CLASSROOM MANAGEMENT: HELPFUL HINTS FOR TEACHERS TABLE OF CONTENTS Page Introduction ..................................................................................1 Classroom Management .............................................................................2 Helpful Hints for Classroom Management Discipline and Behaviour Management Other Aspects to Consider .............................................3 ...................................................7 ....................................................................10 Dealing with Severe Discipline Problems Physical and Emotional Abuse ............................................15 ............................................................16 Reproduction in whole or in part is authorized if accompanied by a mention of the source. Introduction The Society has prepared this document to assist new teachers by offering some helpful hints and suggestions in the area of classroom management. Practising teachers may also find it useful as a series of reminders of strategies which could serve as alternatives to those they currently use. As our classrooms become more crowded and challenges we face every day become more complex and diverse, these suggestions may be of some small assistance. If you find the document useful, please feel free to pass it along to a colleague or a beginning teacher who may not have received a copy. If you have any criticisms or suggestions for improvement, please forward your comments to the Society. Have a successful and productive year as you face the challenges before you. 1 CLASSROOM MANAGEMENT In this handbook the term classroom management is used to refer to the following aspects: • classroom organization and procedures • discipline and behaviour management CLASSROOM ORGANIZATION AND PROCEDURES Following are a few examples of aspects to consider when developing your classroom organization plan: Seating arrangement Process for student access to materials and supplies Classroom routines for starting and conducting each lesson and for class dismissal Activities for students to undertake when they arrive in class and when they have completed their work Classroom policy regarding interruptions for the use of the pencil sharpener, phone, or washroom Process for monitoring student work during class Procedures to encourage total class participation during oral activities Process for having students mark papers Policy regarding student work (what are your expectations regarding written work, incomplete work, make-up work, neatness, due dates etc.) Provide information about expectations and evaluation criteria for each student assignment Organize a portfolio for each student. Include all student work, tests, information regarding incomplete work and notes to parents 2 HELPFUL HINTS FOR CLASSROOM MANAGEMENT The following list of questions is intended to assist you in developing classroom procedures which will help you to organize yourself and your classroom. Not all questions are applicable to all grade levels. Question Your Answer What is your policy regarding: ♦ heading papers? ♦ writing on the back of paper? ♦ colouring or drawing on paper? ♦ use of manuscript or cursive? ♦ use of pen, pencil or computer? ♦ late work? ♦ incomplete work? ♦ neatness? ♦ missing work? ♦ due dates? ♦ make-up work? ♦ what students do when they are finished their work? ♦ distributing supplies and materials? ♦ putting away supplies and materials? 3 Question ♦ classroom interruptions? ♦ use of the pencil sharpener? ♦ use of the washroom or fountain? Your Answer How do you intend to: ♦ post assignments? ♦ explain assignments to various groups? ♦ keep students working from one assignment to another? ♦ let students know what assignments were missed while they are absent? ♦ explain how assignments will be graded? ♦ keep students aware of requirements for longterm assignments? ♦ identify work turned in without a name or identification mark? ♦ dismiss the class? ♦ use cues or signals for getting student attention? For effective monitoring of work, how and when will you: ♦ make sure you get around to all students, not just the distracting or demanding? ♦ look carefully enough at students' work in progress to catch errors? ♦ achieve total class participation in oral activities? 4 Question Your Answer How do you want students to hand in work in regard to: ♦ where they should place the completed work? ♦ when they should hand in their work? ♦ how you will keep track of whose work is and is not turned in? What will be your policy regarding: ♦ how students are to exchange papers? ♦ how students are to mark papers they check? ♦ what you will mark and what you will let the students mark? What will be your policy regarding: ♦ checking for turned-in work? ♦ work not turned in: ♦ i. on time? ii. by the end of the day? specific feedback? i. grades (marks) ii. written comments iii. graded by student or teacher ♦ criteria for displayed work? 5 Question Your Answer ♦ how and when to return papers to students? ♦ having students correct their own papers? ♦ checking and returning corrections? ♦ determining report card grades? i. components to be included ii. weight or percent for each component ♦ grading daily assignments? ♦ recording grades with notations for identification and clarification? ♦ having students keep a record of their own grades? ♦ grading completed stages of long-term assignments? ♦ student self-assessment? 6 DISCIPLINE AND BEHAVIOUR MANAGEMENT Discipline and good behaviour are learned. Teachers are encouraged to guide their students to know what to do and how to do it in all situations. The challenge for teachers is to aim to maintain a positive classroom climate with a minimum of disruptions. Students appreciate teachers who are firm, friendly and professional. 1. DISCIPLINE WITH DIGNITY Always try to validate the person by giving the message that the behaviour is inappropriate, not the student. Aim to have a secure, inviting classroom where the dignity of others is always respected. It is helpful to remember that children are basically good, and that inappropriate behaviour is a purposeful response to a need for either attention, power, revenge or avoidance of failure. Separate the action from the person. 2. ASSIST STUDENTS IN TAKING RESPONSIBILITY FOR THEIR OWN LEARNING AND BEHAVIOUR The teacher's role can be to help students understand that with rights come responsibilities. Encourage your students to be responsible for their own learning and behaviour. By learning that each decision or choice brings a consequence, students develop new skills. 3. KEEP RULES SIMPLE Generally it is very important for students to know what is expected of them. According to Barbara Colorosso, the teacher's role can be to guide the discussion and offer suggestions in the development of class rules and consequences. It can also be helpful to discuss situations as they arise and to develop rules cooperatively. Rules can be posted and for some classes, a copy could be sent to parents. 7 Generally, rules should: ♦ ♦ ♦ be short, simple, precise and consistently administered; provide the type of structure which allows each student to grow and provide time to think; be stated in positive terms and help create a positive nonthreatening environment Examples of simple rules include the following: a) b) c) d) 4. show up on time be prepared do assignments respect your own and others' spaces WHEN RULES ARE NOT RESPECTED, CONCENTRATE ON THE BEHAVIOUR AND THE CONSEQUENCES. KEEP CONSEQUENCES SIMPLE Deal only with what you see in a consistent and calm manner. Students have to learn that with the right to attend school, comes the responsibility to respect the rights of others and to become actively and positively involved in their own learning. Consequences should always be related to a rule and applied consistently and fairly. Generally consequences should: ♦ ♦ ♦ ♦ 5. be clear, specific and related to a rule include a range of alternatives be natural or logical and age appropriate not be a punishment STUDENTS NEED TO FEEL AND TO BELIEVE THAT THEY ARE BEING TREATED FAIRLY Fairness is important. Students and their teachers may have different perceptions regarding fairness. Students who feel they are treated unfairly need a non-confrontational forum in which to have a discussion. 8 6. TRY TO RESOLVE DISCIPLINE PROBLEMS THROUGH PROBLEM-SOLVING PROCESSES Students who experience logical and realistic consequences learn that they can have positive control over their lives. Try to examine student-related and teacher-related reasons for which there may be discipline problems. Check with colleagues and your school administrator to ensure that you have support for your discipline and behaviour management plan. Remember ... To say what you mean. Mean what you say. Do what you said you would do. Tell me and I'll forget. Show me and I may not remember. Involve me and I'll understand. (Author unknown) 9 OTHER ASPECTS TO CONSIDER 1. GENERAL SUGGESTIONS TO HELP REDUCE CONFLICT Following are some ideas that may help reduce classroom conflict. It is helpful for teacher to: ♦ be in the classroom when students arrive; ♦ be organized and prepared before each lesson; ♦ insist that everyone, including guests, be treated with respect; ♦ listen to student opinions and consider their feelings; ♦ help students to maintain their sense of humour and tolerant attitude; ♦ assist students to make appropriate choices; ♦ help students to develop decision-making skills; ♦ help students to live with mistakes and take them in stride; ♦ try to use a quiet, friendly tone of voice; ♦ show faith in the student and build on strengths; ♦ encourage the development of a positive climate to enhance students' ability to value themselves; ♦ believe that all students are lovable and capable; ♦ aim to be consistent, matter of fact and calm; ♦ use realistic, logical consequences, and reinforce them; and ♦ try to be firm and fair. 10 2. POWER STRUGGLES A power struggle occurs when teacher and student want to control a situation. Dealing with power struggles can be difficult for teachers. When this happens to you, try to: ♦ Ignore the student's attempt to engage you in a power struggle. ♦ Insist that the teaching and learning needs be met. ♦ Meet with the student individually to describe, in objective and explicit terms, the behaviour which you cannot accept. ♦ Give a warning, stress the consequence, and then follow through. ♦ Arrange for time out from the classroom or school. ♦ Seek intervention by appropriate school personnel. ♦ Involve parents and students in the development of an action plan. You are encouraged to try to avoid the following strategies: ♦ ♦ punishment as a way to teach appropriate behaviour accepting excuses, bargaining or blaming arguing put-downs, sarcasm, embarrassment or humiliation rescuing students rather than teaching problem-solving skills acting hastily without knowing the implications of your actions punishing the whole class for the misdeeds of a few ♦ inconsistency in providing rewards and reinforcement ♦ ♦ ♦ ♦ ♦ Even with the most careful preparation, students will test you. Let the students know that while you disapprove of their actions, you still value them as people. If you are going to show you are angry do it because you have decided it is appropriate not because you are "out of control". Apologize if you make a mistake. Students need to be reminded that teachers are human too. 11 3. DIFFERENCES BETWEEN PUNISHMENT AND DISCIPLINING WITH DIGNITY (i) Punishment 1) 2) 3) 4) 5) (ii) Discipline With Dignity 1) 2) 3) 4) 4. is adult oriented; requires that someone make a judgment; imposes power from without; arouses anger, or resentment; and invites more conflict. shows students what they have done wrong; shows how the students can take ownership for the problem; shows processes for students to learn to solve the problems they have created; and leaves the students' dignity intact. A POTPOURRI OF HELPFUL HINTS FOR EFFECTIVE DISCIPLINE (A) Monitor student behaviour Use an "active eye". See what is going on. Try to avoid becoming preoccupied with someone or something while ignoring the rest of the class. This benefits your discipline program as well as being an effective teaching strategy. 12 (B) Be consistent Have the same expectations for appropriate behaviour for all students. Your students should know that you will enforce rules consistently and apply an appropriate consequence. Your goal is to be fair, but that might mean not applying the identical consequence to all students. If one student is frequently late, you may apply a different consequence than you would to a student who was late for the first time. In knowing that you will be fair, but not equal, your students should understand that being equal is not always fair. In order to be consistent, be certain that the consequences you apply are reasonable and appropriate. (C) Promptly manage inappropriate behaviour Simply looking the student directly in the eye for prolonged contact while you continue your lesson sends a non-verbal message that says "I saw what you did and I want it stopped". ♦ Proximity Continuing your lesson while you move about the room, pausing near "trouble spots" can let students know that even though they are not near the teacher's desk, they are still expected to demonstrate appropriate behaviour. Getting "boxed in" behind your desk or podium may encourage misbehaviour in the far corners of the room. ♦ Pause The continuous sound of "teacher talk" can provide students with a noise screen for their own conversations. An occasional pause - just a few seconds of silence - can bring an off-task student back into focus. 13 ♦ Gesture This can be added to the above strategy for emphasis. A shaking of your head helps to stress your message to the student. ♦ Asking for a Response Hearing your name can be an attention-getter, even if you are not paying attention. Including a student's name into a question can often bring the student back into the lesson. Remembering the student's dignity, it would be appropriate to say the student's name first, in order to allow the student to hear the question he or she will be expected to answer. The purpose is to get the student back into the lesson, not embarrass him or her. ♦ Praising Appropriate Behaviour When large numbers of students misbehave, addressing the whole group may be necessary. Rather than addressing the negative behaviour, praising the students demonstrating appropriate behaviour cues the misbehaving students and reinforces the other students. ♦ Active Participation Sometimes having the students respond to a question or become involved in an activity can eliminate the undesirable behaviour. Asking for a show of hands, having students perform a physical activity or having each student write a quick answer to a question can make all students accountable for an immediate response. 14 DEALING WITH SEVERE DISCIPLINE PROBLEMS Even though you may have done everything in your power to avoid it, you may have a situation where the misbehaviour is severe. Consequences, whether for major or minor misbehaviour, should be logical, natural and related to the rule. Find out what the limits are in your school. Following are some questions to consider: ♦ Can you keep students after school? ♦ Is there a detention policy? What is the procedure for getting assistance from a counselor or principal? ♦ In what cases should the principal be involved in your discipline procedures? ♦ In what cases should the student be suspended or expelled? ♦ Having this knowledge will make it possible for you to keep your sense of autonomy in handling any situation. Getting assistance from others is different from giving away your role in the discipline plan. Enlisting the assistance of parents is an important strategy to employ. Your approach will have a lot to do with the level of cooperation you might receive. Consult the parents for assistance and ideas to help deal with the situation. Very few parents object to a teacher approaching them with an idea that might help their child if the idea shows the teacher's commitment to the success of the child. Students have the right to be in school. With that right comes the responsibility to respect the rights of others and to become actively involved in their own academic learning. School boards have the right to suspend or to expel students who are unwilling to cooperate with teachers and with the school system. 15 PHYSICAL AND EMOTIONAL ABUSE The Manitoba Teachers' Society strongly adheres to the principle that no student or teacher should be subjected to any form of abuse. Students have the right to be treated with dignity and respect. Teachers have the right to a professional working environment free from physical, emotional or sexual abuse or harassment. PHYSICAL ABUSE ♦ acts of violence against individuals, their families and/or their property (e.g. hitting, kicking, slapping, breaking belongings, throwing objects, etc.) EMOTIONAL ABUSE ♦ verbal abuse including insults, obscene gestures, verbal abuse or abusive phone calls; ♦ the after shock of physical abuse; ♦ harassment based on gender, race or lifestyle; ♦ the threat of physical violence against an individual or family members; ♦ lack of appropriate response to a situation of abuse or harassment. WORKPLACE HARASSMENT ♦ behaviour which intimidates, threatens, or harries a teacher in such a way as to deny the teacher his/her dignity and respect, and causes offense, embarrassment or humiliation. 16 CHILD ABUSE You are encouraged to be well-informed about rights and responsibilities. The Child and Family Services Act (Section 17 and 18) obliges a person who has information that leads that person to reasonably believe that a child is or might be in need of protection to report forthwith the information to an agency or to a parent or guardian of the child. You are also encouraged to check with your principal to obtain information about division and school policies and programs. AVOIDING INAPPROPRIATE CONTACT WITH STUDENTS Teachers are encouraged to avoid engaging in any communication or action which could be interpreted as inappropriate, offensive, abusive, or violent towards a student. Teachers are encouraged to utilize self-evaluation and to check with colleagues when unsure if words or actions might be inappropriate. As a consequence of an allegation of inappropriate touching, a teacher can be at risk of being in breach of the law, of being registered as a child abuser, of losing his or her job and of jeopardizing his or her right to a teaching certificate. USE OF PHYSICAL FORCE The Manitoba Teachers' Society believes that teachers should avoid use of corporal punishment. Section 43 of the Criminal Code of Canada protects a teacher from charges of assault in the use of physical force to discipline a student provided that the force is reasonable under the circumstances. In recent years, the courts have begun to interpret a teacher's right to use physical force much more conservatively than in the past as a result of changing community standards over the acceptability of physical punishment. Teachers should therefore restrict the use of force to situations in which they are either protecting the safety of the student or the safety of others. As a general rule, force should be used only as a means of protection. Schools and school boards have a legal right to suspend and to expel students for inappropriate behaviour towards other students or towards teachers. As a teacher, you are encouraged to seek support and advice rather than expending valuable energy blaming yourself for a difficult situation for which you are not responsible. 17 If you have reason to believe that you are being subjected to inappropriate behaviour on the part of a student, a colleague, an employer, or a member of the community, you are encouraged to contact your local association president or call The Manitoba Teachers' Society Central Office for information about general process and advice to address the matter. When a teacher experiences abusive behaviour, it is important to request and expect support from the school administration and staff. If you have been subjected to abuse, you are encouraged to contact Central MTS at: 888-7961 or 1-800-262-8803. Updated July, 2005/sh 18