Question:

I am training to become a full time teacher and have been a substitute teacher for a number of years. My greatest area of concern is dealing with classroom behavior issues. Every class has its share of behavior issues, and I just want to make sure that I am doing the best job possible for managing that behavior. Let's say the day is generally going smoothly, but there is a student who has a tendency to talk without raising his hand, talks to his neighbors, and in general, just likes to talk! The classroom pulls cards when behavior is inappropriate and table groups receive points for being on task. Individuals are recognized weekly if they stay on green all week. How soon do you intervene to correct behavior? What techniques do you recommend to keep this student from speaking out?

What I have done in the past is:

• Recognize students who are doing the right thing

• Remind the student who is off task about the class rules

• Reward points to those groups who are on task

• Recognize the problem student whenever he is on task

I think I have a tendency to wait just a little too long before having the student pull his card. Should I give him (or any other offender) just the one warning and then pull that card? When is strict too strict?

I want a class that runs smoothly, follows the rules, but is also a relaxed and warm environment. What do you suggest?

Answer:

Thanks for your question. Your desire to be pro-active rather than reactive is wonderful and we do so need new teachers who embrace the philosophy of positive support.

You do not mention what grade you are teaching. If the students are not at least second graders, the card strategy is not developmentally appropriate since they do not yet fully understand cause and effect at that level.

Personally, I don’t like card pulling for two reasons. First, it is almost impossible to do it consistently because you are too busy to see what goes on. I was observing a student with emotional problems who was included in a general education class. One time she banged the desk (loud!) and the teacher didn’t hear it. The next time she banged the desk, the teacher did hear it and told her to turn her card. The child became angry and her problem behaviors escalated from there.

The second reason I am not wild about this strategy is that often the children with the most difficulty in regulating their own behavior are the ones who have to turn their cards. Being singled out like this doesn’t help their self-esteem and doesn’t teach them better behaviors. Mostly I don’t like cards because I find it punitive, and positive behavioral support is much more effective.

One technique that I see as vastly underused is the use of class rules. A brief list of class rules, stated in language that is observable and positive, and generated by the class is a brilliant beginning. From this point, the rules need to be taught and practiced. I mean actual quick lessons in what “walking” looks like, with maybe a look at what it doesn’t look like. Then review the rules daily and post them where all can see. If a student has particular difficulty with one rule, that rule can be Rule of the Week, and every time every one is following it, comment on it and maybe add an incentive.

I love the Golden Nuggets game because it is positive, promotes values of cooperation and community, and is extraordinarily flexible.

You can use a small jar or a large jar; you can put nuggets in frequently or at particularly troublesome times; you can recognize a student who has more difficulty when s/he is following the rule in a way that improves his or her standing in the class. By the way, the treat need not be expensive or time-consuming (e.g. ten minutes for board game time on Friday afternoon or going to recess 5 minutes early). The game itself becomes the focus of the class.

The role the teacher plays in rule following is often underplayed. For example, if a rule is to stay on task, it is the teacher’s responsibility to make sure the assignment is clear, that the work is at the students’ level, that they have a way to ask for help if they need it, that with you are providing a calm environment and model behavior that indicates you take learning seriously.

My final words of wisdom relate to making lessons as interesting and fun as possible. I was in a classroom where the spelling lesson began with everyone on the floor and the teacher challenged them with spelling words as a game in which she earned points if the students didn’t spell the word right. A student could consult with the group before spelling the word, so weak spellers were successful and the teacher always lost (with great humor!). The students had a spelling lesson that allowed for movement, interaction, and excitement. When they went to their desks for the written portion, they were able to concentrate and were well prepared. So, use too much talking as a cue to yourself to think of another way to present the curriculum to be more involving and novel.

May you have a long and fruitful career in teaching. Thank you, thank you, thank you!