| Teaching should not be the running of the bulls. | | | | observe your attitude if you are talking to one student |
| Too often teachers let students into the ring | | | | about what you expect, and realize you are serious |
| (classroom) anyway they want to enter, and then try | | | | about classroom management. |
| to get control of these raging bulls after the bell rings. | | | | A concept that I constantly try to get across to |
| So in they come--energetic, wild, frenzied, talkative, | | | | teachers when it comes to classroom discipline is the |
| distracted. | | | | importance of non-verbal communication. As teachers |
| It is better to head them off at the pass. This means, | | | | we can often think it's the words that count--so if the |
| you stand at your doorway, and monitor every student | | | | student says they are ready for class we let them in. I |
| as they approach the door. Let's make this a step by | | | | wait until everything about the student's body language, |
| step process. | | | | breathing, and non-verbal communication is respectful |
| 1. Watch the student as they approach: Do they have | | | | and indicates that they are ready to enter class in an |
| their materials? Do they look calm and focused? Do | | | | orderly manner. |
| they look serious about starting some academic | | | | Otherwise I tell them to stand aside, breathe deeply, |
| business? Does any of their non-verbal communication | | | | and get their act together before entering. |
| look like they may be disruptive? If everything looks | | | | When each individual student has been instructed to |
| okay, proceed to Step 2: | | | | go quietly to their seat in an orderly manner, your |
| 2. Briefly stop each student and explain exactly what | | | | whole class will start out with the correct atmosphere |
| you expect of them as they enter--to enter the | | | | and anyone not complying will 'stick out', making it |
| classroom quietly, politely, and in an orderly manner, to | | | | easier to pinpoint your next discipline step. |
| go directly to their assigned seat without talking, to | | | | If, by chance, someone slips by and begins talking or |
| take out their materials and begin working immediately | | | | disrupting, call them back to the door. Have them try |
| on the assignment on the board. | | | | again. And again, if necessary. This sends a |
| 3. Step 3 here is what separates the pros from the | | | | tremendously strong message to the student and the |
| amateurs. The amateur settles for having explained | | | | class--your standards for behavior are high and must |
| this to the student. The pro adds the following to step | | | | be complied with. |
| 2: Make sure they make eye contact with you when | | | | In fact, sometimes I have on the first day of school |
| you are explaining. If they become disrespectful tell | | | | called the whole class out again to practice going to |
| them to stand aside while you let the other students | | | | their seats properly. |
| enter. Ask them if they understand--have them look at | | | | If you want to be a pro at this you will ignore |
| you when they say 'Yes'. Do not settle for a quick nod | | | | complaints and have them practice as many times as |
| when all of the non-verbal communication says 'I'm | | | | it takes until they enter as you would like. That's a |
| going back to full speed as soon as I enter the room.' | | | | strong message about your standards right from the |
| Slow them down emotionally if they are hyped up by | | | | get-go. |
| having them take a deep breath and wait at the door | | | | As teachers we want to spend all of our time |
| until they are ready to enter. | | | | teaching, not disciplining. This kind of technique is what |
| If students start to pile up at the door, let the ones in | | | | will get you there. |
| who look the most ready to enter calmly. All will | | | | |