The Schoolroom Peace Plan, Part One: Introduction

I am wondering how to approach teachers,in every teaching stage, that need to change some aspects of classroom management without them being offended. I am in a unique position in which I go into classrooms to observe students with difficult behavior. After observing I try to start interventions with the student and then usually I have to leave to go on to the next school to work with another difficult student. The problem I am facing is that sometimes, in fact more often than not I notice that the teacher plays a huge role in the behavior of the child. In fact I have often observed that usually the entire class has problems with behavior, not just the student I am there for. However, approaching the teacher to suggest alternative classroom management is often very tough and the teacher usually listens but continues to use the exact same management that hasn't been working. Any suggestions?

I find this blog quite interesting because as a second year teacher I feel I have a nice handle on my classroom management, except during the " Whack-a-mole morning activity time." At my school many teachers greet their students at the door. Well I have so much energy that it is often difficult to restore peace to the room. Students turn in homework and begin the morning assignment, but as one of my colleagues always says they're very "chatty." I think it is interesting that classroom management was compared to as a four piece jigsaw, because that makes it easier for me to understand the places I am falling short. I always ask my self why my students are misbehaving and have found the blame usually falls on me. Either the students do not fully understand the assignment they are working on, or the assignment is not challenging enough. The frustration occurs when you have both of these examples taking place at the same time.I do carry around some powerful beliefs about my students, but the majority of them are positive.

I think that part of my classroom management comes from being a new teacher. There are many things that I read about and want to try to the point where I may be trying too many things at one time. My biggest issue is noise control when I am trying to work in small groups. No matter what I try, I have really struggled with getting my students to be quiet while learning. Another problem that I have to learn to work around is that I have 32 students in my class and it just continues to grow. For this, I think I really have to start differentiating to their needs, so they can work in small groups more throughout the day (if I can get my small group noise in control!)

I absolutely agree! Classroom management is an important focus for any classroom, especially at the beginning of the school year. Because I work with a totally at risk population (ranging from ages 15 to 20) and our school participates in open enrollment year around, I make it a point to clearly define my classroom policies and procedures to any student entering my class. I review each rule frequently as I feel this sends an important message and sets the tone for my class. I also believe if teachers collaborated more about their expectations and set rules and limits across the board, there would be less time spent redirecting students or any loss of instruction time.

I absolutely agree! Classroom management is an important focus for any classroom, especially at the beginning of the school year. Because I work with a totally at risk population (ranging from ages 15 to 20) and our school participates in open enrollment year around, I make it a point to clearly define my classroom policies and procedures to any student entering my class. I review each rule frequently as I feel this sends an important message and sets the tone for my class. I also believe if teachers collaborated more about their expectations and set rules and limits across the board, there would be less time spent redirecting students or any loss of instruction time.

Tracy,

I love your outlook on classroom management! I definately agree with you. I think that having the philosophy to manage a classroom as a "mom" is very beneficial to both students and the teacher. I had never quite thought of it that way, but it makes perfect sense. I also think this management style promotes respect in the classroom. From my experience, students will respect you more if you are consistent, fair, and concise. I am a fairly new teacher and management can be difficult, but I have found that if I stick to my guns and be firm, students will respect me and my rules.

Thanks Tracy. I guess it is still a little overwhelming to try to get the whole school to coordinate, but it is worth talking about at a staff meeting. I'm sure I'm not alone in my problem. Thanks for your idea.
Jennifer

Hi Susan,
Thanks for your honest comment. Sadly, this scenario sounds very familiar. First, I do think it's more common in high school/middle school to get large groups of difficult students. In the school I'm at now there are a couple of courses that kids take (math and band) that determine their entire schedule. Kids in advanced math or advanced band end up having all the same classes together. And kids who are in lower level classes, kids who are struggling and disengaging from school, end up clumped together. I wonder if that could account for some of what's going on.
Now, you said this is 7th period, which makes me wonder if it's late in the day, when kids are more tired and hungry. And yes, 9th graders are really difficult.
Finally, I wonder about the content of your class. I wonder how your students feel about art. Are they walking in saying, "I hate art. I can't draw"? I wonder if some of their behavior might be a defense in response to a challenging subject.
All those wonderings because I always need to know more about what's going on...So, if this was my class, I'd so some research/investigation on them and how they feel about my class and why they're acting wacky. (Are they really clear on expectations? Procedures? Consequences? When do they get most rude and obnoxious? Do you need to have them practice procedures more?)
And now, to think about rewards. Again, I'd do some research first -- what do they want??? Free time? Floating A? They might not admit it, but I'd bet money on the fact that many would LOVE a positive phone call home. It's probably been six years since a parent got a positive notice. They won't admit it, you won't be able to tell, but for some kids at that age a positive communication with home can work wonders. But find out what they want -- to sit next to a friend? To listen to music while working? To be recognized in a quiet and respectful way in front of their peers? 9th graders are tricky creatures, so think of them as a mystery to figure out and it might be more fun for a while! Hope things improve. Let us know if you try anything and find it works! (And sometimes you have to try many things before landing on what works.) Good luck,
Elena

I think you are right! Everytime I seem to have students acting out or completely distracted, I look to myself to see if I have planned activities that engage my students. I think that sometimes I don't consider all of the learning styles in my room and forget about what my students are interested in. One of the things I have read about in my grad school work has to do with letting your students guide you in how they want to learn. It is hard but if they put forth the effort, they may be more successful.

Tracy,
Thanks for these insights! I absolutely agree with you that teachers need to let their students know that they care about them. This gets harder to do in some ways, and teachers do it less frequently, as kids get older. And especially in middle school, kids need to hear these messages over and over and over -- and they need to hear in direct language, "I care about you. I want to see you do well. I care about you."
Thanks for your comments,
Elena