Improving and Guiding Student Behavior

High interest activities reduce student problems.

Despite the wealth of helpful information about why students misbehave, many teachers continue to cling to use the same old methods with marginal or no success.

by Harvey Craft

Most students understand the difference between good and bad classroom behavior. Most students will choose to behave properly because they have been taught to so. That’s the good news. One doesn’t need to be a teacher to know that the classroom can be a stressful place. Anyone who has been a student can recall confrontations between students and teachers, and we have a pretty good idea of the teachers in our pasts that were effective at maintaining control and those who weren’t. Those recollections can serve as a starting point for establishing our classroom strategies.

My reference to “strategies” is intentional. Teachers need a plan based on knowledge of human behavior and often just common sense. Understanding that “tricks and tips” are not the solution is important. Ethical, honest is essential to a plan that promotes mutual respect.

1. An Attractive Room.

Some teachers enjoy decorating their rooms in preparation for the first day of school. They have an advantage already. An attractive classroom is important, but it should be a student-centered classroom. 

This student has volunteered to hand out materials.

Too often, teachers think sarcastic signs and posters are funny, and maybe they are to some adults and even some students. But being welcomed by “Your mother doesn’t work here!” or “No whining!” is offensive to many students and parents who will visit. Don’t post signs supporting your political candidate — even with the very young, politics can be a contentious point especially if it is at home. Parents may be less supportive knowing that the teacher support s someone who they think is an idiot.

Give students some ownership of the way the class looks. Allow them to volunteer to change bulletins boards or make other reasonable changes. Accept volunteers to empty trash cans and pencil sharpeners.

2. Responsibilities.

These are often called “rules,” but rules have a way of being negative, too brief, and are not a good basis for establishing bonds between and among people. Responsibilities are simply rules lite! I.e., a polite way of expressing those behaviors that will help maintain a proper environment for instruction. Remembering that some students will not come to school without a sense of responsibility is wise — challenges will occur; plan accordingly.

Try to keep responsibilities to a short and positive list – 10 is good. There is little need to try to cover everything students are expected to do because there are too many — really. There will be school rules which teachers don’t need to repeat on their list. Teachers should be sure that the responsibilities listed address things that will be addressed if students ignore them. Threats are never appropriate! Management of a classroom should be a part of the teacher’s day — students will be corrected politely, instructions will be given, someone will be asked to pick up paper that they dropped, etc. Don’t preach; don’t embarrass! Just do it!

3. Don’t rely on what other teachers do.

Design responsibilities that are based on creating a safe, positive learning environment. While there are many cute ideas that teachers employ to control students, some are coercive, unfair, and can generate negative thoughts in students. If a teacher mistreats or embarrasses a student, classmates may emotionally take side with the offending student even if he or she is not particularly popular; they have expectations of teachers, and most will expect adult, fair behavior.

Teachers try a number of crazy, unfair practices to maintain order. Many of them are simply bad practice — e.g., punishing an entire class when one or two students do not obey a teacher’s instructions. This seems unfair to students because it is. It compares well with arresting a whole neighborhood because one person does not stop at a local red light.

Pay attention to the kinds of classroom problems that other teachers have and how they manage them, but avoid playing “ain’t it awful,” and engaging in gripe sessions in the teachers’ lounge.

4. Be Analytical.

When teachers have notable successes with managing behavior or terrible failures, sitting down in a quiet place and analyzing what happened and why can help them learn about future problems. Keep Maslow’s Hierarchy in mind.

Use the Internet to research reputable sites that provide objective information what works and what doesn’t. Many of the things that people believe are simple wrong. Verify ideas that sound wacky or unfair.

Remember that all behavior — good, bad, or apathetic — is meaningful. Don't quickly label students based on what they do, rather try to place an intelligent interpretation of what the behavior means. By understanding, one can often plan effectively to help students improve.

Also, when students continue a disruptive behavior it helps to know that people find some emotional return for their actions. Try to discern what students are getting from their actions. What is the “payoff?”

5. Be Wary of Rewards. 

Reward, incentives — whatever term one prefers — are fundamentally manipulative. They do not equally reinforce all students and they do not focus on intrinsic motivation, which is essential for responsible learners. 

There is a frightening trap with using rewards: giving candy and prizes to students is a pleasant experience for teachers; everyone enjoys making others feel happy. Teachers receive positive reinforcement from giving and can become hooked on the feeling that comes from giving and attach a reward to practically every task creating highly materialistic, selfish students.

Relationships are best built on exchanging human virtues like kindness, recognition, friendliness, etc. One’s personal friends do not have expectations of material exchanges, but expectations based on positive feelings. Teachers who are compassionate, friendly, enthusiastic, helpful, patient, and who use humor have what students really want in a teacher.

6. Don’t Demand Strict Obedience.

A teacher can be in control without absolute quiet.

Strict teachers are boring. A class that is afraid to make a sound or look out the window now and ten is a class that does not feel safe — the teacher is a threat. Students should have no doubt about who is in control, but teachers can achieve respect by being consistent about responsibilities and expectations. Have a simple hand sign that means “quiet;” avoid shouting to bring order, but use a sign or countdown. If shouting is used often, students will quickly learn that the teacher doesn’t “mean it” unless he/she is screaming.

Consider offering a brief “timeout” between lessons or after something that is really tough. During the timeout, students can stand, stretch, and speak quietly to neighbors and then get quickly back to work. A break tends to make the class pass faster for them, and they appreciate being given the chance to show that they can responsibly manage the break.

Discuss behavior with students during calm times. Ask them to assess their own behavior. E.g., is there something they might feel they should try to improve? Write it down and keep a record. The wrong time to talk about behavior is in the middle of, or minutes after, “an event” when the teacher may be angry and the students are hyper.

7. A Calm Voice Turneth Away Wrath.

Teacher should be models of self-control. That doesn't mean they surrender their right to show anger, but anger can be calmly displayed. Teachers have every right to human emotions, but there should never be any doubt about who the adult is. Students refine their own behaviors based on observations of adults. Use good manners! “Please” and “Thank you” are never out of style.

The same rules apply when talking to parents. A calm, professional tone is best — parents will come to the defense of their child if a teacher is too harsh in describing negative behavior. The more parents who get positive messages from a teacher the better things will go for both.

Greet students as they are encountered elsewhere at school, at lunch, in the community. Students appreciate being recognized by teachers. Wait at the door and welcome each student individually as they enter the classroom. Start class by standing up in the front of the class and clearly state what they will be doing on that day.

8. Expectations are not Chiseled in Stone.

Flexibility is essential in the classroom. Rigidity can back teachers into a corner — particularly new teachers who may be unaware of what works and what doesn’t. Monitoring student behavior and attitudes is always helpful. Do they need more independence or less homework?

Discuss how they feel about class expectations and the learning environment generally. Some students can be surprisingly intuitive and offer suggestions that are practical and helpful. 

9. Expect to Make Mistakes.

Beginning any new job can be a challenge. First-year teachers often experience unnecessary stress because their expectations for themselves are unrealistic. The results of the first test is often lower than hoped for, but remember that students need time to learn how teacher assess. One idea is to ease them into assessment with shorter, less challenging tests and quizzes to build confidence.

Teachers are often surprised at how little time they have to complete the paperwork teaching demands. If that is the case, you might be giving too much work — especially homework. Homework doesn’t need to be graded — it’s a formative assessment.

Be willing to admit mistakes. One doesn’t need to make a big deal of it, just a sincere admission that a mistake was made. Students will appreciate the assurance that the teacher is willing to demonstrate the same responsibility expected of them.

10. Classroom Interactions. 

Correct small transgressions quietly and politely. Don’t be a mean teacher! If there is a mean-spirited streak that creates conflict, lose it! Teachers often need to call on firm patience. Loss of control does not set a good role model. Quiet vigilance is always appropriate. Move around the class to monitor behavior.

Refrain from talking about discipline, punishment, and generally threatening actions that accompany misbehavior. Once responsibilities and expectations have been established, students will need time to understand that the teacher intends to hold them accountable in a calm, respectful manner. Threats weaken a teacher’s position.

When tests or quizzes are given, refrain from talking about grades. Talk about learning. By the way, it isn’t necessary to grade everything that students do. Acknowledge it, post it, send it home, but teachers who grade everything are setting themselves up for exhaustion. Be sure that what they do has relevance to learning. Explain to students that some things they do are to help them practice a concept and that the assessment comes when they see something like it on a test or quiz. 

Without good management skills, learning will suffer. The considerations above will help, but teacher attitude is crucial. Teaching is always hard work. If students see teachers as friendly and genuine, they are more likely to respect the responsibilities and expectations placed before them. 

Classroom Management by Self Control

Self-control!

Teachers spend a lot of time thinking about thinking about ways to promote good student behavior. Call it student discipline or classroom management—it’s all about teaching students how to control themselves.

“Don’t you know how to behave?” It’s a common question asked by teachers countless times every school day across America. The question is typically academic — intended to voice disapproval of a breach of decorum. My point is that teachers who simply expect that students know how to behave are apt to be disappointed.

Classroom Management Calls for Teaching Skills

Too many teachers depend on discipline tips — including rewards. Good discipline, however, requires knowledge of factors that determine human behavior. For example, to what extent are teachers aware of the role of “cues” in managing behavior?  In other words, are there things present in the classroom or visible outside that might encourage some students to act out? Something as simple as a poster that has an anomalous picture or word might serve as a stimulus for a crude joke.

The best classroom control comes from self control because it is more desirable for students to internalize the ability to manage their own behavior, and the good news is that self control can be taught.

Suggestions for Teaching Self Control -- the Key to Classroom Management

The first step in teaching self-control is to model it. This precludes all-too-common practices like screaming at students, overt displays of anger, put-downs, etc. Along with controlled emotions, teachers much present themselves in a manner that demands respect.

On the first day of class initiate a discussion of self-control. Be positive. Make it clear that good manners are part of self-control.

• Be friendly, relaxed, and smile on the first day and every day.
• Have an activity that focuses on teaching self-control.
• Help students understand that control must come from within.
• Do not reward students for showing self-control. Doing so violates the concept of controlling one’s self. Material rewards are external controls.
• Try to omit rules based on pet-peeves.
• Work hard on mutual respect instead of rewards and punishment.
• Have frequent, brief discussions about self-control and character development.
• Read and learn what you can about self-control. 

Links re: self-control

Teaching Young Children Self-Control Skills

Teaching older kids self-control

Teaching Self-Control Skills to Children Reduces Classroom Problems

For Kids, Self-Control Factors Into Future Success

Games to Teach Self-Control in Kids

Punished by Rewards

Punishment Does not Motivate Students

How Useful is Homework in Student Learning?

As an instructional tool the value of homework is severely limited. 

In one corner there are those who argue that homework is an essential part of instruction – it builds responsibility, improves study skills, etc. In the other corner, with equal vitality, are those who want to ban homework – it creates extra work for teachers and interferes with family plans. Homework still polarizes educators, and there is a broad spectrum of opinions between the poles. A heavy emphasis on taking school assignments home is a fairly recent practice. It's use began to take off in the years immediately following the launch of the world's first manmade satellite – Sputnik – by Russia in 1957. The U.S. was embarrassed by this loss in the space race and panic pushed educators toward improved practices, since the assumpton was that schools had failed. Decades later, homework has still not shown to be a great idea. 

Homework is not Simply Something that all Teachers Do

Individually posted teacher policies present a myriad of procedures to encourage students to turn in the assigned work. School and district sites sometimes place stern warnings for students to do their homework or face disciplinary procedures,

Homework is, to say the least, problematic. There are many popular Internet teacher sites where teachers can exchange ideas across the nation. A perusal of these sites indicates that homework is of great concern to teachers. Teacher policies about whether or not to grade homework, how much it should count, and other matters create unnecessary worries.. Homework is a formative assessment. That single fact can put an end to the homework quandary.

Homework Invites Controversy

Part of the divide has resulted from the fact that homework as an instructional tool has developed in an uncontrolled manner with few rules governing its application and correct role. There is no one thing called “homework,” and in many cases isn’t even done at home, but at the end of class. Another problem is the myth that everything that students do must be graded. Arbitrary “solutions” have been initiated by many schools and districts.

Chief among them are decisions to allow no grade lower than fifty – or some other arbitrary level to be recorded. This is a way to maintain student motivation and respond to the problems created by zeros, but it is simply a convenient invention.

The practice has become common across the nation. Humble, Texas includes the policy in its student handbook, as does St. Simon Stock School In Bronx, NY. Monroe Middle School in Monroe, NC forbids the "recording or averaging of any grade lower than 60." Variations of these policies are frequently posted on the Internet. These policies have troubled teachers who see it as grade manipulation, and it is, but with good intentions. School policies serve better when they are based on a logical process.

Homework Needs a Redefinition and New Purpose

An analysis of the problem reveals a possible real solution. First, teachers need to understand that homework tends to fall under the category of formative assessment – those things teachers do while students are learning a new topic or set of standards. Students must be retrained to believe that work has value even when it is not graded. Schools have become institutions that place too much emphasis on grades. Schools must dedicate themselves to emphasize learning for the sake of learning.

Teachers need to convince students – starting with students’ first-ever homework assignments – that homework addresses what they will need to know when they are assessed with quizzes and tests – i.e. summative assessments. It gives them an opportunity to study these things and review them the next day in class and make correction as needed. Teachers will quickly check off whether or not the student has done the homework in order to let parents know if students are doing homework. That’s it! No grading, no arbitrary methods of turning checks into grades, and no zeros.

Students should be encouraged to use homework as part of the material to study for assessments. Next a summative assessment is given. Some of the assessment should sample knowledge gained from homework. When the assessment is scored, the students who were serious about using homework as an opportunity to study will score better than those who didn’t, provided the homework assignments and the assessments were in agreement. In this way, what was learned from homework is finally graded.

The same factors that might have caused poor homework grades are still in effect for better or worse but significant positive changes will result:

• Those horrible zeros have been eliminated.
• Homework is now about learning instead of chasing grades.
• Homework is for practice and diagnosis.
• Fewer papers to grade.No need for special homework grading methods.
• The responsibility issue is still intact.
• The teacher can still see the relationship between homework and test grades.
• Bribes and reward systems are no longer needed.
• Copying homework is now no worse than copying notes.
• Student evaluation stresses summative assessment; evaluation “pollution” is reduced.
• Less stress for all.

Link:

The Homework Myth

Rules and Responsibility

Volunteering. "Doing the right thing! 

Just because!

There can be no questions that rules are necessary in classrooms and everywhere in society. The problem is that class rules can influence the classroom environment in a positive or negative way.

Rules can reveal volumes about the personality of the teacher or cause students to misinterpret whether or not the teacher is “good” or “bad.” Many teachers post their rules on the Internet. Scrutinizing these expectations” often reveals that rules contain pet peeves, are rudely composed, are based on antiquated practices, reveal a hunger for control and an over-reliance on the use of “zeros,” and are unnecessarily threatening. Their carved-in-stone tone leaves little room for exceptions and exceptions are unavoidable. Sarcasm is rampant (“Your mother doesn’t work here!”or "No whining!"). 

I posted one “rule” in my class: “Do the right thing -- just because!” I held a discussion the first day of class about what that meant. Students were always willing to take part in clarifying the statement, and they applied it to behavior, turning in work, mutual respect, and pretty much all issues included in class rules, including exceptions. When students violated “the rule,” there was room to discuss the violation as it applied to students as individuals. 

I was, and still am, a proponent of character education. Therefore, rules had to inspire good character with my students. “Do the right thing -- just because!” was inspirational, because I made it clear that it bound me to be fair to students. A acknowledged that adults are often wrong and students are often right. 

Lists of rules, it seems, are never complete. Teachers and administrators are constantly finding new rules to address new issues. Frequently rules of this type are made in haste in response to an anger or irritation, and in the busy school environment they provide additional burdens for students and /or teachers. Rules should be carefully considered and written when emotions are not involved. Rules may have unexpected consequences. Teachers and principals might avoid problems by discussing the issues with the class or faculty before posting. Gathering the perspectives of others can often be a solution and avoid another rule. 

If you must post rules, resist the stern voice. Encourage politeness by being polite. One particular teacher might be the only positive role model some kids have.