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All Behavior Is Purposeful
The reason may be unclear to us why our student,
Sally, acts disrespectfully, but you can bet there's a reason behind
her actions. Sometimes teachers make bad behavior rewarding. One
way to create a multitude of discipline problems is to set yourself
up as a dictator. Remember me; the expert? Well I did just that.
Tough Strategy
I began teaching in a junior high school. I was assigned
a low-ability, unruly class of seventh graders. I anticipated trouble,
and I got plenty. My strategy was to be tough. Too tough.
After that first week of school, my young charges greeted me with
the Nazi stance and a "Heil, Hitler!" That gives you some
indication of my personality. I was so afraid that my students would
"take advantage of me" that I became unreasonable. It
wasn't long before I hated the school, the kids, and in reality,
myself. The discipline problems I created could have been avoided.
First, I needed to learn that it was possible to
be myself and maintain discipline. However, because I was guided
by fear, it was difficult for me to be a sincere, caring adult.
I made the mistake of setting myself up as Head Honcho, King of
the Mountain, daring my students to knock me from my throne of power.
Our students know how to wield power. They can be
wonderful at defeating adults. They've had years of practice at
home and in school.
King of the Mountain
Ever played King of the Mountain? It's a simple game
that requires only a small hill. One child climbs to the top of
the hill, and he/she is declared King until knocked down. Only one
individual can be King at a time, and naturally, my three brothers
and I were ruthless. Being at the top was a short-lived pleasure
but worth all the pain. What glory to stand even momentarily with
hands braced on hips and survey the world!
Classroom Dictator
Playing dictator within the classroom is a lot like
playing King of the Mountain, it's a heady experience. But try to
be King for a Year, and you ignite a series of discipline problems.
I made this mistake the first week of school and soon realized that
I was outnumbered. Students love to see dictators dethroned. As
a new teacher, you've had little practice running a successful kingdom.
The Power of Anger
Another trick I learned early in this teaching business
was the power of anger. I spent a lot of emotional energy getting
mad in my Hitler days. My anger covered much territory. Sometimes
it worked well. But many times it was a short-term gain for a long-term
loss.
An angry teacher loses self-control. When angry,
I can be most destructive with phrases that attack the student.
These phrases include some all-time winners like, "You're such
a j erk." "How could you do something so stupid?"
These statements attack a student's character without solving the
problem.
Maintain Composure
I needed to maintain my composure so that I could
send out better messages. Statements like, "I'm annoyed,"
or "I'm furious," get the idea across without insult.
When I decided to use anger, I was silently telling
my students, "Pay attention to me. I don't like what you're
do-ing." Anger gave me a reward; it made me feel better.
For instance, say I assign an essay, but my students
decide to talk instead of work. I yell, "Get quiet," or
that old standby, "Shut up!" Silence. Want to place bets
on how long it lasts? Not long. But I have my reward -- a few minutes
of peace. The best part is that I'm not tense any more.
The $1000 Discipline Tip
Let's set the scene. You have given the assignment.
You walk around the room. This keeps the students on task. You're
in control of the situation, answering questions and making sure
everyone is working.
On your beat, you notice talkative George. He's turned
around at his desk and is trying to get a conversation started with
Joe. You cannot ignore this minor problem.
Step 1:
As a first approach, stare at George. Your scowl
may be enough incentive to get George working. If his challenge
continues and he ignores you, then try...
Step 2:
Walk over to him. Place your hand on his desk or
on his elbow. The idea is to be physically close. You can't successfully
discipline students unless you have their attention and you are
physically close. This rule applies to the first grader as well
as the high school senior.
Step 3:
Use the student's name. Give this simple command
in a soft whisper. Remember that George is the only person who needs
to hear the request. Say "George, do your vocabulary."
Or "George, complete your math." Remember to use the student's
name and to keep your
command as direct and simple as possible. This lets George know
exactly what he needs to do. You haven't embarrassed him or insulted
his integrity.
Step 4:
Say nothing. To ensure that you say nothing, start
counting silently. How long? Sixty seconds or less. You're waiting
for George to respond to your command. You are not begging or pleading.
You're in control of your behavior. Continue to stand near George.
Your physical presence alone is a big factor in getting him back
on task. At this point, George is now working. I can't possibly
predict every reaction I may receive from a student, but I can control
my own responses. That's the secret of good classroom discipline.
But what if I decide to ignore George? His behavior
really isn't so bad, is it? If I ignore George, it won't take long
for the entire class to be in an uproar of chatter. Young people
are great observers. If we ignore one student who doesn't work very
soon, we'll have a classroom that doesn't work. The student reasons,
"If I can get away with misbehavior, then this teacher doesn't
care about me."
If we care, then we have the courage to guide young
people into doing what we know is right. Basically, students want
to please the adults around them. Be the leader they crave. Guide
them into responsible behavior.
Step 5:
Say, "Thank you, George." Always say, "Thank
you," and always use the student's name. You haven't responded
with anger. You have rewarded the good behavior by thanking him.
This small discipline technique gets the student back on task. But
more importantly, it also establishes a positive feeling between
you and the young person.
The above technique is wonderfully effective. I've
seen it work with six foot seniors as well as third graders. Why?
I think part of the answer is that the teacher has changed his or
her behavior. The only behavior I can really honestly control is
my own.
Summary:
1. Good discipline means teacher self-control.
2. Anger doesn't pay.
3. Gain the rewards.
4. Use the $1000 Discipline Plan:
• Stare.
• Get close.
• Use the student's name. • Give a command.
• Say nothing.
• Thank the student using his/her name.
Winning Year One Table of Contents
1. Discipline with Dignity: Saving Face
2. Manage Feelings, Correct Behavior
3. Rules and Reality
4. Reach for the Phone, Call Home
5. Secrets to Winning the Games Kids Play
6. Stress: The Beautiful and The Ugly
7. Praise Person, Sales Person
8. Dressing for Success
9. Principals and Other VIPs
10. Handle Rejection; Win Attention
11. Self-Esteem Creates Champions
12. Finding More Time
13. Successful Classroom Management
14. Routines and Russian Roulette
15. Motivate and Invite Learning
16. Seasons and Slumps
17. Changes
18. Beginning Your Winning Year
Appendix
First Letter Home
Second Letter Home
Your First Week
Communicate and Connect with Students
Helpful Websites for New Teachers
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