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Handbook
If punishment is such a great
deterrent of bad behavior, why is it
that the worst students are often
punished the most?
John-Paul Mathieu
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Table of Contents
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Understanding Students
Why is it important to understand students?
Despite what many are taught to believe, people are not inherently bad.
Even if someone continually acts out, it does not mean they are bad, but
instead there is something causing them to act out. When it comes to our
students, we have to remember that they too are human and they have
basic needs if their needs arent met then they may act out, not do their
work, start picking on another student, or just act like a bad kid. So if you
can understand the student and find out what is bothering him/her then you
can find ways to prevent further issues.
Safety and Security If a student does not feel like they are in a safe
place, then chances are they wont participate in class. Oftentimes this
behavior would be seen as the student as being lazy or even just shy.
Neither of these may be the case. If your classroom can be a place
where they feel safe, then you may find that shy or lazy kid can be the
most outgoing and most hardworking child in class.
Belonging If a student doesnt feel like they belong in the class, then
once again they could be withdrawn and not do anything. Or, they may
try to belong by acting out so he can at least engage with the other
students. Creating an environment where all the students feel like they
belong will help ensure they work together, participate in class, and
reduce the tendency of acting out.
Fun If you arent havent fun or find any enjoyment out of doing
something, would you want to pay attention to someone talking about
what you dont enjoy or do work to improve your ability to do what
makes you bored? Chances are you wouldnt. As a result, as a teacher
if you find ways to make material fun then it will help students engage
with the material and engage in communication. This engagement will
help with their ability to do the work, improve their behavior, and
improve with building relationships around them.
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Preventing Misbehavior
Building Relationships
One of the most powerful tools you have as an educator for preventing
misbehavior is your ability to not only form relationships with your students,
but influencing the students to form relationships with each other. There is
absolutely nothing wrong with spending an entire first week of class
dedicated to getting everyone to know each other and just spend the time
for all to adjust to each other. You can also use this time to teach them how
to get to know someone.
Heres an example on how this could go. Once all students are there
and you introduce yourself, explain to them, You know, chances are if you
are like every single group of students to ever have existed, there are
probably people in this class that youve been in the same classrooms for 2,
3, 4, or even 5 years, and youve probably never spoken to them about
anything other than the class or even spoken to at all. So lets all get up and
find someone across the room to talk to, but before you do, let me explain
how we will do this.
First off, youll smile (pause, smile and wait a couple seconds and
giggle, chances are they will mimic the giggle and lighten the mood) then
youll introduce yourself and say something along the lines, Good Daaay,
Person! How has your day been so far? Then after the introduction, Id like
you talk to each other about at least one thing you guys like to do. The thing
is however, is not to be afraid to say any type of hobby. For example, sure
Im in my mid-thirties, but I like to play World of Warcraft or Heroes of the
Storm. Its not the most exciting thing, but its what I like and the thing is
what we like is what makes us who we are. So dont be afraid to say
anything. Well do this and talk for a while, then well go around the room
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and youll introduce the new person you met to all of us and tell us what you
liked about your interaction with them.
This of course was just one example of what you could do. But the
point is, you want to create a class where the room itself is seen as a place
where they can all enjoy each other, be friendly, and feel like they all belong.
If they have these relationships with you and each other then it almost
becomes a sacred place where they dont want to defile it with negative
feelings.
Pedro Neguera, a specialist said it best after doing his study of urban
schools, The best behaved urban schools are without metal detectors, but
instead have a strong sense of community. In these schools, students view it
as sacred territory, too special to be spoiled by crime and violence.
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you guys think, should we use a rule that says no negative talking to
others?
Chances are, they would agree to that rule and they would be more
likely to follow it and treat each other at least a bit better. The thing is, you
can do this with many rules, including the rules that are typically broken. But
if they are involved in the process in coming up with the rules, they will have
a much higher tendency to follow them.
Procedures
Procedures are different than rules in that they are basically routines to
ensure students either get on task or stay on task and they help create
classroom structure. It is important to be consistent with the procedures so
students will constantly follow your chosen procedure. Typically, the most
effective procedures are the least invasive procedures not only that, but
just like rules, if you allow the students to help create these procedures they
will be more likely to follow the procedures.
For example, suppose you want to come up with an action you can do
when the class is getting too rowdy. Without a procedure, the common way
to deal with the loudness is to say to the class Quiet down or something
along those lines. Some may comply and calm down, but some may just flat
out ignore what you said.
Now instead of going about it that way, when the class was in a good
mood or calm you can bring up the issue of what to do when the class gets
too loud. You could ask them what sort of signal theyd want you do send out
to clearly let them know they need to tone it down a notch. They could come
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up with something like turning off the lights or having you clap your hands or
something completely different. Either way, as long as they all agree to it
(including yourself) the chances of them following the procedure will vastly
increase and it will help prevent future excessive noise.
person. In other words, get to know him not as a student, but as a person.
When doing so, show interest in what he has to say and find some common
ground between you. Once you do this, you can slowly start asking why he
isnt doing anything in your class.
When you start delving into the why he isnt doing anything, it is
imperative you use active listening skills. What this means is you want to
show understanding to what he has to say, reflect the emotions that he is
expressing, and try to get him to continue explaining keep the focus on him
and not what you want him to do. Doing this will show that you actually care
about him and what he has to say and its then that you can start working on
ways for him to do his work.
Using the strategy described will allow Timmy to see that you are an
ally to him and he will want to actually work with you. When people become
allies, there becomes a motivation to not let the other person down and its
no longer just about themselves. As a result, the likelihood that Timmy does
his work will dramatically increase.
to remember that you are a model, so if you are getting frustrated and lash
out at your students, they will see that an appropriate behavior for when you
are frustrated is to yell and scream. Alternatively, if you get frustrated and
you calmly let the students know how you feel and how its effecting you,
they will learn that its good to be able to express it to help keep the
frustration at bay.
Sometimes students act out because they havent learned the
appropriate responses to how they are feeling or they just havent learned
how to see how their actions are affecting other people. You can talk with
them and ask them how they would respond to something in a scenario and
then bring it back to them and help them understand how their actions are
the same in the scenario to help them learn empathy and help them learn
how to view things from a different perspective.
If you find yourself having to punish a student and when the
punishment is over you respond with some negative thing like, I hope that
teaches you not to do what you were doing, you teach them to hold onto
grudges. However, if you instead welcome them back and make things
pleasant for them, they will learn to let go of resentment and be able to
move on.
Ultimately, if the students have higher emotional intelligence, it will
drastically prevent misbehavior because they will have techniques to deal
with whats going on or theyll be able to see how misbehavior affects the
people around them. So if you are able to instill a high sense of emotional
intelligence, then your class will be much easier to manage.
3-Step Intervention
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Major Disruptions
Major disruptions have a little variety on how you deal with them; it
just depends on the severity of the disruption. With that said a major key to
remember is you never ask why they are doing the disruption. For example,
if a student throws a paper ball, your response should never be Why are you
throwing stuff?. In this case, you can just use the 3 step intervention
method and chances are it will deal with the problem.
On the other hand, if someone is hitting, constantly touching another
student, or being verbally abusive to another student, then you start with
step 2 of the 3 step method. So, give them the ultimatum and the carry it out
of they do it again. No matter the outcome, its imperative that when its
over you go into prevention mode by performing a conference with the two
students either after class or when there is down time within the class.
While having the conference with the students you are acting as a
mediator between the two. Have each student give their side and calmly
help the other student understand the others perspective. Ensure both
students are clear with what they think and are clear with what they say.
Even if you know who started it, its important to not take sides and cause
blame. Use this conference as the perfect opportunity to increase both
students emotional intelligence to help understand the importance of the
empathy. When done correctly, then both students can walk away without
wanting revenge on the other student which will prevent further fighting.
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Appendix
www.Edutopia.org
Great resources for all things teaching, including classroom
management strategies, teacher development, assessment strategies, etc.
http://www.apa.org/education/k12/classroom-mgmt.aspx
In depth classroom management from the American Psychological
Association.
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