A student violates a rule or acts outside of the handbook, and they receive a consequence; the concept should be simple.
But, like with anything involving people, classroom management is arguably the least easy thing educators do.
It's especially hard when you're aiming for more than behavior management and compliance.
When you're going for total learning and the physical/emotional environment required for it classroom management becomes a constant cycle of observation, consideration, and dialogue. It can be cognitively, physically, and emotionally taxing all at once.
Anything that obstructs the clarity, momentum, provisioning, etc of the lesson must be addressed with the end goals of the lesson in mind - your response has to be intentional.
1. It can't be reactionary.
2. It shouldn't be addressed in public, but it ought to be timely.
3. Don't make it about you the adult; it has to be about the student, the class, and learning.
"Parents and teachers can reduce their own frustrations and those of the students by understanding that what appear to be laziness and lack of motivation are often an extreme need for support and guidance." - Margaret Searle, p. 1594. You have to respond in a way that sets limits on the behavior while also communicating that you're always there to help and that you'll never give up on them.
5. It can't be judgmental. It can't be insulting.
#fhspantherchat instead of getting frustrated with what you're seeing or hearing you need to identify why it's happening & how to proceed6. Do some investigating; find out why before moving forward.
— Eddie Evans (@ewevans3) March 9, 2014
7. Reach out to those around you and ask what have others seen and heard from the student; I may not have the right approach but I'm sure we can come up with something.
8. Think about tomorrow. Don't burn a bridge. Don't embarrass.
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9. Labeling, getting frustrated, lashing out, giving up, etc. is contrary to what we're trying to do
Each issue and each person is unique. Remember that and proceed intentionally.