R-E-S-P-E-C-T!

I've enjoyed watching the discussion of classroom management unfold in many of the blogs I read. It's one of my favorite topics and, to answer Dan's original question of why it isn't discussed more often, I guess I just never thought about it in the context of what I would have to offer readers. Ironically, I've been blogger-blocked for a while even as I struggle daily with the issues of management as they rise to the administrative level.

So let me lay my prejudices on the table up front. I think the reason many plans for classroom management fail is that the very nature of the situations in which we find ourselves defies a prescriptive approach. Assuming that classroom management was even discussed in many teacher prep programs, I wonder if any of the scenarios that are invariably "role played" in class have ever actually happened.

In fact, the only value I see in working through the contrived scenarios that constitute most of what I have seen as far as the "teaching" of classroom management comes from learning to think on your feet. While that may be obvious to some, I don't think it's discussed nearly as often as it should be. Rarely (if ever) does classroom management fall neatly into a decision-tree style, "If student does X, then teacher should do Y," situation. So any discussion of classroom management would be wise to begin with a look at classroom culture and the messages that we intentionally and unintentionally send students.

When we think about the messages we're sending, I think it begins at an even more basic level than that; namely, what are our goals for kids beyond our classrooms. Following that, what do we believe about human nature and about the nature of kids. Because our words convey our thoughts, that's the first place to start the discussion.

What do you believe about kids?

I've recently become convinced that individuals fall into one of two broad categories regardless of the context: those who Get It and those who Don't Get It. Those who Get It (the GIs) know that the way to absolve yourself of worrying about classroom management is to focus on building individual relationships with each student. The DGIs focus on creating complex systems of rules and consequences designed to thwart all manner of behavior deemed to be unacceptable. To paraphrase Alfie Kohn, it's the simple difference between a philosophy of working with people and doing to people.

So the hidden message in a comprehensive set of classroom rules replete with a volume dedicated to What Students Can't Do In Class and a separate amendment addressing What Happens If They Do is that the teacher believes that, were it not for the threat of something unpleasant, the students would be out of control.

The basis for my classroom management system -- if you could call it a system -- continues to be the basis for all of my interactions with students to this day: Respect. Kids want it. And you can't fake it. The teachers who never send me discipline referrals have vastly different teaching styles and personalities, from the boisterous to the low-key, but they have many commonalities in how they work with students:

• They chat students up at the classroom door. How Harry Wong of me to notice, but these are the teachers who make it a priority to be in the hallway during passing times. One of our veteran teachers high-fives every student who enters his classroom.
• They are willing to "take one for the team." So you taught all three of your classes today only to be told by a student in your last class of the day that your fly is down. Decision time: Freak out and toss the disrespectful student out of class, or play it off. If you're willing to be humble -- to laugh at yourself -- you'll improve your cred. Trip and fall over a desk or a student's book bag? Think twice before spazzing out at the student for not following rule #19, paragraph b: "Classroom aisles must be free from clutter at all times."
• They engage kids in the content. This looks different for everyone. Some use technology if it's in their comfort zone. Some bring the clicker system. And still some are supremely engaging lecturers who have a gift for making world history come alive for their students. Engaged kids don't have time to get "in trouble." Bored kids, on the other hand...
• When it's necessary to talk to a kid about a behavior, they do it in a low-key way that is not punitive. Before you launch into a tirade at a student who has frustrated you and pushed you to your wit's end, remember that lashing out and throwing your weight around may get what you want (compliance), but at what cost? You will have effectively ruined the relationship with the student which, arguably, may not matter to you. But you've also shown the other 20-30 kids in that class that your buttons can be pushed to their limit.
  
• They're nice people. This is so often overlooked. There is a quote I like from the movie, "You've Got Mail." (I could lie and say my wife makes me watch it, but I'm going to own my manliness and say that it's a good movie...) When Tom Hanks's character, Joe Fox buys out Meg Ryan's "Ma and Pa" bookstore he tells her, "It's not personal, it's business." To which she replies, "It was personal to me. What's so wrong about being personal? Whatever else anything is, it ought to begin by being personal!" Students want to know that you're more than just Mrs. Math or Mr. English.
  

Keep it simple. You don't need an overly complex or wordy discipline plan that's designed to address every possible loophole students can come up with. That's a great way to suck the fun right out of this job.

Next time, I'll look at some behaviors that are common to teachers who send me the most referrals.

Comments

[John Gross]

I think the biggest problem in today's classroom might be relating to the students what you want in your class. In many cases students have no idea except a general set of "rules" that are assumed by students. I did some training Via APL Associates (Google them.). about this after having 25 years of experience in the "old" classroom atmosphere where you were respected because you were the "teacher". No longer is this true.

One of the first things I learned quickly was that the kids needed to be taught what you wanted in your room, then it had to be reinforced using what we called "seminars", done on the kids' time, not the teacher's time. This had been discussed with parents, fliers had been sent home explaining the program and a telephone was available for outside calling from the teacher's desk. We showed them using play acting that which was acceptable in the classroom. At first this was a source of great entertainment and much giggling but eventually they caught on. These seminars were always held on the student's time, usually after dismissal. Any time that would be thought of as taking time away from them doing something they liked, such as playing after school or during free time after or during lunch. The seminar was always held with the parent's approval via telephone at the time of the incident had occurred, and were never punitive in nature. In fact many didn't take more than 2-3 minutes to review what they had done incorrectly and what was expected of them from now on. In fact, most times I would dial the parents home or work number so the child could tell mom or dad about the need for a seminar and why they would have to be picked up because they would be missing the bus or late getting home. If that day after school wasn't convenient for the parent or child because of a prior appointment, the seminar was rescheduled for the next day. With parents' cooperation this is very effective.

Another secret is never raise your voice (yell) at the offender. It takes a great deal of self control but can be done. It was such a challenge to make Mr. Gross yell that many tried it and several finally asked, "don't you ever yell?" I never did. Another thing I discovered during training that I had never thought about is a student's dignity. "Never mess with a student's dignity." Because if you do, they will get even with you, somehow. No name calling, no reference to their behavior as "acting stupid", just don't mess with their dignity in any way. It's difficult to learn this, but will pay off a thousand fold in the end.

[Scott Elias]

Great commentary, John. And I agree about raising your voice. I teach the "capstone" course for pre-service teachers at the University and when we talk about "classroom management" I lean heavily on my belief that you should never let a 15-year-old kid push you over the edge.

I also share with them how ineffective positional power (I'm the teacher - do as I say!) is with "the kids today."

-- Scott

[Charlie A. Roy]

@Scott
I love your post. I work as a high school administrator. When teachers bomb it usually has much to do with their inability to manage and engage their students. We are human beings and should be treated as much. Teachers who treat their students like convicts don't get it and they never will. Respect breeds respect. I like to demonstrate at faculty meetings what it feels like to be treated as we treat the students. How would they like it if I wrote their name on the side of the building for being late or screamed at them in the middle of the faculty meeting for talking? Or my favorite- rfusing to honor their employment agreement because they turned it in a few minutes late.

[Prof. Howard Seeman]

You make some good points above.
However, I also think that this can be helpful to you:
Go to: http://www.panix.com/~pro-ed/

If you get this book and video: PREVENTING Classroom Discipline Problems, [they are in many libraries, so you don't have to buy them] email me and I can refer you to the sections of the book and the video [that demonstrates the effective vs. the ineffective teacher] that can help you.

If you cannot get them, email me anyway and I will try to help.
Best regards,

Howard

Howard Seeman, Ph.D.
Professor Emeritus,
City Univ. of New York
20 River Court
Suite 1404
Jersey City, NJ 07310

Email: [email protected]
FAX: (586) 279-0935

Book, Training Video/CD:
Preventing Classroom Discipline Problems
www.ClassroomManagementOnline.com
The Educator's Support Forum

[Renee Moore]

Great post, Scott, and very perceptive. I taught high school English 17 years before moving to the community college level, and I can count on one hand the number of students I sent to the principal's office. I can see the teachers who mentored me in your observations. Like Harry Wong, they taught me that the best classroom management is proactive.

[Scott Elias]

I also think that the best classroom management is the kind no one notices...