"If it isn't broken, don't fix it." Are you familiar with the expression? While I believe the wisdom in this simple statement, I also believe we can strive to improve what already works well. When dealing with classroom management, this can be more difficult than it sounds. As a rule, I do not have much difficulty with discipline in the classroom. I was famous, well infamous, with my former students for my "I am king" speech that I would share at the beginning of each school year. This speech had a little humor, some sarcasm, and very definite rules for future behavior. It worked! The students knew where I stood on student behavior from the very beginning of the school year.
It wasn't broken, so why fix it?
Two elements changed my mind about how I was dealing with student behavior. First and foremost, our sons Mark and Jerimiah. Both boys face the challenges of scotopic sensitivity syndrome. This is a complex eye disorder that makes reading, travel, and coordination challenging. While we, as a family, were learning how best to help the boys manage this syndrome, I slowly came to the realization that traditional expectations about reading and writing were not going to be helpful for Mark and Jerimiah. No more sitting at the kitchen table, under floresant lighting, to complete homework. Brightly lighted rooms made them uncomfortable. As long as they were completing the work and learning, unconventional study habits were acceptable. So, if I was changing my expectations at home, why not in my classroom.
The second eye-opener was the simple fact that I was a grump at school. I was not enjoying mentally wrestling for a quiet classroom. I was tired of worring about how tidy and "ship shape" my classroom looked, or didn't look. No one was enjoying the time in my room, and learning should not be a chore. I had to ask myself, "Why am I being so rigid in my expectaions?" Was it for the benefit of the students, or was it to bolster my reputation as a tough teacher? I remembered advice my dad gave me for raising teen-agers: "Don't say 'no' just because you can." I was being rigid in my expectations because I could. Not a very valid reasoning.
Eventhough I had made the decision to adjust my classroom management style, I was very confused about how to best go about that. When I changed my room design, (previous post) I felt that was the perfect time to begin making changes. I did not change everything at once. We started slowly. I say "we" because the first big change was including the students in discussions about the changes we needed to make. I shared with the class the expectations I could NOT give up, and explained that I believed these expectations are good people behaviors and go beyond school.
1. Be respectful. T
his includes actions, words, facial expressions, and tone.
2. Know and use good manners.
Using "please" and "thank you" are a must, as is verbally responding when spoken to.
3. Honesty is the best policy.
An old expression with a lot of validity. I use the statement "A man is only as good as his word" often in class.
4. Accept responsibility for your behavior.
This encompasses interactions with others, school work, and extra-curricular committments.
These are my non-compromise expectations. What is missing? There is nothing in this list that says a classroom must be silent at all times. Movement around the class is not addressed. Walking in a straight line down the hall and to the cafeteria isn't included. Why? Because I no longer believe this creates the best atmosphere for my junior high classroom.
The first items the class and I address the first day of the school year are the classroom expectations. We visit about my expectations and what they would like to experience in class. The students then create a list of positive behavior statements (I used to call this list the class rules). We then review their expectations and mine, cooperatively creating a list for the year. This list of classroom expectations is then converted into a student/teacher contract, signed by both teacher and student.
There were several adjustments I had to make, and I still struggle with some of these changes. The students need to learn when to be silent and when conversation is appropriate. I cannot assume that the students know when to visit and when to be quiet. My expectation is for attentive quiet when I am actively teaching. (lecturing, implementing guided practice, introducing new material, reviewing previous lessons). As one student put it, "When Mrs. J is talking, we don't." I also expect this same courtesy when students are giving presentations or participating in a class discussion and when we have a guest speaker. When the students are completing an assignment, reviewing material, etc... they may visit. Conversation needs to be just above a whisper, and conversation must be appropriate. If I have a student who needs absolute quiet to work, that time is provided in 15 to 20 minute sessions throughout the day.
Our school does not have lockers in the hall, but rather there are cubbies within each homeroom. Because we use tables, and not desks, the students may gather and return materials throughout the day, as long as they are prepared for each class when I am ready to start the lesson. They may not get up and move throughout the room during instruction time. The students addapted to these changes quite well. I, on the other hand, am still reminding myself to relax.
Junior high students have given up recess time, and are taking on more classwork, but they are still kids. Kids need to move and talk, and have fun! This different approach within my classroom has been beneficial. Students seem more at ease, and are on task as soon as I begin a lesson. There are fewer late and missing assignments! The parents, and grandparents, have offered a good deal of positive feedback. I can still be a grump, but I am less grumpy and am having a great time in the classroom.
