Keep the Small Stuff Big–Classroom Psychology
ByToday my class was quietly reading. One student, in the front, was reading, but he was leaned over and had his foot out to the side.
I walked by, monitoring, and said quietly “Brent, turn around to a 90 degree angle to your desk and sit up.”
No big deal, right?
Worth mentioning? Yes. When students see that you monitor the small actions that aren’t truly conducive to overall classroom learning, they psychologically don’t attempt any grand misbehavior. The students hear me say the comment, probably don’t even notice the effect themselves, but understand intuitively I will be on top of all situations great and small.
So paying attention to every small thing that doesn’t contribute positively to your classroom environment will keep the big picture going nicely as well.
Wait for the big events to happen, and you will get more ‘big stuff’ happening. You don’t want that.
If you think, ‘That’s no big deal, I’ll let it go’ you are right about the first part. But when you let it go, things escalate quickly. Keep the small stuff big to keep from getting to the big stuff.
Here’s to happy teaching,
Craig Seganti
Here’s to happy teaching–
I understand not to get drawn in by students. However, I’m unsure about what to do if the students presists in not “staying on task”. I am a HS substitute teacher. In one of my classes recently a group of girls would not “get on task”. Following your guidance, I told the ringleader she had a five minute detention after class without warning. I felt uncomfortable doing it. And I got “why me?” Others were talking also. etc. etc. She stayed after class, but was obviously very angry with me. I remained firm. As a HS sub, I only have only one period with a class….the classes are 15-25 students, and find it difficult to have enough time to greet the next class as you suggest, get them to sign in and get on task, mark attendance sheet, tell them my “rules” and “consequences”, and actually have enough time to ensure they have something valuable to them and me to do.
Summer break is here now, I have studied your and other’s guidance and will continue to do so throughout the summer; preparing all the recommended “tricks of the trade” tools, emergency lesson plans, classroom management rules and consequences, etc. Any advice and being a successful sub and not a baby sitter. So far, in the school district where I sub, expectations from subs is minimal: Keep the kids quietly in class until the bell rings for next period, take attendance, and give out teacher assignment, if any, and press the call button (to office) if there is a “disturbance”. “Help, the kids will not stop talking and “get on task” I don’t think I would be asked back again, “if I can’t keep those kids under control” Sorry to be so negative, but my frustration level is very high at this time of year.
Thank you for all your advice, Craig. It makes sense and is logical. It does appear to me that you are talking to older pupils though. I have 4 different class groups in my room, aged from 4 to 8. It is a small 2-teacher school in Ireland with a family atmosphere. The children are from rural backgrounds and generally well behaved. I have 1 child, recently arrived, who has serious emotional difficulties, not his own fault. Parents very helpful and supportive, but have met with me and principal and put forward that I will treat him very differently from everyone else, because of his needs. This is seen by the rest of the class as unfair, and they have started acting out to see if I will accomodate them with their own schedules, snacks during class, etc. They are too young, I think, for “detention”. I do sometimes make them stay in during break to finish an assignment, if they had not been on task during the lesson. Break is 15 mins. Parents upset if children have not had exercise or eaten their food.
You rock, Craig. Love it.