First of all, you should enter the class with a positive attitude, good body language, a smile on your face and a happy feeling emanating from your voice. If you walk into class feeling stressed, that will only lead to more stress, which will lead to health and motivation problems and will only make the situation worse. The students quickly pick up on a teacher’s bad vibes and set out to exploit them. That is the nature of ‘the student beast’. So, in other words, you may need to ‘fake it’. You’ll be surprised how that can help.
Always say “Good morning” with enthusiasm and a smile on your face indicating that you wish everyone a happy and productive day.
Make the class aware often that you are there to help them along the way; that you have goals for them and for yourself and that these can only be achieved with their help and effort. What happens in the classroom should be a group effort, everyone helping each other to get the most benefit for each person. Remind them often that you want the best possible results for them.
Below are a number of strategies to help you create a more disciplined classroom environment that is conducive to greater learning. (These strategies are not in order of importance.)
Strategy 1: simple rules
Let the golden rule, “Do unto others as you would like them to do unto you,” be your starting point. Some teachers read a set of class rules with the class. This often works well because they will accept ownership of the rules. Some simple rules are easy to enforce and easy for the class to understand.
Strategy 2: Equity
Nothing annoys these types of students more than unjust punishment and the scepter of ‘the teacher’s pet’. Therefore, be sure to treat all students who commit the same ‘crime’ equally. Don’t bring past history or reputation into your dealings with students in a new class or year. Tell the class that each student starts in their class with a ‘blank sheet’. You will not remember or seek to find out their ‘reputation’ unless they give you reason to do so.
Strategy 3: Expectations and goals for the class
These should be realistic but just above your current standards to give the class an incentive to try. As they achieve each goal, they ‘raise the bar’ again. Publicly acknowledge with the class each goal that is met and exceeded. These expectations should focus on academic, behavioral, industry, and cooperative issues. Goals should be posted and crossed off as each one is achieved.
Strategy 4: Behavior Management
From the beginning, set high standards of behavior. ‘Jump’ to the first problems immediately. (One of the guiding principles of a successful school principal I worked with was this: If you are particular about making sure that all the simple matters of discipline focus on, for example, good manners, being on time, correct dress, etc., students are so concerned about being ‘caught’ that more serious offenses never seem to develop. It is important to note here that it is much easier to ‘relax’ on discipline later than to toughen up at a later date.
Strategy 5: bite your tongue
Sometimes it’s best not to react forcefully or pretend you didn’t hear a rude comment directed at you. Here are some responses I use to try to defuse the situation before it escalates.
- I’m glad I didn’t hear that.
- Tom, did you say something to me?
- Am I hearing things that maybe I shouldn’t?
- Did you say what I thought you said?
- I’m sorry but I didn’t understand what you said. Could you repeat what you said, please?
These give the student a face-saving opportunity to back down when they realize they’ve gone too far. If they continue, then the situation has escalated and you should invoke your school’s discipline code.
Strategy 6: Firm but no friend
A teacher cannot be friends with his students. You are ‘in loco parentis’. That has responsibility. Obviously, you have to be accessible. That means you must have a friendly demeanor. Tell your class when and where you are available to see them about any problems they are having and the help they need.
Strategy 7: Praise, rewards and incentives
Students in difficult classes often receive little or no praise at school, and often not at home. A little praise goes a long way. Any progress the class or students make should be praised publicly or individually, depending on the student and the situation. Offer rewards for goals achieved, class or individual good efforts. These rewards can be as simple as a sticker, stamp, or lollipop. The circumstances of your class will help you decide.
Strategy 8: Record Cards
Read them to give a background on each child. There may be issues of family problems, health or learning problems, as well as academic results. You may also learn of any talents the student has to help them successfully participate in class work. Knowing these things about your students will help you tailor the ways you react to a student’s behavior. (I had a horrible night after I strongly reprimanded a male student who was sent to me for disciplining. He Disappeared from school. Then I found out from the teacher that he was suicidal. Fortunately for me, all was well.)
Strategy 9: Reports
Always try to offer positive feedback. Highlight areas for improvement and suggest ways to improve results in other areas.
Strategy 10: Don’t hold a grudge
Remember, students are self-centered. Many believe that because you are correcting their behavior, you ‘annoy them’ and/or ‘hate them’. You too can get that impression from them. Don’t take it personally. It is simply ‘the nature of the beast’. Let what happens in the classroom stay there.
Strategy 11: Don’t beat yourself up
If you have to ‘punish’ students, then don’t hold them so you have to supervise them. Give them useful work to do on their time so you can treat your breaks as a time to kick back and relax. This punishment may be reporting to the teacher who is on the playground to pick up the trash. Alternatively, they can let you know when you are on playground duty. You can remove privileges, have them on a behavior card, or have them on a behavior contract.
Strategy 12: Stress Breakers
As you work through the year with your class, keep in mind the teaching educators the class enjoys and the subjects they enjoy the most. Now, when you’re reaching your stress point, use these pedagogues to give you some easier lessons. Alternatively, have a day off, but be sure to plan a day for the substitute teacher that is full of activities that will happily try to make the substitute teacher’s day enjoyable.
At the end of each teaching period or day, be sure to review the day’s successes, remind them of important tasks and topics to come in the near future, and say “Good morning” and wish them a “Great day” with a smile on your face. . Once you’re on your own, review your day by writing down what worked well and where you need to make changes. Record in your journal what has been accomplished. This is important because it often seems like you’re not making progress in class. A quiet lesson is progress. Later in the year, look at your journal entries and you’ll be amazed at what you’ve accomplished.