As a teacher, describe how your discipline policies and procedures have refined themselves over time. What works for you now, that didn’t work in previous years, etc?
Again, still working on the refining part (man - I feel like a broken record). Although one strategy that I use with this age group is immediate reinforcement - both positive and negative. Everything is so 'in the moment' for our students. Many times if you try to address the issue or praise the next day, they have a hard time remembering specific details.
EXPECTATIONS, EXPECTATIONS, EXPECTATIONS. Set them high, set them early, and practice how you want it done. I start teaching them in 5th grade exactly what I expect. These principles continue through into middle school and hopefully follow them into high school. It only took me about 8 years to come to this realization but it makes life in band land so much more enjoyable for all.
I believe the most important thing is to do what you say you are going to you. If you tell a student that they are going to get a consequence for something you need to be prepared to follow through with it. If you don't students will figure that out very quickly. I think being consistent in classroom expectations and behavior is the most important thing to do.
When I student taught, my supervising English teacher had taught for so long, all she had to do was quietly say, "You're getting too loud" and the student(s) would immediately stop what they were doing. As a young 22-year-old, teaching HS French and English, that approach did not work at all, especially with a class of 18 sophomore boys and no girls. It took me years to learn that students want very specific rules and want you to follow them. I now can simply look at a student with my "Mom" look or say, "I need you to do me a favor, please be quiet" and it usually works.
I have tried to work on the positives rather than the negatives. As the book stated, giving students praise for things they do well or do as expected rather than always picking on the negatives will have a better impact on student behavior. This in turn makes for less discipline problems.
I really like the Bengal Stripes program that we are doing this year. I think that it helps the students to understand that we are seeking positive behavior over the negative. I also agree with Karla about follow through. When you tell a student that you are going to do something, you need to be consistent. They need to know what to expect from you from that first day that they walk into your classroom.
I think with every situation and each student I handle discipline a little differently. The students all know that I expect respect in my classrooms towards the teacher and also towards other students. My discipline tactics have changed with the years as I've moved from elementary to middle school, from students longing for a hug to students longing for acceptance.
One thing that I have focused on in regards to discipline is to "pick your battles." Students in my classroom know my expectations. If a behavior does not hurt the learning potential of others, then I can ignore the behavior. This way, my energy can be focused on teaching the rest of the students in my classroom.
I have expectations in the classroom but they aren't simply my expectations the students help in developing the expectations. When they take ownership for what is expected in the classroom the behavior issues decrease. I have also agree with Randi, we have to pick our battles if it is a true problem that is distracting the other students and not allowing learning to take place then there must be a consequence. I feel that we are pretty lucky that we have the opportunity to work with the students we have, there are very few discipline issues in the classroom.
It is all about expectations. Students need to know what is expected and sometimes need to be shown what is right and wrong. Along with having expectations we need to follow through with a consequence. The sooner we address the issue, the better the end result.
Many things work much better for me now then in my first year. Each year I learn so much about my job and how to handle different situations. I like it this way, it’s a challenge.
I have had many great teachers before me that have helped shape my interactions with students. I have learned so much from these teachers. It is an ongoing process that I try to improve each year. My first years were strict and inflexible. I did more "yelling" and not enough praise. It seemed to work, I had some very problematic classes that responded to this style, but it didn't make for a very enjoyable academic environment. Today I realize I need to know my students and have a relationship with them. Also, if there are special situations other than normal classroom activities, I need to let them know exactly my expectations for their behavior. This helps so much and is sooo simple! I am much more flexible today. I try to ignore the ignorable behavior and invite students that are causing problems to have small "tasks" that keep them more occupied. Sometimes this works, sometimes it doesn't. One of the most important lessons I have learned is that you are in control of how you behave. If you have an hour that didn't work out well...start over and try to have a better day!
My discipline rules and policies may have changed as I teach each year. My high expectations have not. If a student knows what is acceptable behavior and knows the consequences, he or she is more likely to behave. Also, keeping the students engaged and teacher monitoring is very important. Consistency is the key to having less problems.
Over the past 20 years, I have become much more flexible when it comes to discipline and classroom atmosphere. As a young teacher, I was more focused on structure, order, and rules. As I have gained experience, and taught lower grades (not strictly 8th grade), I have adapted my philosophy of classroom structure, reliance on rules, and discipline, while still having high expectations of my students. I feel I have a much more enjoyable classroom, while still having high academic standards and expectations. The strict list of rules I started out with just wouldn't fly in my present envrironment.
Again, still working on the refining part (man - I feel like a broken record). Although one strategy that I use with this age group is immediate reinforcement - both positive and negative. Everything is so 'in the moment' for our students. Many times if you try to address the issue or praise the next day, they have a hard time remembering specific details.
ReplyDeleteEXPECTATIONS, EXPECTATIONS, EXPECTATIONS. Set them high, set them early, and practice how you want it done. I start teaching them in 5th grade exactly what I expect. These principles continue through into middle school and hopefully follow them into high school. It only took me about 8 years to come to this realization but it makes life in band land so much more enjoyable for all.
ReplyDeleteI believe the most important thing is to do what you say you are going to you. If you tell a student that they are going to get a consequence for something you need to be prepared to follow through with it. If you don't students will figure that out very quickly. I think being consistent in classroom expectations and behavior is the most important thing to do.
ReplyDeleteWhen I student taught, my supervising English teacher had taught for so long, all she had to do was quietly say, "You're getting too loud" and the student(s) would immediately stop what they were doing. As a young 22-year-old, teaching HS French and English, that approach did not work at all, especially with a class of 18 sophomore boys and no girls. It took me years to learn that students want very specific rules and want you to follow them. I now can simply look at a student with my "Mom" look or say, "I need you to do me a favor, please be quiet" and it usually works.
ReplyDeleteI have tried to work on the positives rather than the negatives. As the book stated, giving students praise for things they do well or do as expected rather than always picking on the negatives will have a better impact on student behavior. This in turn makes for less discipline problems.
ReplyDeleteI really like the Bengal Stripes program that we are doing this year. I think that it helps the students to understand that we are seeking positive behavior over the negative. I also agree with Karla about follow through. When you tell a student that you are going to do something, you need to be consistent. They need to know what to expect from you from that first day that they walk into your classroom.
ReplyDeleteI think with every situation and each student I handle discipline a little differently. The students all know that I expect respect in my classrooms towards the teacher and also towards other students. My discipline tactics have changed with the years as I've moved from elementary to middle school, from students longing for a hug to students longing for acceptance.
ReplyDeleteOne thing that I have focused on in regards to discipline is to "pick your battles." Students in my classroom know my expectations. If a behavior does not hurt the learning potential of others, then I can ignore the behavior. This way, my energy can be focused on teaching the rest of the students in my classroom.
ReplyDeleteI have expectations in the classroom but they aren't simply my expectations the students help in developing the expectations. When they take ownership for what is expected in the classroom the behavior issues decrease. I have also agree with Randi, we have to pick our battles if it is a true problem that is distracting the other students and not allowing learning to take place then there must be a consequence. I feel that we are pretty lucky that we have the opportunity to work with the students we have, there are very few discipline issues in the classroom.
ReplyDeleteIt is all about expectations. Students need to know what is expected and sometimes need to be shown what is right and wrong. Along with having expectations we need to follow through with a consequence. The sooner we address the issue, the better the end result.
ReplyDeleteMany things work much better for me now then in my first year. Each year I learn so much about my job and how to handle different situations. I like it this way, it’s a challenge.
I have had many great teachers before me that have helped shape my interactions with students. I have learned so much from these teachers. It is an ongoing process that I try to improve each year. My first years were strict and inflexible. I did more "yelling" and not enough praise. It seemed to work, I had some very problematic classes that responded to this style, but it didn't make for a very enjoyable academic environment. Today I realize I need to know my students and have a relationship with them. Also, if there are special situations other than normal classroom activities, I need to let them know exactly my expectations for their behavior. This helps so much and is sooo simple! I am much more flexible today. I try to ignore the ignorable behavior and invite students that are causing problems to have small "tasks" that keep them more occupied. Sometimes this works, sometimes it doesn't. One of the most important lessons I have learned is that you are in control of how you behave. If you have an hour that didn't work out well...start over and try to have a better day!
ReplyDeleteMy discipline rules and policies may have changed as I teach each year. My high expectations have not. If a student knows what is acceptable behavior and knows the consequences, he or she is more likely to behave. Also, keeping the students engaged and teacher monitoring is very important. Consistency is the key to having less problems.
ReplyDeleteOver the past 20 years, I have become much more flexible when it comes to discipline and classroom atmosphere. As a young teacher, I was more focused on structure, order, and rules. As I have gained experience, and taught lower grades (not strictly 8th grade), I have adapted my philosophy of classroom structure, reliance on rules, and discipline, while still having high expectations of my students. I feel I have a much more enjoyable classroom, while still having high academic standards and expectations. The strict list of rules I started out with just wouldn't fly in my present envrironment.
ReplyDelete