STRESS MANAGEMENT for Living, Teaching, & Parenting
Inappropriate High School Behavior
QUESTION:|
I am returning to teaching after a 30-year absence and find that CLASSROOM MANAGEMENT is my biggest challenge. Typical high school behaviors I have experienced include LACK OF INTEREST, MANIPULATION, INAPPROPRIATE LANGUAGE, and DISREGARD FOR RULES.
QUESTION
I am returning to teaching after a 30-year absence and find that
CLASSROOM MANAGEMENT is once again my biggest challenge. Typical
high school behaviors I have experienced include LACK OF
INTEREST, MANIPULATION, INAPPROPRIATE LANGUAGE, and DISREGARD FOR
RULES.
I recently attempted to implement the Raise Responsibility System
in my substitute teaching assignments and have experienced some
degree of success. Students seem to be somewhat dumbfounded when
I explain the behavior levels and start to quiet down and get
busy soon after I begin the first phase of reinforcement
–identifying the behavior level.
Since these subbing assignments provide so little time to
implement and reap the benefits of this system, I would welcome
any suggestions you might have for a substitute teacher.
RESPONSE:
Re: CLASSROOM MANAGEMENT – Most educators confuse classroom
management with discipline. Management has to do with procedures.
Teach your students procedures for EVERYTHING you want them to
do–how you want materials passed out and collected, how you
desire them to address you, etc. Also let them know your
expectations. Don't assume they know what YOU expect.
Read the article on the topic at
http://teachers.net/gazette/FEB03/marshall.html
Re: INTEREST – Let students know that if they decide not to
learn, it is their decision. You will not even attempt to force
learning; it can't be done. But you will not allow a student to
disrupt another person's learning.
In this mini-lecture, let your students know that no one suffers
from their lack of learning but themselves–that if they decide
to put forth the effort, they will be better off, more satisfied,
become more knowledgeable, and more pleased with themselves.
Emphasize that the choice to learn or not is theirs, not yours.
(Don't be surprised that when you use this approach, more
students will put forth effort. The reason is that you are using
noncoercion and are prompting them to reflect and self-evaluate.)
From an instructional viewpoint, tap into their curiosity–a
great motivator. Have them grapple with a problem/challenge about
the lesson BEFORE you start teaching. After they're involved,
then do your sharing.
MANIPULATION – Revisit level C. Discuss external motivation. When
people are manipulated, they become victims. A victor examines
the effort to manipulate him/her and then chooses to follow or
not. In contrast to Level C behavior, Level D behavior always
starts with the questions, "Will this help me become more
responsible?" "Is it the right thing to do?" and "Will others
benefit from my actions?"
INAPPROPRIATE LANGUAGE – Discuss the words "appropriate" and
"inappropriate." Pajamas are not worn to school, you no longer
drink from a baby bottle, and you don't yell at your parents if
you want something from them. These are simply inappropriate
behaviors. Similarly, when inappropriate language is used at
school, it is an attempt to gain favor or show off. Everyone
seeks, desires, and wants feelings of competency, importance, and
wishes to be liked.
Unfortunately, the immature person who uses inappropriate
language is operating at level C – Conformity–using
inappropriate language because the person believes it is the "in"
thing to do–to conform to the peer group. The person believes
esteem will be gained with peers, not even realizing that the
person is being manipulated by external motivation. In essence,
the person becomes a victim by allowing peers to define the
appropriateness of the person's language.
With this introduction, put the topic on the table for
discussion. After this little reflection exercise, you will see
dramatic improvements.
Finally, review # 2 of this e-zine. Be ready to use the statement
–or a variation of it such as, "Strong people don't need to use
such language."
Re: RULES – Use the term "Responsibilities" instead of "Rules."
Rules are expectations or procedures. If they are procedures,
teach them–as mentioned above. Read the article on the topic at
http://teachers.net/gazette/MAR02/marshall.htmlI am returning to teaching after a 30-year absence and find that CLASSROOM MANAGEMENT is my biggest challenge. Typical high school behaviors I have experienced include LACK OF INTEREST, MANIPULATION, INAPPROPRIATE LANGUAGE, and DISREGARD FOR RULES.
I recently attempted to implement the Raise Responsibility Systemin my substitute teaching assignments and have experienced some degree of success. Students seem to be somewhat dumbfounded when I explain the behavior levels and start to quiet down and get busy soon after I begin the first phase of reinforcement—identifying the behavior level.
Since these subbing assignments provide so little time to implement and reap the benefits of this system, I would welcome any suggestions you might have for a substitute teacher.
RESPONSE:
Re: CLASSROOM MANAGEMENT – Most educators confuse classroom management with discipline. Management has to do with procedures. Teach your students procedures for EVERYTHING you want them to do: how you want materials passed out and collected, how you desire them to address you, etc. Also let them know your expectations. Don't assume they know what YOU expect.
Re: INTEREST – Let students know that if they decide not to learn, it is their decision. You will not even attempt to force learning; it can't be done. But you will not allow a student to disrupt another person's learning.
In this mini-lecture, let your students know that no one suffers from their lack of learning but themselves—that if they decide to put forth the effort, they will be better off, more satisfied, become more knowledgeable, and more pleased with themselves.
Emphasize that the choice to learn or not is theirs, not yours. (Don't be surprised that when you use this approach, more students will put forth effort. The reason is that you are using noncoercion and are prompting them to reflect and self-evaluate.)
From an instructional viewpoint, tap into their curiosity—a great motivator. Have them grapple with a problem/challenge about the lesson BEFORE you start teaching. After they're involved, then do your sharing.
Re: MANIPULATION – Revisit level C. Discuss external motivation. When people are manipulated, they become victims. A victor examines the effort to manipulate him/her and then chooses to follow or not. In contrast to Level C behavior, Level D behavior starts with the questions, "Will this help me become more responsible?" "Is it the right thing to do?" and "Will others benefit from my actions?"
Re: INAPPROPRIATE LANGUAGE – Discuss the words "appropriate" and "inappropriate." Pajamas are not worn to school, you no longer drink from a baby bottle, and you don't yell at your parents if you want them to do something for you. These are simply inappropriate behaviors. Similarly, when inappropriate language is used at school, it is an attempt to gain favor by showing off.
Everyone seeks, desires, and wants feelings of competency, importance, and wishes to be liked. Unfortunately, the immature person who uses inappropriate language is operating at level B – using inappropriate language because it will gain attention. In essence, the person becomes a victim by allowing irresponsible thinking to direct behavior.
With this introduction, put the topic on the table for discussion. After this little reflection exercise, you will see dramatic improvements.
Re: RULES – Use the term "Responsibilities" instead of "Rules." Rules are expectations or procedures. If they are procedures, teach them—as mentioned above. Read the section on rules.
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