solve the problem will help you establish valuable
influence. I like being patient. I let one tardy go by with a warning that
consequences will get more serious if it happens again. If there is no logical
reason, then consequences for middle school or high school students might start
with holding them after class.
E-mailing/calling parents might get this corrected between your warning
and the next incident.
Getting
the Class Started: There is absolutely no substitute for
a prompt, businesslike session opening.
The bell rings. You give a
businesslike call to order like “That was the bell. Its time to start.” Review yesterday. Explain today’s goals and activities.
Describe the behavior you expect. Check for materials and check for
questions. Make this a habit.
Not
Following Directions:
As the age level of the student increases, the capacity to retain a
longer series of directions increases. By
the time they are middle school and high school students they can remember two
things in sequence. Put your directions in writing. Project them.
Explain directions with students looking and listening. Leave the directions in sight.
Missing
Class Materials: Proper materials are expected in
class after the first day of school.
Anticipate them not having what they need and keep extra copies
available. Give materials the first time they don’t have them, but make it the
last time. Don’t let students take from
one another either. Allowing this is
allowing for a bad habit to continue.
They need to learn to take responsibility for their learning and this is
the first step.
Talking During Directions and Lectures: This is one of the first signs of a classroom management problem that can only get worse. Absolute quiet is what you should expect and insist on. If someone is chatting say his or her name. “Eddie, its time to listen.” Or “Eddie, see me after class.” That phrase will be met with silence in most cases.
Dr. Douglas Brooks is a Professor in the
School of Education, Health and Society at Miami University in Oxford,
Ohio. He teaches undergraduate and
graduate courses in classroom management. He is the Director of Partners In
Learning at http://performancepyramid.muohio.edu