Knowing when to discipline and how to discipline are difficult issues for all teachers. Some strategies are more effective than others. These tips will help you keep your class running smoothly and ensure that student achievement, not discipline, is the primary focus in your room.
Image via WikipediaShouting or pleading with students to listen to you at the beginning of the period means that you have relinquished control to them. Having a short activity on the board for students to start on as soon as they enter the room and is due 2 minutes after class starts will help them focus. This is sometimes referred to as a "bellringer" activity and it can be very effective.
Have every transition planned out. Planning out transitions means exactly that. Let's say your goal is for students to put their textbook on the back table and get out their notebooks. How will you have them get the textbooks to the back table? Will they pass them back, get up and individually take their books back, or pass them to the front for one student from each row to collect? If students get up to take their books back, how will you have them do that: by row or all at once? How do you want the books placed on the table? Unless you are specific with the kids, you are likely to end up with a mess that you have to straighten up yourself. Do you have a task for students to start on once they get out their notebooks?
Because transitions are so mundane, teachers often skip over the details when planning. But transitions are a prime source of potential discipline issues. Organize smooth transitions and your discipline problems will decrease dramatically.
Image by Getty Images via @daylifeKeep your lessons moving by doing different things about every 15 minutes or so. If you lecture, talk for about 15 minutes and then do something else. For example, have a discussion, have students write down the main point of what you said, give a quick quiz.
If your consequences are not enforced or are too difficult to enforce then your rule is useless. Revise it and tell students the new policy and stick to it! If you can't come up with an appropriate consequence then scrap the rule. Remember that the consequence has to be something that's unpleasant for the kids, but it's not a hardship on you. Keeping a child in during recess means you're stuck with him. Is that what you want?
It takes a while to create a set of rules that works for you. Typically, you shouldn't have more than 3-5 rules. Keep them general and vague. If you are too specific students will make a game of doing something that doesn't quite fit the rule. For example: "Don't run in the hall" is your rule. A student running in the cafeteria might say, "I'm not breaking the rule. I'm in the cafeteria, not the hallway."
Students can be chronic complainers. Don't take it personally. It's their nature. But students should not complain every time you ask them to do something. If this is happening you need to change how you are introducing the assignment. Give them the reason why it's important and be enthusiastic about explaining it. This is called framing and it's an important part of your lesson planning. If students understand why you are asking them to do something they are much more likely to comply.
Image via WikipediaIf you are losing control frequently, get help. Don't be afraid to ask a colleague to sit in and watch what's happening. If things are not going well the word has probably already leaked out. By asking for help you are letting staff and administrators know that you want to improve.
Individual behavior contracts can be very effective with students who are chronic behavior problems. Pick 2 or 3 behaviors that the student must exhibit in your classroom in order for learning to occur for all students. Make sure you request simple, realistic behaviors that the student can achieve. "Never talk without raising your hand" is not realistic for a student in the habit of blurting out. Start with something small, such as "Don't talk without raising your hand for 10 minutes."
Try these strategies and see what works for you. Don't be afraid to change something that's not working. Remember that your goal is that student achievement, not discipline, be the focus of the class period.
Image via WikipediaHave every transition planned out. Planning out transitions means exactly that. Let's say your goal is for students to put their textbook on the back table and get out their notebooks. How will you have them get the textbooks to the back table? Will they pass them back, get up and individually take their books back, or pass them to the front for one student from each row to collect? If students get up to take their books back, how will you have them do that: by row or all at once? How do you want the books placed on the table? Unless you are specific with the kids, you are likely to end up with a mess that you have to straighten up yourself. Do you have a task for students to start on once they get out their notebooks?
Because transitions are so mundane, teachers often skip over the details when planning. But transitions are a prime source of potential discipline issues. Organize smooth transitions and your discipline problems will decrease dramatically.
Image by Getty Images via @daylifeKeep your lessons moving by doing different things about every 15 minutes or so. If you lecture, talk for about 15 minutes and then do something else. For example, have a discussion, have students write down the main point of what you said, give a quick quiz.If your consequences are not enforced or are too difficult to enforce then your rule is useless. Revise it and tell students the new policy and stick to it! If you can't come up with an appropriate consequence then scrap the rule. Remember that the consequence has to be something that's unpleasant for the kids, but it's not a hardship on you. Keeping a child in during recess means you're stuck with him. Is that what you want?
It takes a while to create a set of rules that works for you. Typically, you shouldn't have more than 3-5 rules. Keep them general and vague. If you are too specific students will make a game of doing something that doesn't quite fit the rule. For example: "Don't run in the hall" is your rule. A student running in the cafeteria might say, "I'm not breaking the rule. I'm in the cafeteria, not the hallway."
Students can be chronic complainers. Don't take it personally. It's their nature. But students should not complain every time you ask them to do something. If this is happening you need to change how you are introducing the assignment. Give them the reason why it's important and be enthusiastic about explaining it. This is called framing and it's an important part of your lesson planning. If students understand why you are asking them to do something they are much more likely to comply.
Image via WikipediaIf you are losing control frequently, get help. Don't be afraid to ask a colleague to sit in and watch what's happening. If things are not going well the word has probably already leaked out. By asking for help you are letting staff and administrators know that you want to improve.Individual behavior contracts can be very effective with students who are chronic behavior problems. Pick 2 or 3 behaviors that the student must exhibit in your classroom in order for learning to occur for all students. Make sure you request simple, realistic behaviors that the student can achieve. "Never talk without raising your hand" is not realistic for a student in the habit of blurting out. Start with something small, such as "Don't talk without raising your hand for 10 minutes."
Try these strategies and see what works for you. Don't be afraid to change something that's not working. Remember that your goal is that student achievement, not discipline, be the focus of the class period.
Barbara is a professional speaker, seminar/workshop presenter, staff development trainer with 32 years of classroom experience. Her book, A Teacher's Book of 10s" Best ways to Do Everything in the Classroom, will be published in the spring of 2011. Contact Barbara at http://www.barbaratoney.com |  |
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