| Gaining control in a chaotic classroom can be one of | | | | worked on that day. "James, can you please tell us |
| the biggest challenges that face new teachers (or | | | | which state was the last to secede?" This lets the |
| even those teachers that are considered to be 'old | | | | student know that you are willing to move on and are |
| vets'). If your classroom environment is beginning to | | | | giving them the opportunity to get back on the same |
| make you feel like more of an underpaid babysitter | | | | "page" as the rest of the class. |
| than the educational professional that you have | | | | · If this fails, approach the student and touch the |
| worked so hard to be, you need to learn some steps | | | | student on the forearm. Ask the student in a calm |
| to take control and maintain control of your classroom | | | | voice if they would like to behave - or would they |
| and the students in it. Even if you can stomach the | | | | prefer another option of your choice (leave the room, |
| bedlam and utter anarchy that can ensue when | | | | go to the principal's office, sit in time out, etc.). Allow the |
| students "run wild", other students that are not | | | | student a choice. If the student elects to behave, follow |
| participating in the unruly madness are being affected - | | | | up by sending them to the office, sitting them in time |
| and it is your responsibility to provide a positive | | | | out, etc., if they fail to honor that choice. Don't give |
| atmosphere that promotes learning. | | | | second chances. |
| When Students Go "Wild" | | | | · For chronic bad behavior, pull the student aside and |
| Developing the skills that are needed when your | | | | talk with them (preferably with the guidance counselor |
| classroom is in a state of pandemonium can be a | | | | or principal) assertively about your expectations for |
| process of trial and error. Learning to act in lieu of | | | | your classroom and how they are falling short of what |
| reacting is a fundamental part of gaining and keeping | | | | you demand from your students. Develop a plan with |
| the control that you need. When one student is causing | | | | the student to correct the behavior. If the turmoil |
| a commotion or being unruly, the behavior that you | | | | continues, it is time to speak with the student's parents, |
| exhibit must make a statement that they understand | | | | either in person or via a telephone conference. |
| (in no uncertain terms) - or you will never be the | | | | Monkey See, Monkey Do |
| master of your classroom. These steps will help you | | | | It's certainly one thing to have a student or two acting |
| "show them whose boss" without allowing misbehavior | | | | up, but when it appears that the whole class is acting |
| to dictate the entire classroom session - and thus | | | | up, it's a whole new ballgame. Even though you may |
| affecting other students. Begin by: | | | | be paralyzed with frustration when you feel like nearly |
| · Pausing. Stop what you are doing and either step | | | | all your students are out of order, you CAN take |
| towards the student physically or veer toward the | | | | control of the situation. Begin by pausing. Tell the |
| direction of the student(s) that is being disorderly. This | | | | student to stop everything that they are doing. State |
| is often enough to let the student know that you have | | | | the problem. "Your behavior is not acceptable based |
| noticed the bad behavior and that you disapprove. | | | | on the guidelines and rules that each of you are aware |
| · Make and hold eye contact with the student in | | | | of". Ask each student to place their heads on their |
| question. (This also works for students who are being | | | | desks. Try to determine who the main perpetrator(s) |
| inattentive during a presentation or lecture). | | | | of the commotion is and send the child or children to |
| · Call on the student and ask a simple question about | | | | the principal's office. |
| the material that is being presented or the topic being | | | | |