1. Catch students being good (Wong 2001)
All too often the only students getting extra attention in the classroom are the ones being disruptive. As much as possible I try and recognize the students who are following directions and who are prepared for class every day. This may be something as simple as saying, "Thank you Sarah for having you book out". Appreciating students who are listening and are making your classroom run smoothly helps other students to catch up and to see that they can receive positive attention instead of focusing on getting an attention.
2. Proximity to students (Wong 2001)
When I first start to notice a student who is off task or is chatting with a neighbor, I go over and stand right beside them. This lets the student know that I am aware of what they are doing and that they need to refocus their attention on whatever the task may be. This is a quiet and semi private way of telling students that yes, I am watching them, and yes, they need to pay attention. I understand that it is not easy for students to sit and listen for seven hours a day but when it is time to focus, I expect my students to do so.
3. "Teacher-look" (Wong 2001)
We've all heard of it, mostly all of us have been subjected to it. The "teacher-look" is just a name for when a teacher makes eye contact with a student in a way that lets them know they are being watched. When a student is off task or talking when they should not be and I cannot get over to them fast enough to stand near them, I will often make eye contact with the student. This strategy is very effective because a lot the time students are only not paying attention because they think I cannot see them.
4.Use I - Statements (Claasen 2008)
I use "I-statements" when I want to communicate a problem that I have with a student without having them get defensive or feel like I am targeting them unfairly. As you can see below "I-statements" are expressions that start off with how the speakers feels about a problem. For example if a student did not complete their homework I could approach them by saying "Jimmy, I feel concerned that you did not compete your homework, is there something I can do to help you be able to complete the next one?" By approaching sensitive topics using "I-statements" students feel like the teacher cares about them as is not punishing them without first asking what went wrong. I also encourage my students to use "I statements" when they have difficulties with their friends or family members. This sign is posted in my classroom as a constant reminder of how to calmly respond to conflicts.
5. Problems are addressed immediately. (Olson 2007)
When there is a problem in my classroom it is my policy to address it with my students immediately. For instance, if a large majority of students start to not complete their homework or I hear them being disrespectful to other students I call for a class meeting. During a class meeting I address whatever problem has come up with the class and we talk about why these events are happening and what we can do to fix it as a class. Having the whole class think about the expectations we set at the beginning of the year and coming up with solutions on how to fix the problem, holds each student accountable for their behavior.
Claassen, R., & Claassen, R. (2008). Discipline that restores: Strategies to create respect, cooperation, and responsibility in the classroom. Booksurge.
Olson, K. (2009). Wounded by school: Recapturing the joy in learning and standing up to old school culture. New York: Teachers College Press.
Wong, H., & Wong, R. (2001). The First Days of School: How to Be an Effective Teacher. Harry K. Wong Publications, Inc.
When there is a problem in my classroom it is my policy to address it with my students immediately. For instance, if a large majority of students start to not complete their homework or I hear them being disrespectful to other students I call for a class meeting. During a class meeting I address whatever problem has come up with the class and we talk about why these events are happening and what we can do to fix it as a class. Having the whole class think about the expectations we set at the beginning of the year and coming up with solutions on how to fix the problem, holds each student accountable for their behavior.
Claassen, R., & Claassen, R. (2008). Discipline that restores: Strategies to create respect, cooperation, and responsibility in the classroom. Booksurge.
Olson, K. (2009). Wounded by school: Recapturing the joy in learning and standing up to old school culture. New York: Teachers College Press.
Wong, H., & Wong, R. (2001). The First Days of School: How to Be an Effective Teacher. Harry K. Wong Publications, Inc.