As we start in on
the new school year, the moretprs forum and Ben Slavic’s blog are discussing
the issue that never fails to come up at this time of the year (and in November
when students and teachers start getting weary, and in March when it seems like
spring will never come): the issue of classroom management.
Some teachers
believe that maintaining discipline is more difficult with TPRS because we
require so much participation and group responses from students. My own experience was the opposite. When I
began personalizing my classes, getting my students involved by talking with
them about themselves, they were easier to manage because they were more
engaged. Also I believe that they felt
respected and the main reason that students act up is to gain someone’s
respect, not necessarily the teacher’s.
So here are a few
tips that may help younger teachers who are trying to get their “sealegs”.
Number One: Smile!
It's scientifically proven that we feel happy when we smile, and that happy
feeling will communicate itself to your students, who will have to struggle not
to smile back at you. Anything you do to
get your students to smile will help with your class management. If they are always greeted
with a smile, they will look forward to coming to your class.
Number Two: Keep
smiling! When a student is acting up, trying to
push your buttons,
give him a fond smile, thinking "buddy, I've seen hundreds like you, and
you've never met anyone like me before."
It’s Fred Jones’ Queen Victoria expression, but with a little smile
added. Don't say it, just think it, and
believe me, he'll get the message. By
not reacting with anger, you will destablilize him and give yourself time to
consider how you are going to deal with his behavior.
Number Three: Don't
allow students to insult each other, even if they say they're just joking. From
day one, I tell my students that there is only one rule in my classroom and it
is Respect. I expect them to respect me,
just as I show respect for them, and I expect them to respect each other. If some quiet teasing between buddies starts
up, I immediately stop and ask them if that sounds like respect. When they see
you are serious about this one thing, you'll have the entire class in the palm
of your hand. I think most people crave
respect even more than love. A class
where mutual respect is the rule is a safe haven for them.
Number Four: Always
be honest with your students. If you
make a mistake, admit it and apologize.
This is how you earn their respect and let them know that you truly respect
them.
Number Five: When
you are asking a student to change his behavior, or to do something they don't
particularly want to do, say please. Say
it firmly, and make it clear that they don't really have a choice, but say it as
politely as you would to any adult. When
they comply, say thank you. I think the one big advantage that experienced
teachers have over new teachers is confidence that students will comply with
your requests. If you ask for something,
but don't really believe they're going to give in, they can read it written all
over you. If you assume that they are going to accept your leadership, they
will.
Number Six: If you do encounter a really tough customer,
a teacher's nightmare, be assured that they have more problems than you would
even want to imagine. Try to see past the tough shell that they're displaying
to the inner frightened child that doesn't dare take off their armor. And chalk
the worst ones, the ones you never get through to, up to a learning
experience. If nothing else, it will
help you realize how inoffensive all the others are. And you'll be a better teacher. I had a nightmare class my second year in the
lycée. Even experienced shop teachers
admitted that some of the boys in the class frightened them. The teachers were able to force the
headmaster to convoke a disciplinary commission, whereas he proudly boasted
that in nine years he had never had to hold one. I survived but none of the problem cases
returned to our school the following year.
Some of them were in prison.
After that, I could tell the difference between a student who was
testing my limits and a true delinquent.
Number
Seven: Don’t panic. You prepared a wonderful lesson and realize
when you get to class that you left something indispensable at home. You prepared a wonderful lesson and the class
is brooding about a horrible math test and just not playing the game. You prepared a wonderful lesson about the boy
who has a pink jet, and he’s absent. Or
you were up all night with a sick baby and didn’t have time to prepare a
wonderful lesson. Whatever. You speak the language and they don’t. Talk to them, chat them up, find out more
about them and little by little you’ll see a path through the woods. Some of my best lessons have come from those
“Oh, dear! What can I do now?”
moments. Don’t be afraid to
improvise. If it falls flat, well, your
wonderful lesson might very well have fallen flat too. Kids don’t expect every day to be
fantastic. They’ll remember you kindly
if there were a few fantastic classes.
