Comments on: Tips on Preventing Classroom Management and Discipline Issues

By: Mrs.Holmes

Mrs.Holmes — Thu, 30 Nov 2006 00:40:50 +0000

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.

By: Michelle Y

Michelle Y — Wed, 29 Nov 2006 20:37:40 +0000

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.

By: Kendra

Kendra — Wed, 29 Nov 2006 06:50:29 +0000

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.

By: Tiffany

Tiffany — Mon, 27 Nov 2006 02:33:17 +0000

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.

By: Brandon Reynolds

Brandon Reynolds — Mon, 27 Nov 2006 02:28:15 +0000

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.

By: Leah

Leah — Sun, 26 Nov 2006 15:17:58 +0000

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.

By: Jenn

Jenn — Mon, 20 Nov 2006 21:18:46 +0000

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.

By: Ellen

Ellen — Thu, 02 Nov 2006 00:39:42 +0000

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.

By: lashley

lashley — Thu, 02 Nov 2006 00:38:40 +0000

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.

By: Ed

Ed — Thu, 02 Nov 2006 00:38:30 +0000

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.