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Guiding Questions
How do I eliminate disruptions while building communal responsibility and ownership?
How do I build self-discipline and responsibility in students?
How do I build a climate of high achievement?
How do I deal with very resistant students?
How do I help students manage distractions like their phones or technology?
Be proactive
Start the year with an activity that gives students ownership of their space. Give them an opportunity to collaborate and utilize their student expertise.
Examples:
Warm ups that ask students about their past experience (positive and negative) in classes
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Identify the Goals of Misbehavior
The cooperative discipline model of discipline posits that students misbehave because they want something. Identifying the goal or trigger or misbehavior helps you effectively address it.
Attention: These students choose misbehaviour to get extra attention. They want to be center stage, so they distract teachers and classmates to gain an audience and special recognition.
Example: making noises, usingbfoul language, and creating unnecessary interruptions during class time.
Address this misbehavior by positively reinforcing positive behavior and teach student to ask for attention when needed
Power: These students want to be the boss of themselves, the teacher, and the whole
class.
Example: Refusal to comply with classroom rules or teacher requests. Challenging and arguing with teachers.
Address this misbehavior by giving students choices, granting legitimate power through joint decision making, delegating responsibility so student feels sense of responsible power and avoiding and defusing confrontations.
Fear of failure: Student feels inadequate and that they can’t live up to expectations put on them. To compensate, they behave in ways to avoid having to actually do any work.
Address this misbehavior by providing tasks that students can do that promote a sense of self-efficacy and accomplishment and fostering a growth mindset.
Revenge: These students want to lash out at their teachers to get even for real or imagined harm. Students may sometimes threaten physical harm or get indirect physical revenge by breaking, damaging, or stealing. They also may try to manipulate you into feeling hurt or guilty.
Address this misbehavior by building a relationship with students and teaching students to provide feedback and express anger in constructive and appropriate ways.
There are if course other goals of behavior, but this framework helps address common one and helps you figure out how to address misbehavior.
Tools to Recognize preferred behavior
Positive rewards: Stampsheets, tickets, stickers
Positive narration
Positive parent contact
Positive post-it notes
Address negative behavior
Body language
Trackers - this is an example of a tracker I used in a large class. I had a clip board and took notes on students behavior. Misbehavior was addressed using a ladder of consequences.
Non-verbal reminders
Verbal warning
Parent contact
Contact sports coach or school-based mentor
Buddy room: send student to another teachers classroom to finish work. This should be pre-arranged
Call administrator / hall monitor
Think sheet (account for behavior in writing)
Conference with student
Parent/teacher conference
Tips for managing student cellphone use in class
Make a daily grade for appropriate phone use in infinite campus
Use a behavior tracker or stampsheet and follow up with consequences and rewards
Text parents in the moment when students are using phones inappropriately. Follow up when student stay off of their phones.
Volunteer for students to put their phones in a box with a lock
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