Inevitably teachers will have to deal with a variety of disciplinary problems, ranging from passing notes to an all out brawl in the classroom. It seems only logical that these two infractions are of wildly different degrees and should therefore be treated differently. It is important for the teacher to develop consistent strategies for dealing with different types of classroom problems, and to do so incrementally. I think it is also important that the teacher effectively communicate his or her expectations when it comes to behavior and the result if a student fails to meet up to those standards.
Students, like the teachers that teach them, are not perfect and will occasionally have an off day. Take for example, Student A, who is never tardy nor absent, turns in their homework on time, and is always very polite and raises their hand when called upon. But today you notice that Student A looks lethargic and perhaps even a bit ill, and in group activity Student A is not contributing as they usually do. This behavior should perhaps be ignored today. This is a one time behavior that should not require an interruption to class to correct. The proper course is to make note of this, and make sure this does not become a trend.
An increment above ignoring the problem, is what is known as cueing. Cueing is used when a behavior is noticeable to the teacher, is a clear violation of classroom procedures, but does not interfere with the overall lesson being taught. Note passing is an obvious example of such a behavior. A teacher cues by subtly making a point to look at the students passing the note, indicating that you have seen this behavior. Or another possible cue would be to remind the class at large of the task currently underway (e.g. listening to lecture, watching the video, or working quietly).
If cueing does not work, but no significant interference with the classroom is taking place, it may be appropriate to talk privately with the student. Frequent note passers, silent text messengers, or the chronically tardy student are all examples of when the behavior is in need rectifying, if only for the benefit of the student(s) that are taking part. While talking it is important not to appear angry (even if you are) and try to be as empathetic as possible to the situation. In this same light, the teacher should also be firm that this behavior is not to be tolerated any more, and then begin to take actions to help the student rectify it.
When disciplinary problems begin effecting other students or the overall classroom environment, it is then the proper time to make the student causing the problem more responsible for the infraction. A good place to begin is with a meeting after school to discuss self-regulation strategies. The chronic talker, interrupter, or distractor are perfect candidates for such a strategy. Self-regulation requires students to take ownership for their behavior. This would work well if the student then has a rewards system implemented for positive gains, and a punishment system developed for further misbehavior, all to be carried out by the teacher.
Sometimes students will misbehave, for whatever reason, and there is no strategy above that will fix this problem. Bringing in the influence of a parent or guardian may be the best hope for dealing with these issues. By having the knowledge from and support of another influential adult in the student's life, positive change may be brought about.
When all else fails, however, a systematic intervention must take place to rectify behaviors that are severely disrupting or puts the physical and psychological safety of the classroom in jeopardy. This usually manifests itself in direct and sudden correction of the behavior as well as long term consequences, which usually involves the principal or other member of senior administration. It is the hope of every teacher that discipline will never have to reach this critical stage, but preparations must be made nevertheless in order for proper implementation should the situation arise.
I totally agree with you here Matt. It is very important to take each student and behavior on a case by case senario. Your example of the student that is always on task having an off day is very appropriate. This is very common and as teachers it is important that we build the relationships necessary to know how to handle each individual. The first few days of school is the most important for setting those ground rules and building relationship.
ReplyDeleteI agree completely that discipline should be administered consistently and incrementally. Not all students have consistency at home, that's why it is even more important to provide that for them in the classroom. Student's need a teacher who will follow through with a consistent coarse of action, but also listen to what they have to say.
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