Reflection 5: Classroom Control
Classroom management often evokes strong reactions and responses from teachers. While it is not more important than curriculum and instructional practices, as Janet Alsup and Jonathan Bush write in “But Will it Work with Real Students”: Scenarios for Teaching Secondary English Language Arts, “A teacher who does not develop a culture of learning and respect is doomed never to see his or her classroom goals fulfilled” (2003, p. 142). I think it is definitely an important part of a pre-service teacher curriculum. Like the teacher in the Alsup and Bush text, I can remember starting my first year teaching full of idealism and over-confidence only to be quickly dismayed by the lack of control that I was experiencing in my classes. I am sure that I asked myself the following question about a thousand times during that first year: What have I gotten myself into? Now in my fourth year of teaching, I can say that I never ask myself that question anymore and my classes are typically well-run and under control. This doesn’t mean that I don’t have difficulties; I still have a lot to learn.
I wish I had read some of the professional texts regarding classroom management before I started teaching. I did read Harry Wong’s book, but it didn’t prepare me for a lot of the difficulties that I actually faced. I greeted kids at the door, I always had a warm-up waiting for them, I kept rules short, simple, and positive, and I established set routines; I did not, however, have a plan set for what to do when a student refuses to work or gets verbally aggressive. I cried all night the first time it happened. I remember thinking, what is going on here…I never would have talked to a teacher like that!? Although, this isn’t fair either; I was a teenager and, I’m sure, not perfect all the time. I had to learn to not take things personally. My students were not personally attacking me; they were acting like normal 9th graders would in a class where the teacher was young, inexperienced, and afraid that students wouldn’t like her. I have learned to be fair, consistent, and positive. This is easier said than done, but it is something that I strive for everyday. I really like the suggestion that Randy Gordon, a Nebraska teacher, made in the article, “The D Word,” posted on the National Education Association’s website (http://www.nea.org/neatoday/0509/coverstory.html). He writes that, “the best way to stop arguing is not to pay attention to the argument,” and he continues by saying that he usually responds to student complaints or excuses with a simple one-word response: “bummer.” I think I am going to adopt this word as my own. I would like to hear what other people use/have used that works? I have found empathy to be very effective. I’ll say things like, “I understand your frustration,” or, “I know how you feel and I’m sorry.” Does anyone have any other specific suggestions for classroom management that they have found to be effective in their classrooms?
I also want to add in a side-note here…I think it is important that we acknowledge good student behavior, too. For the most part, my students are very polite and respectful. I think that sometimes this point gets lost in the conversation. I think that if you show students that you care, treat them with respect, and model appropriate behavior, they will follow in kind. I think it is counter-productive to blame society or parents or the media or whomever else might influence kids today; I think that, for the most part, kids want to act the right way…they just need positive encouragement and reinforcement to keep them on track.
February 24th, 2008 at 3:50 pm
I completely agree with your last paragraph. Students should be acknowledged for their respectful behavior not just addressed for their inappropriate behavior. Their parents should know when students do or say wonderful things in class as well as when they are having trouble. I try to praise students (not to an exaggerated extreme) for many of the little things that they do that helps create a classroom that is respectful, productive, and full of creativity and critical thinking. Encouragement and acknowledgement breeds continued/increased good behavior. I think that it is important to include all students in encouragement, even those who sometimes have more trouble than others because no student should feel like the “bad kid.” I try to abide by Ramsey’s suggestion that teachers focus on the present and future of the student rather than the past. All students have potential. Some students just need a little more discipline and encouragement than others. I also believe that encouragement is key for the quieter students in class to begin to open up more and contribute to discussions. On that note, does anyone have more ideas for helping reserved students to “come out of their shells,” “blossom,” or, in other words, to contribute vocally?
February 24th, 2008 at 8:18 pm
“Does anyone have any other specific suggestions for classroom management that they have found to be effective in their classrooms?”
To go along with your last paragraph and recognizing good behavior, I have found it very useful to “win over” one or two students–any students, by any means necessary, usually by talking to them one to one–in a given class. These students, who feel “special” for because you treat them like an adult and therefore like you, will, in my experience, try to quiet down their peers when they sense that you are frustrated with the noise level or what have you. Maybe it has just been my experience, but having a student who feels connected and who does not mind speaking up to focus attention on you has really been helpful, and it has not been that hard to find willing students. Of course, as ilrlo points out, it is drawing out the quiet students that is hardest. My mentor teacher recommends giving them a chance to discuss in small groups first and then just calling on them by name after they have had a chance to prepare.
February 25th, 2008 at 8:40 am
Hi,
What an important good discussion!!! And you each have offered valuable ideas!!!
Utopian mentioned winning over students, and I’m wondering if focusing on winning over an “inappropriate student” couldn’t really benefit the classroom environment for learning?
Perhaps proximity and personal comments haven’t entered into this discussion because you already have found how powerful this can be. Just in case you haven’t, this article on proximity http://www.educationworld.com/a_curr/columnists/jones/jones001.shtml might be helpful?
I’ll be watching this continued discussion with interest!!!
Best wishes,
Lani
February 25th, 2008 at 3:55 pm
To continue the discussion of praising students’ positive behavior, I find that a little praise can do wonders for classroom management. Instead of yelling, raising my voice, or listing the classroom rules, I praise students who are doing what they should do. When students hear me say, “Thank you Susan, Tom, Ryan, and Katie for coming into class and quietly getting your supplies ready for the day,” it is surprising how all of a sudden most students if not every student quickly and quietly gets ready. And, of course, to be equal to all I continue to say “Thank you” to each student who gets ready for class appropriately. All students like attention, be it positive or negative, so giving positive attention for following the rules I have found gets students to follow the rules.
A second point that I think is great about this post is in the first paragraph. Respect is the most important element in the classroom to me. If there is no respect between teacher and student, student and student, student and property, and student and learning, not much will be accomplished. I started off this year with a big talk about respect. But, this isn’t enough, which I am starting to realize, and I am learning that the importance of respect needs to be addressed on a regular basis and that learning how to respect comes from the teacher.