10.31.06
Tips on Preventing Classroom Management and Discipline Issues
Here are some closing thoughts on preventing classroom management and discipline issues that I would like to share with you, based on our class discussion and in response to your posts this week. I hope you will find them helpful. Please feel free to add to this list your own ideas and suggestions too.
- Have clear rules and regulations, involve students in their composition and reinforcement;
- Be consistent in your classroom management policy;
- Focus on prevention, good planning, and conflict-resolution;
- Get to know your students well and their interests, passions, dreams, desires, and needs as learners and as persons;
- Get to know their needs as appropriate to their age group;
- Learn to speak the language that they can understand and relate to;
- Balance between regularities and variety in classroom procedures;
- Offer a range of assignments that engage students in various modes of thinking and learning (e.g., visual, oral, writing, speaking, drawing, acting out etc);
- Make all students accountable for their learning (individually or in group work);
- Provide variety in texts in terms of genres, modes, cultures, authors, and styles they represent;
- Use Young Adult (YA) literature to complement the works from the cannon;
- Stay positive and upbeat even if you or your students may have a bad day;
- Encourage and model to students praise, respect, and appreciation of all contributions to learning and building a supportive classroom atmosphere;
- Ask around when challenges arise;
- Read professional literature to continue to educate oneself about the origin of common discipline problems and effective ways to resolve them.
November 1, 2006 at 8:30 pm
I think one important tip to remember when dealing with discipline issues is that the punishment needs to fit the crime and should be something that students do NOT want. If a student likes getting sent in the hallway so he can get out of class, then the punishment for misbehaving should be something more creative the student will want to avoid rather than getting out of class, which they may have wanted initially.
November 1, 2006 at 8:32 pm
Maintain contact with parents and have parents to support your discipline efforts in the classroom. Let parents know about the good things as well as discipline issues. Many parents only hear from the school when something goes wrong.
November 1, 2006 at 8:32 pm
At my school teachers are required to post their classroom rules somewhere in the room in clear view. This way when a student breaks one of the rules the teacher can point them out and remind the student that he or she is already aware of the rules.
November 1, 2006 at 8:32 pm
The above ideas will really help with preventing possible problems. Asking those around you to help when problems arise can work very well. Many times, other people have different perspectives, which can completely change a situation and help us reconnect with a student. I find that students are more upset when they think that you do not care about them and are trying to discipline them. When they know that you care about them, they will be more enthusiastic to please you.
November 1, 2006 at 8:34 pm
I find the best advice is to reward good behavior and, when possible, ignore bad behavior. While this is not always possible for students who are belligerent or disrespectful and disruptive, take every opportunity to acknowledge the models of positive classroom demeanor. Following the concepts of social cognitive theory, students will begin to emulate the behaviors that receive rewards special consideration, and reject the behaviors that illicit no response.
November 1, 2006 at 8:34 pm
I have a quick and seemingly obvious addition to this list: Don’t hate the kid/s. More often than not, I seem to be seeing that the students who constantly have issues behaving are the same students that the teachers have absolutely no patience for. This seems pretty obvious, but I’ve found that the teacher’s inability to give these students any slack leads to behavior problems that didn’t ever really exist. For instance, I observed a teacher lose her patience with a troublesome student because he dropped his pencil. From where I was, I could clearly see that the student had simply dropped something, but the teacher assumed that the student was up to no good. What resulted was a good deal of yelling with no real resolution being made. It’s hard sure, but we have to learn that these are kids and that kids will be annoying and awful, it’s natural, and that we need to see the good behind the monster mask a lot of kids wear.
November 1, 2006 at 8:34 pm
Another suggestion that I would want to add to the list is to look outside of your classroom for help. The administration at your school is there to help when certain discipline problems are out of control. Now, I know that certain administration teams are easier to deal with than others, but they know the protocol for following through with difficult situations. I would suggest seeking their advice on tough situations. Also, look towards teacher who have been at the school longer than you have and seek advice from them. Some time the best advice is to ask for help in dealing with your problems.
November 1, 2006 at 8:35 pm
-Have different ways of assessing their learning: tests, papers, as well as creative projects.
-Always have a back-up plan or an alternative to an activity in case things don’t work out how you plan. Be flexible and know that what you think will happen will not always work out perfectly.
-Adjust lesson plans to fit with certain groups of students. You have to know your students and what will work with them.
November 1, 2006 at 8:37 pm
I have noticed in my middle school practicum that most teachers seem to employ these strategies of classroom management and that, generally, they seem to work well. A question I have is what other options for punishment?
Some ideas I would add:
* Be creative in delivering consequences. Although a silent lunch period is regarded as a negative, I am at a loss as to what to do with a student after repeated, consistent incidents.
* Even the smallest amount of praise or positive attention–like noticing a book a student is reading–seems to help get the class started on a good note.
* Find ways to diffuse a tense situation or bickering between students that has the potential to escalate.
November 1, 2006 at 8:38 pm
I think that these are some good suggestions, but I would like to add some more very practical suggestions that I will be trying out in my own classroom. To start, when I have students who chat away during class or otherwise make a problem of themselves, I will walk up near them and continue the class in close proximity. Technically this is called “blocking” and it seems to work at least for a while. Something about moving from the front of the class into your students “space” seems to quiet them down. Another strategy I have only tried a little, but plan to use more, might be referred to as the exercise principle. When the class is restless and making problems, I try to think of things that will allow them to get out of their seats and do something physical. For example, when teachinmg grammar I will ask students to come to the board and write an exercvise and answer rather than simply giving it from their seat. Amazingly, just getting the students out of their seat throughout the class calms them down. Anyway, these are some thing I am trying and will continue to experiment with in the future.
November 1, 2006 at 8:38 pm
I think this list is fairly comprehensive. However, the one I am most concerned with is the second: “Be consistent in your classroom management policy.” This one is short but deceptive because it is the hardest one to follow. There are days when you will have no problems cracking down on the smaller things so bigger ones do not follow. But other days, the ones where you are truly happy to be in that classroom with those students, those are the days when you are tempted to relax and just let things slide. These days can create larger problems to begin with. Students need structure and limits; otherwise, they will continue to push and won’t stop until they have simply gone too far. This is difficult because we did not get into teaching to be a disciplinarian. We want to share our passion, but the discipline comes with the territory. In order to teach our passion we must first have an audience. To have an audience, we must have respect. And to have respect, we must have discipline.
November 1, 2006 at 8:39 pm
I agree with all of the suggestions on this list, and I think that they all have the potential to be very effective classroom management strategies.
Other classroom management systems that I have seen are:
-Use a system of rewards to praise children who exhibit good behavior. I have observed teachers that use candy or small toys to reward students that complete homework assignments, stay in their seat during classwork, remain quiet, etc.
-Middle school students seem to be highly competitive. I’ve found that games (such as vocabulary review) in which one class period competes against another for total number of words mastered, etc. can be very effective. These games not only motivate students to learn, but they can also be taken away as a sort of “punishment” for bad class behavior.
-The biggest help I have found in preventing classroom management issues is simply acting confident. I know that it is OK for me to admit that there are some things I am not completely sure of. However, at least during my first few days in the classroom, any sign of weakness was immediately noticed by the students. Being highly prepared for class and anticipating student questions seems to make me more of an authority figure.
November 20, 2006 at 5:18 pm
I would like to add to Joseph’s comment. It does seem like an obvious point but it is also a crucial one. Simply be (and always remain) on their side. I to, have seen may instances where a child’s negative behavior escalates due to the student’s reaction of self-defense. Once a student is labeled “bad” in the eyes of the staff, that student is faced with a lack of patience and a general vibe of being disliked. I believe if teachers commit to the support and positive energy needed to facilitate learning readiness, the student will be more receptive. Kids know more than we sometimes give them credit for instinctually. They will know when their best interest is genuinely the main concern and will respond to those that they trust. Some of these kids my need several chances to get on the right track, but we can’t stop caring about their well-being because they are labeled as the “trouble-maker.” Continuous evidence of true concern by a teacher will most often be rewarded in the form of a receptive student. A smile and a positive comment can go so far, take every opportunity to do it.
November 26, 2006 at 11:17 am
This is such a great list of suggestions that takes into account all aspects of classroom management that I have so far encountered. My only further suggestion, which really is implied in some of the points mentioned, but I think should be said outright, is to have well prepared lessons with smooth transitions.
In my previous experience teaching before I began this program, I had been taught to start planning using a standard, so every lesson focused on one goal only and I must admit that most of them were very boring. When you trust yourself to be a good English teacher and plan lessons the students will be engaged in, and then fit standards into what you have planned, you end up with lessons that can help classroom management.
And a final suggestion I have concerning classroom management, which my school requires, is to document all steps taken. That way, Cynthia, when you have a repeat offender, you already know what you have done to punish that child in the past and can move on to more severe or just different consequences. The suggestion about balancing variety with routine in terms of punishment should be taken to heart for repeat offenders. If silent lunch doesn’t seem to work, try calling parents next time or conferencing with the student at lunch or in the morning. Be creative.
November 26, 2006 at 10:28 pm
Well, these are all good suggestions, but we need to remember that in order to have respect from our students, we must be respectful to them first. This is often overlooked. Teachers yell and scream at students, expecting the kids to listen them, and then wondering why the students don’t behave. Would you listen to someone yelling and screaming at you? I know I wouldn’t. Just remember - Give Respect, Gain Respect.
November 26, 2006 at 10:33 pm
This list seems quite comprehensive. While I was not privy to the initial discussion, having been in the classroom for a few months now, I agree with most of the discipline/management techniques set forth in the list. A few items that I would like to add are:
- be sure to use the proper disciplinary procedures that your school sets forth.What you do to maintain a productive and safe classroom is personal. However, certain activities may have sanctioned reprimands in your school.
- Establish a disciplinary pattern early! It is much harder to go from being easy to being tough.
-Communicate with parents as much as possible. Some may be resistant, but it is your responsibility to alert parents to issues with thier children. They may also be able to give you an insight into why thier students are acting out.
November 29, 2006 at 2:50 am
I just want to reitterate the point, “Encourage and model to students praise, respect, and appreciation of all contributions to learning and building a supportive classroom atmosphere;” along with Joseph’s point.
After rearranging the boards in the classroom, I recently observed the teacher putting up work done by the “gifted” students, which of course is fine, but the previous work she had taken down was also done by a few of the same students. Noticing a change, each class went to the board to see what had been put up, and I could see the disappointment of some who did not see their name or picture. A few of them began to crack jokes about the work or the pictures, and many of those were the same ones who are frequent trouble-makers. In the teacher’s defense however, the principal only wants to see “quality work.”
I would think that for those who go from nothing to something, that something, is quality.
November 29, 2006 at 4:37 pm
What a fantastic topic!
Considering my practicum experience, I have to agree with Joseph that, occasionally, a student will develop that “troublemaker” reputation, and, from that point on, the teachers’ constant criticism only serves to increase bad behavior. I suppose that goes to illustrate the theory that students will live up to the expectations that we set (or impose) upon them.
To be completely honest, though, I’ve been blessed with relatively tame classes. My biggest complaint is talking out of turn or sporadic rowdiness. Usually, this happens when they really begin getting involved in the lesson. I’ve found that the best way to harness that energy, like Leah and the original list mentioned, is to “know thy plan.” Good transitions and plenty of engaging activities seem to keep them moving in the right direction.
I just try to maintain a teacher-student “team” attitude, as opposed to an “us-versus-them” attitude. It seems to help if the students see me as an ally.
November 29, 2006 at 8:40 pm
These comments are so great! I can just hear each of your voices in your comments so clearly. My point about classroom management falls along that line. What I mean is, my best advice is to just be sure that whatever classroom management policy you adopt suits who you are as a person. Be sure to pick rules and procedures that you can reasonably keep up with on a daily basis. While it’s good to visit other classroom teachers and see how they do things, you should take the knowledge you gain through observation and adapt it to fit you. Being confortable–and being yourself–is the best way to maintain a well-managed classroom.