Five steps for creating a problem-free classroom
1. Throw out all rules and consequences – stop posting “Do and Don’t” signs in your room, as these only mean that you are in control of the students, which they hate. Discuss mutual respect with your students, but don’t con them into outlining expectations; this is just assertive discipline disguised as ROLE teaching. Explain that there is no need for rules in a learning community built on mutual respect.
2. Replace control with freedom – ignore the insignificant rules that most schools have and give students real autonomy. When Rachel says she has to use the restroom, let her. Avoid ridiculous X-hall-passes-per-quarter or remain-in-your-seat-at-all-times policies, as these are further signs of control (they are also rules, which you need to throw out). If a student asks to retrieve a book from his locker, let him. Gently emphasize how much you value his presence in the class, and locker trips will quickly dissipate. Let students choose some learning activities and some collaborative groups. Freedom is the guideline here. Students value it.
3. Never punish – you will lose all credibility with students, the second you begin punishing them. ROLE teachers simply do not give consequences. If a student is disrespectful or disruptive, most likely you are doing something wrong. You’ve said No to a simple request, you’ve removed a freedom, or your class activity is boring. It’s really this simple. Rather than punish a student for your shortcoming, it’s always better to talk to her one-on-one and explore the problem and its solution together (see step 4).
4. Build rapport – everything you do either builds or burns bridges with your students. Sarcasm and yelling never work. What you may think is a harmless joke may irreparably damage your relationship with a student. The “bad phone call” is also a problem. Work daily to build rapport with all students, as this will minimize even a typically-disruptive student's desire to be a problem in your class.
5. Emphasize results-only learning – in addition to year-long projects, narrative feedback and the elimination of all other traditional teaching methods, what creates a thirst for learning is intrinsic motivation. This has to be coached all year. Remind students often that results-only learning is about intrinsic motivation. It is students choosing how they demonstrate learning and taking part in self-evaluation. This constant emphasis of the ROLE will help fan the intrinsic motivation that already exists in students, and the more they understand this, the more they’ll embrace learning and lose interest in disruption.
These are good, but I feel that rules are necessary because they are a part of life. Rules may not be "necessary" if everyone in the classroom respects one another, but they should be there to help govern (not demand or force) that respect. The law of driving under the speed limit does not mean the DMV or DOH wants to control us, but it helps keep us safe as well as encourage s to respect other drivers.
ReplyDeleteYes, Jason, there are rules in life, and I'm sure students can distinguish between school and the outside world. The rules I'm alluding to are stupid school rules, like remain seated, never talk, keep your cell phone in your locker, etc. These only serve to retard the learning process.
ReplyDeleteThere are some thought-provoking ideas here. I think I would support most of them, and maybe to a certain degree, I even do some of these things in my room. The only one I would seriously question, and I'd have to think on this one some more, is no punishments/ no consequences. I'm not sure to what degree this is to be interpreted. But I teach 2nd graders and they still have a great deal to learn about how to be a friend and how to treat others and some very basic right vs. wrong behaviors. Without any consequences at least 'at the ready', I fear that it might be asking for a major problem. We have had some years at our school where the discipline is lax or non-existent, and it was a very stressful environment for the staff.
ReplyDeleteI appreciate your thoughts, and I certainly understand a stressful school environment. I'm not suggesting that there should be no discipline in a school. When there are ongoing problems, administrative support is necessary to eliminate the issues and maintain a stress-free school.
ReplyDeleteWhat I'm suggesting is that behavior should be taught in the classroom, without the threat of consequences, which creates a systemic problem that goes far beyond your 2nd grade classroom. When children learn that anything they do, that does not meet the rigid guidelines of a teacher, will be met with a punishment, they don't learn to behave appropriately.
My daughter is in 2nd grade, where her school uses color-coded cards as a warning/punishment system. She suffers from anxiety and is very well behaved. When her card is changed, for trivial things like talking to a peer or using the wrong pen, she comes home a complete wreck. She tells me she doesn't like her teacher and she doesn't want to return to school. You see, this system does not teach anything about behavior, it only teaches fear and loathing. It would be just as easy for the teacher to talk to the child about what works best and show genuine care.
If you follow the results-only learning steps above, in any grade, you will create a successful learning community that never needs consequences. I hope you'll give it a try and report back.
Thanks for weighing in.