them that I will be their mathematics teacher that year, that I need them to be in their seat in Room 12 before the bell rings, that they need to have a pencil and paper each day, and that chewing gum is absolutely prohibited. Of course, the specifics that apply best to your school culture and classroom environment may vary from what I list here. Perhaps your students all use tablets or laptops rather than pen and paper. The point is, before they even set foot on campus, you have created the perception you are firm, organized, and paying attention. Keep the conversation short and sweet, and save lengthier discussions about class policies for when your students are all in class together.
Honk and Wave While Driving to School
Each morning, as I drive through my school’s neighborhood, I often see my students walking along the sidewalks. I always honk and wave to them as I drive past. Not too excitedly, but just enough to send them the message that my classroom extends far beyond its walls, and I’m looking out for them at all times. Would-be ditchers always have to reconsider, as they know I’ve already seen them and will expect them in my class. As I walk onto campus, I always say a pleasant “good morning” to every student I walk by, just to remind them that I see them, wherever they are, and that I’m excited to have them in class.
One of my best friends is a successful real estate developer. He makes it a point to attend every networking event in the area. He says, “The reason I go is not just to meet new people, but I want everyone in the business to know that if they cheat me on a commission, they’re going to have to see me everywhere they go.” Needless to say, very few people have ever tried to take advantage of him. Although our intent is for their benefit and not our own, we send the same message to our students every time we greet them outside of our classrooms.
Greet Your Students at the Door
Nothing says, “I’m paying attention” more than your initial contact with your students as they enter your classroom. As you greet them, insist on eye contact. Take the time to speak with your students about the importance of eye contact in our culture. Practice it, insist on it, and enjoy its benefits by using that connection to get to know your students as individuals while letting them also get to know you. Visibility works both ways, a theme you will see return in several of the strategies in part 2.
Utilize the Eyes in the Back of Your Head
No teacher has eyes in the back of his or her head, but there are ways you can give your students the impression that you do. One of my absolute favorite classroom-management tricks often works in something resembling the following three steps.
1. You see that two of your students (we’ll call them David and Ben) are off task. Instead of immediately correcting them, remain silent.
2. Walk to the opposite side of the room and begin helping another student. With your back completely turned, say loudly, “David and Ben, please stop talking and finish your work.” Never look up or make eye contact with David or Ben. Continue helping the original student.
3. David and Ben will be shocked and will wonder how you knew they were talking. (That’s some Yoda magic right there.) While elementary school students will marvel at your seemingly magical skills, even secondary school students won’t be able to deny your innate ability to know what’s happening at all times.
This trick is effective while you are working at the board or sitting at your desk. Each time, continue about your business as if it’s a regular part of your teaching. Again, you’ve created the perception that you are everywhere all at once, and affirmed that as teachers, visibility is everything. Of course, use your best judgment when dealing with more severe cases of discipline, but the more you can put a stop to disruptive behavior without having to engage in threats or consequences, the better.
Insist on a Clean Floor
One minute before class ends, I announce to my students, “This floor was spotless when you walked in; it needs to be spotless as you walk out.” Because the point of this exercise is about having respect for the learning environment, I train the students to pick up any trash around the vicinity of their desks, regardless of whether they are responsible for it being there. This reinforces the impression that everything that is happening in my classroom is visible and that everyone in the classroom is accountable. It also sets up the next class for success as students enter.
Summary
Just as the broken-windows theory contributed to cleaning up New York City, it can also restore and promote a positive learning space for your students to do their best work. You just have to identify those core and most visible behaviors that tend to lead to increased disruption and then be willing to be firm and consistent in addressing those behaviors. What are they? Name them, eliminate them, and get back to teaching those young Jedi who need us.
Reflection Questions
Now that you have completed the chapter, consider and reflect on the following questions.
1. What are the two most visible offenses that occur in your classroom? How do they impact you, your instruction, and other students? What could you start doing tomorrow that would decrease these behaviors?
2. Which of the strategies listed in this chapter could you start using right now, and what effect do you hope it will have?
3. Consider the methods you use to address classroom disruptions. Do the strategies you use promote positive student behavior without resorting to arbitrary consequences? How might you alter your approach to incentivize positive behavior in a more productive way?
4. Which teachers at your school are known for having the best classroom-management skills? Consider setting up a time to go and watch them in action! Then, try a few of their techniques in your classroom and see what happens.
Owning It © 2019 Solution Tree Press • SolutionTree.com Visit go.SolutionTree.com/instruction to download this free reproducible.
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PLEASE STOP THINKING
Understand Four Things Teachers Say That Sabotage Learning
As teachers, we always keep an eye out for the teachable moment, those unexpected twists and turns (usually student-prompted) in our daily routine that allow us to grab hold of a question or comment on a mistake and spark in our students knowledge that is real-time and interesting (Lewis, 2017). I’ve found that capitalizing on that teachable moment can often be the most memorable, powerful part of the day.
I find the challenge with making teachable moments memorable and powerful is that we disrupt students’ ability to absorb that knowledge if we use words, phrases, and instructions that do the exact opposite of what we intend. Instead of invoking thinking, these words actually sabotage it. Bringing these phrases to our consciousness and then banning them from our teaching lexicon, using the strategies I present in this chapter, can help us truly take advantage of teachable moments and inspire learning in our classrooms.
Strategies for Success
Some successes depend on knowing what not to say. Here are four common variations of these teacher-spoken phrases, explanations for how students perceive them, and a few alternatives you can use instead that will keep your classes on track, on target, and ready for the next truly teachable moment.
