Archive for Classroom Discipline
“Which Rule is Too Tough,Your Majesty?” A Culture of Low Expectations
Posted by: | CommentsAnybody remember the brilliant movie ‘Amadeus’?
There’s a terrific scene where after a symphony concert one of Mozart’s rivals is trying to make him look bad, and tells the Emperor that the piece played had ‘too many notes’. Here is a link to the scene to get the full impact:
http://www.youtube.com/watch?v=dCud8H7z7vU
Of course the suggestion is ridiculous, and at the end of the scene Mozart says, knowing full well the Emperor has no idea what he is talking about and is simply repeating what sounds good from his ‘authorities’: ”Which notes should I cut, your majesty?”
Which brings me to emails I get once in awhile, where a teacher employs Classroom Discipline 101 techniques, and things are going well and wild classrooms are finally coming to order, but a disgruntled student who can no longer disrupt the education going on complains to the administration.
You guessed it–admin tells the teacher the rules are ‘too tough’. Admin backs the student, parents back the student, disaster ensues.
Well, I have never had this problem personally, because there is nothing wrong with my rules, they are within the ed. code and my administrators have been very content knowing by some miracle students behave in my classes and they rarely have to deal with a student sent from my room. But, if this did happen, my first question to the parent and/or administrator would be:
“Which rules should I cut, your Majesty?” (Your Majesty is optional, not recommended actually).
You see, my experience is that when people stand on weak logical grounds they tend to keep things vague and general, and when forced to specify in this instance it will become clear that every rule has a solid rationale that facilitates learning, and none are ‘too tough.’
Unless, of course, you have low expectations for behavior. So if someone did pick out a specific rule, say, ‘students are to be on task at all times’, and say it was too ‘tough’, I would say, ‘Yes, if you have low expectations for student behavior’. Then point out the logical alternative: ”So, students should not be on task at all times. Okay, what should they be doing in class then exactly? How much time should I allow for goofing off, cell phone calls, computer games and desk throwing? After all, I don’t want to give the impression that we should be learning at all times.” Of course you don’t have to adopt my sarcasm, that’s just my style ’cause I find it fun. But you can get the point across firmly.
I have high expectations for students’behavior; no, I don’t babble about high expectations, I have them– and you should too–it’s good for you and for the students. It is not good for disruptive complainers and people that interfere with the educational process, so of course they will complain. Who comes first here, the disruptor or the disrupted?
Now, armed with this information, if it happens to you in the future, tell me specifically what rule is objected to, and we’ll take from there how exactly you might reply. The book explains the rationale for everything.
Here’s the thing gets me a bit miffed: none of these people complain that their lousy discipline methods are not working, that seems to be okay. It’s okay if students and teachers endure disruption and disrespect and inferior learning every day as long as the methods du jour handed down by theorists who couldn’t get a class under control if there life depended on it are employed. Sheesh.
It is important to understand that if you are at a public school the ed. code trumps administration, and if you are within your bounds they should not be telling you you cannot use my time-tested, effective, high-expectations rules.
Okay MPT’s, resist evil and let’s get on with our jobs–teaching.
Cheers,
Craig
Three Magic Words to Keep Students on Task
Posted by: | CommentsHow often should a student be on task in a classroom?
I think 100% of the time is a good idea.
If a student is off task, and you inquire as to why, or address the specific reason–talking, looking for something in their folder, staring into space–the student can then try to draw you into their world by explaining the excuse.
Here are three magic words: “Get on task”.
So, not:
Teacher: “Mary, what are you doing with that bag? You should be working.”
Mary: ” I just had to find a paper i was looking for because…. blah blah blah ”
Teacher: “Well I want you to get to work, this is an important assignment. ”
Mary: ” I know, I just need to find this paper blah blah blah .”
Better:
Teacher: ” Mary, get on task.”
Mary: ” I was just looking for a paper because…blah blah blah.. ”
Teacher: ” Get on task or you will have a 15 minute detention after school. ”
Better is the simple direction: Get on task. Then a consequence if not complied with.
This is to avoid the classroom discipline error and stress of going back and forth with students all the time. The big difference between the first and second example is that in the first, you follow the student into their reality. In the second, you bring the student into your reality, which is where you want to be in the classroom.
You can repeat these magic words–”Get on task” no matter what response you get. This is a classroom management technique for avoiding manipulation and cutting these conversations short.
Happy teaching,
Craig Seganti
Stopping Problems Before They Get Inside the Classroom
Posted by: | CommentsTeaching should not be the running of the bulls.
Too often teachers let students into the ring (classroom) anyway they want to enter, and then try to get control of these raging bulls after the bell rings.
So in they come–energetic, wild, frenzied, talkative, distracted.
It is better to head them off at the pass. This means, you stand at your doorway, and monitor every student as they approach the door. Let’s make this a step by step process.
1. Watch the student as they approach: Do they have their materials? Do they look calm and focused? Do they look serious about starting some academic business? Does any of their non-verbal communication look like they may be disruptive? If everything looks okay, proceed to Step 2:
2. Briefly stop each student and explain exactly what you expect of them as they enter–to enter the classroom quietly, politely, and in an orderly manner, to go directly to their assigned seat without talking, to take out their materials and begin working immediately on the assignment on the board.
3. Step 3 here is what separates the pros from the amateurs. The amateur settles for having explained this to the student. The pro adds the following to step 2: Make sure they make eye contact with you when you are explaining. If they become disrespectful tell them to stand aside while you let the other students enter. Ask them if they understand–have them look at you when they say ‘Yes’. Do not settle for a quick nod when all of the non-verbal communication says ‘I’m going back to full speed as soon as I enter the room.’ Slow them down emotionally if they are hyped up by having them take a deep breath and wait at the door until they are ready to enter.
If students start to pile up at the door, let the ones in who look the most ready to enter calmly. All will observe your attitude if you are talking to one student about what you expect, and realize you are serious about classroom management.
A concept that I constantly try to get across to teachers when it comes to classroom discipline is the importance of non-verbal communication. As teachers we can often think it’s the words that count–so if the student says they are ready for class we let them in. I wait until everything about the student’s body language, breathing, and non-verbal communication is respectful and indicates that they are ready to enter class in an orderly manner.
Otherwise I tell them to stand aside, breathe deeply, and get their act together before entering.
When each individual student has been instructed to go quietly to their seat in an orderly manner, your whole class will start out with the correct atmosphere and anyone not complying will ’stick out’, making it easier to pinpoint your next discipline step.
If, by chance, someone slips by and begins talking or disrupting, call them back to the door. Have them try again. And again, if necessary. This sends a tremendously strong message to the student and the class–your standards for behavior are high and must be complied with.
In fact, sometimes I have on the first day of school called the whole class out again to practice going to their seats properly.
If you want to be a pro at this you will ignore complaints and have them practice as many times as it takes until they enter as you would like. That’s a strong message about your standards right from the get-go.
As teachers we want to spend all of our time teaching, not disciplining. This kind of technique is what will get you there.
Preventive Medicine: Keeping Students on Task
Posted by: | CommentsWhen you give an assignment from the front of the room, take a walk through the room to make sure everyone is on task.
If you just sit in the front, and you have students who are discipline problems, then you are going to end up putting out the fire afterwards or telling a student afterwards to get on task. Over and over.
You can prevent this by first going around the room to insure everyone is committed to the assignment. This means not just that their book is open and paper out, but that they have already begun to concentrate–look for non-verbal cues that a student is not going to stay on task. Stand by that student until they have begun and their non-verbal cues tell you they are committed to the work.
If you know ahead of time which student(s) these are likely to be, all the better. Stand by them until they are seriously on task. There is a BIG difference between just walking by to go through the motions and making sure there is commitment to the work on the part of every student.
There is active and passive classroom discipline. Make it a rule that students have to be on task–it is not good enough that they are not disruptive (passive). They must be actively engaged in what the class is doing or they are subject to a consequence.
Careful how you handle ‘I don’t know how to do it’ comments.
I always recommend teachers read not just words but overall communication–does the student really not know how to do it, or are they just procrastinating? If the latter, I will either just stand there silently or repeat the direction to get on task.
If the student really needs help, and has been paying attention, then obviously give it to them.
The advent of social promotion has multiplied discipline troubles for teachers because so many students are often in class bored with work far beyond their grasp. This creates a ‘Flow’ problem (see the book ‘Flow: The Psychology of Optimal Experience’ by Mihaly Csikszentmihalyi), which is beyond the scope of the discussion here.
In my book Classroom Discipline 101 I discuss how Flow affects your classroom management in detail. The gist of it is that if students find work doable and meaningful they will almost always do it.
Make sure you circulate the room until everyone is on task (not just quiet, but committed to the assignment) to set yourself up for success.
Here’s to happy teaching,
Craig Seganti
Keep the Small Stuff Big–Classroom Psychology
Posted by: | CommentsToday 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–
