Q- 1. What is the best way to regain control of
your class if you do not start off strong with an "I mean business"
presence/ how long do you think it will take to get control?
A -Talk to the class about
expectations, similarly to what should have
been done on the first day of class. Possibly explain that you
understand that to this point you have some responsibility in what has
gone on thus far and the lack of control that the students have shown.
Clearly explain what the consequences for violating the class rules
will be, make sure that these consequences 1. are ones that you can
follow through on, know students will always test you, and you must
always follow through on the consequences. Especially when you are
resetting your class and trying to earn a fresh start, if you do not
follow through every single time then they will sense that if they
keep pushing you'll give up and they can behave as they were before.
2. That they are consequences that have enough "teeth" that students
don't want to encounter them.
3. They must be within your schools rules and policies.
4. When handed down they must always be given with respect and with
explanation of why they are receiving the consequences and talk to
them about what they can do differently next time.
5. Involve parents, make sure that you are contacting them to let them
know what is happening with their child. Hopefully they can help and
support from home. With that also call for students when they are
doing a good job in class.
If you are giving consequences don't talk yourself out of giving them,
ever! If they made poor choices, then you MUST follow through with
consequences. It is only by following through that you will be able to
gain their respect and control of the class. Even once you have
control you usually won't give second chances when they say "please,
just give me one more chance I'll stop" I would usually respond by
saying that "I'd like to but unfortunately you know the rules, and
unfortunately you chose to violate them, so now it's me that has to
follow through, I don't have a choice. I'd like to give you a break
since I know (how awesome you are, that your one of my favorite
students, that you will do better, then everyone will think you're my
favorite student which is true but I can't let then know.), but that
wouldn't be fair to everyone else." Or simply "you did have one more
chance, that was after I gave you (whatever number warning the
previous one was)" or "absolutely you'll get another chance tomorrow,
and I know you'll do great, unfortunately for today though you already
had your chances and made your choices, but I know you'll make better
ones tomorrow. "
How long it will take may range from class to class. Some classes may
respond as quick as seeing good improvement within a couple of days,
others it may take a few weeks.
been done on the first day of class. Possibly explain that you
understand that to this point you have some responsibility in what has
gone on thus far and the lack of control that the students have shown.
Clearly explain what the consequences for violating the class rules
will be, make sure that these consequences 1. are ones that you can
follow through on, know students will always test you, and you must
always follow through on the consequences. Especially when you are
resetting your class and trying to earn a fresh start, if you do not
follow through every single time then they will sense that if they
keep pushing you'll give up and they can behave as they were before.
2. That they are consequences that have enough "teeth" that students
don't want to encounter them.
3. They must be within your schools rules and policies.
4. When handed down they must always be given with respect and with
explanation of why they are receiving the consequences and talk to
them about what they can do differently next time.
5. Involve parents, make sure that you are contacting them to let them
know what is happening with their child. Hopefully they can help and
support from home. With that also call for students when they are
doing a good job in class.
If you are giving consequences don't talk yourself out of giving them,
ever! If they made poor choices, then you MUST follow through with
consequences. It is only by following through that you will be able to
gain their respect and control of the class. Even once you have
control you usually won't give second chances when they say "please,
just give me one more chance I'll stop" I would usually respond by
saying that "I'd like to but unfortunately you know the rules, and
unfortunately you chose to violate them, so now it's me that has to
follow through, I don't have a choice. I'd like to give you a break
since I know (how awesome you are, that your one of my favorite
students, that you will do better, then everyone will think you're my
favorite student which is true but I can't let then know.), but that
wouldn't be fair to everyone else." Or simply "you did have one more
chance, that was after I gave you (whatever number warning the
previous one was)" or "absolutely you'll get another chance tomorrow,
and I know you'll do great, unfortunately for today though you already
had your chances and made your choices, but I know you'll make better
ones tomorrow. "
How long it will take may range from class to class. Some classes may
respond as quick as seeing good improvement within a couple of days,
others it may take a few weeks.
Q - 2. How do you deal with students who are completely defiant and continuously disruptive (if sending them to the office is not an option)?
A- Talk to their parents, if they are
being that defiant and a constant
disruption you may need support. If the office won't support you then
hopefully the parents will. You may want to ask the parent if they
will come sit with their child in class, so they can see how they
behave in class (obviously they're much likely to behave better, but
if they know there is a possibility their parent may have to sit with
them again. They may be more motivated to behave in the future.
Also talk with the student: about what's happening in class, what they
like to do outside or school, about good things about them, try to
build a relationship with them, you're not their friend, but let them
know that you care about them and want them to learn so they can be
successful in the future, but also that you care about their behavior
because you don't want to see them make poor choices in life outside
of school, since those can lead to much harsher and permanent
consequences.
disruption you may need support. If the office won't support you then
hopefully the parents will. You may want to ask the parent if they
will come sit with their child in class, so they can see how they
behave in class (obviously they're much likely to behave better, but
if they know there is a possibility their parent may have to sit with
them again. They may be more motivated to behave in the future.
Also talk with the student: about what's happening in class, what they
like to do outside or school, about good things about them, try to
build a relationship with them, you're not their friend, but let them
know that you care about them and want them to learn so they can be
successful in the future, but also that you care about their behavior
because you don't want to see them make poor choices in life outside
of school, since those can lead to much harsher and permanent
consequences.
Q 3. How do you impress upon students
that learning is important/ getting good grades should matter to them?
A -I would talk to them about how it's
important for them to graduate from high school so that they are able to go on
to college. The more of an education they have the more opportunities and
choices will be available to them in the future. In some cases I might even go into
detail and research types of jobs they could get with a high school degree,
jobs they could get with a college degree and the difference in possible
earnings and what that might mean for their future. Also talk about jobs that
they could get if they didn't graduate from high school and the income that
might be expected from those. Explain that you truly care about them and their
futures, and that's a reason why you took this job, was specifically to help
them. That school may not be fun to them, but neither are many jobs, the jobs
that you can get with a good education will in most cases be more fun and give
you the opportunity to earn more money and have more fun living a better
lifestyle in the future.
Q- 4. If you had a soft spoken voice, what would be some ways to compensate for that and show that you "mean business"?
A- Being firm and consistent with them,
always showing them respect. I would also work on developing a firm tone, you
don't have to be loud, but you do need to develop a tone in which the students
do understand that you are serious and you mean business. A lot of that can
come with consistency though, follow through on what you say you will do.
Q -5. If there is a stop in the "flow" of a lesson due to an interruption, how do you recover the attention of your class?
A -I would use my
quiet signal. For me I either count down from 5 to 1
and by the time I count down I expect everyone to be facing forward
silently ready to learn. That would be if it was relatively quiet and
I felt it wouldn't be too difficult to get their attention.
If it was louder I clap my hands twice (so they have an auditory clue)
and hold my hand in the air, I don't put my hand down to start
teaching until everyone has their hand up, is silent and facing me.
Some classes are better at this than others, so if class are having a
difficult time I compliment students who do have their hand up while
we are waiting. For those classes I also make it a rule that they must
have their hand up and be facing toward me silently in 5 seconds or it
is a warning. I will count down from 5 to 0 with my fingers while my
hand is in the air and then give out warnings for all those who did
not make it in time.
and by the time I count down I expect everyone to be facing forward
silently ready to learn. That would be if it was relatively quiet and
I felt it wouldn't be too difficult to get their attention.
If it was louder I clap my hands twice (so they have an auditory clue)
and hold my hand in the air, I don't put my hand down to start
teaching until everyone has their hand up, is silent and facing me.
Some classes are better at this than others, so if class are having a
difficult time I compliment students who do have their hand up while
we are waiting. For those classes I also make it a rule that they must
have their hand up and be facing toward me silently in 5 seconds or it
is a warning. I will count down from 5 to 0 with my fingers while my
hand is in the air and then give out warnings for all those who did
not make it in time.
