Thread: classroom management

Hello!
I am a middle school teacher and I wanted to answer your questions. The biggest problems in my class were 1)disrespect and 2) talking. The best way to handle these are to strictly enforce classroom rules and don't waiver from these. I can say that I still need some work, but after this year I will definately be tougher this coming year. This was my first year in middle, I came from elem, and boy was I in for a surprise. Another big tip, have a plan and keep them busy. I can't stress enough how important it is to make your rules and procedures clear from day 1. I didn't, and suffered greatly. When your time comes, seriously consider the little ones, their so much better. The disrespect really wore on me and I left feeling 'beaten down' everyday :cry: . You just can't be nice. I made that mistake. Good luck!!!

Nothing to add- 2 million teachers would agree.
Read "classroom management by genghis" for more tips
genghis

Well, my response is a little unsatisfactory here, because I don't think there are just a few misbehaviors; there are a some categories of misbehavior. I don't believe that there are just a few ways to respond to each one of those categories; there are scores. So while I'm talking about generalities, my responses are directed to the individual and the indivdual behavior.

1. What are the most common misbehaviors in your classroom?

1. Being "off task;" attention or activity focused on anything else other than the task at hand, whether it is listening, whole group participation, independent practice, etc.

2. Interrupting; blurting out, not waiting your turn to respond.

3. Confrontational behaviors/responses to a correction:

"What??? I only ____________. What, you mean I can't even ________??"

"Whatever" <rolling eyes>

"But __________ did this first" or did something worse, or anything else to blame someone else for, or redirect attention to someone else, to get out of being accountable for their own behavior.

"I'm gonna tell my mom and she's going to get you fired."

"What did I do? I didn't do <whatever you saw>;" this is often a semantic game. You tell them not to throw an eraser. They say they didn't. Because it wasn't an eraser, it was a spit wad. Or, if you say "don't throw things," they say, "I didn't throw it. It accidentally got knocked off and went flying across the room."

And others.

2. What can a teacher do to prevent these misbehaviors?

Generally, for all misbehaviors: contracts focused on problem behaviors. Student participation in making rules and creating a "justice system" with positive and negative consequences. Teacher being scrupulously fair, even handed, and consistent. An open-door policy for parents. Liberal contact and communication between home and school.

More specific:


1. Constant redirection. There are many, many ways to redirect, depending on the nature of the distraction.

Private conference, goal setting, with a signal for the teacher to refocus the child on the personal goal.

Removal of distractions and extra stimulation; amount of "stuff" allowed at the desk, placement in the room, etc.

Contracts

2. I tend to stop, mid syllable, fold my hands, and wait. The student realizes the interruption, does an "oops," and we go on. I do not ever call on someone to share if they haven't waited their turn. When impulsive students are really trying to wait, I'll call on them early so they don't have to wait too long. If the interruptions continue, consequences are applied.

3. Crystal clear communication of expectations from day one. (This goes for all misbehaviors!) Classroom discussions, exercises, role-plays, and games focusing on positive responses to conflict.

3. For each behavior, what are some proper consequences?

General consequences: loss of priveleges, phone calls/notes home, removal from classroom; severity of consequence appropriate to the individual student/offense. Also, positive reinforcement whenever a student is making an effort to change a negative behavior.

More specific:

1. Document on contract, and apply agreed upon consequence for either positive or negative progress.

Removal of classroom priveleges.

Removal from seat to a controlled area with fewer distractions.

Removal from room (to another classroom, etc) until task is complete.

2. It a reminder or a wait doesn't work, remove the child from the discussion/room; child rejoins after the lesson/whole group work. If vital information was missed, I respond sympathetically: "I know this is going to be harder for you. You missed some of the lesson. I'm so sorry you couldn't manage yourself well enough to be here for the whole thing."

3. Immediate removal of someone who is arguing, disrupting, or in any way hijacking instructional time. An immediate on campus suspension, write-up, and conference form to be completed and signed by parent and student.

For a student who stops the behavior when told to, without "hijacking:"

A recess/lunch detention/conference with teacher. A conference form filled out to be signed and returned by parents. All privleges suspended until the form is signed and returned.

My conference form has several parts:

*The setting of the incident: where, when, who was present
*The specific behavior under discussion. Not what everybody else did; just what the student filling out the form did. No justifying the behavior, no blaming others, no recording someone else's problem.
*What the consequences of this choice turned out to be; short-term and long-term, specific and "big picture." For example, calling someone a name results not just in "getting in trouble," whatever that may be, but in loss of trust, in hurting others, in damaged relationships and reputation.
*A list of positive choices to make in that situation. Once the list is made, underline the best of the positive responses.
*A list of positive consequences that could result from that positive choice. It must be a positive, not negative, result. Not what won't happen (I won't get in trouble), but what will happen (my friends will trust me).

Then the student signs and dates, takes home for the parent to discuss with them, sign, and date, and returns to school to resume priveleges. This is a conference form, because it takes a real conference and meaningful discussion to be done correctly. Given to a student to fill out on their own, it doesn't address the root of the problem. It just becomes a hoop to jump through to "get out of trouble."


There are many more possible responses to your 3 questions; this is just a start!

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