FIRST YEAR TEACHERS

Ways to Create Discipline Problems

The authors of this article suggest that teachers may actually encourage some of the discipline problems they encounter. They offer ten practices guaranteed to make the classroom environment chaotic.

1. Expect the worst from kids. This will keep you on guard at all times.

2. Never tell students what is expected of them. Kids need to learn to figure things out for themselves.

3. Punish and criticize kids often. This better prepares them for real life.

4. Punish the whole class when one student misbehaves. All the other students were probably doing the same thing or at least thinking about doing it.

5. Never give students privileges. It makes students soft and they will just abuse privileges anyway.

6. Punish every misbehavior you see. If you don't, the students will take over.

7. Threaten and warn kids often. "If you aren't good, I'll keep you after school for the rest of your life."

8. Use the same punishment for every student. If it works for one it will work for all.

9. Use school work as punishment. "Okay, smarty, answer all the questions in the book for homework!"

10. Maintain personal distance from students. Familiarity breeds contempt, you know.

-- M. Mark Wasicko & Steven M. Ross. The Clearing House, May-June 1994 v67 n5 p248 (4).

• Become acquainted with the adolescent culture - Listen to a little bit of the music they enjoy, occasionally watch the shows they like, and pick up clues from their conversations as they enter & exit the room.
• Tune in to their concerns - A ballgame, prom, or school dance, may not seem like a big deal to us, but it can be to them. Significant homework assignments on these afternoons amounts to a major battle and can make the teacher seem like a tyrant from a distant planet.
• Add a dose of relevancy - Examples that relate to students' interests outside of school not only can create an "aha" moment, but may also boost one's image as someone who is cool and "in touch."
• Get to know your students - Greet them with small talk as they enter or leave the classroom. Read the school newspaper; see what is going on in their world. Attend ballgames, plays, etc. where they participate. Use anecdotes to which they can relate.
• Show your humanity- Be willing to admit your mistakes. Laugh at yourself. Enjoy spontaneous moments in the classroom.

  --Robin Gordon (97); Waller (67)

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  Homework

  Positive Effects:

  • Extends class time, providing increased opportunity for learning
  • Can aid in developing responsibility
  • Can increase parental involvement
  • Can improve study skills

  Negative Effects:

  • Can add such a load that it causes students to "turn off" any desire for school work
  • Can cut into outside pursuits and cause pupils to develop ways to "beat the system" ( copying, etc.)

  What Students Say About Homework:

  • Homework should be assigned
  • Homework has value in overall learning
  • Unimaginative, repetitious work is boring
  • Homework not checked or graded is of little use

  Students Say They Prefer Homework That:

  • Is reasonable
  • Is interesting

  Homework Guidelines

  Inform students of the purpose of the assignment. Show relevancy.

  Announce assignments properly. Written instructions on board or on assignment sheet help. Do not cram assignment into the last minute or two of the class.

  Create assignments that: arouse curiosity, stimulate thinking, provide good practice opportunities and/or application of knowledge.

  Consider using study guides, puzzles, or other accountability measures when assigning reading.

  Provide appropriate feedback on homework checked.

   

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  Providing Feedback

  Providing high quality feedback when checking for student understanding is important and usually involves these three steps:

  1. Developing a clear standard of performance - This means that you must have a clear picture of what a good answer, project, or performance looks like. What components must be included for it to be complete? This picture should be communicated to your pupils. Rationale: When all components of a complete answer or project are known to the teacher, he/she one can more easily provide clear and specfic feedback about missing or incorrect parts.

  2. Provide corrective information - In this step, the student is shown where he/she is having a problem (which part or component is weak) and assistance is provided to overcome the stumbling block. Additionally, it is a good idea to point out any portion that may be exceptional so the student will know to maintain that practice.

  3. Opportunity for additional practice - When appropriate, additional practice problems (similar to the one's missed by the student) should be provided to make sure that the pupil can overcome the stumbling blocks on their own.

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  Learning Student Names

  Have trouble at the beginning of the year learning the names of your students. Try one of these recommended techniques:

  1. Let students prepare their own "passport."

  On a notecard, ask them to place a photo, information about their interests, and any other info you consider vital. Use the cards to "study" your pupils outside of class.

  2. Name Tags or Name Tents

  During first two weeks of school ask students to pick up a name tag you have made for them and wear it in class. Alternative: students create name tents--paper folded in half--and place them on their desks for a few days.

  3. Ask Students to Create a Memory Device to Remember Them By

  Pupils can be encouraged to create a mnemonic device or creative visual to assist in "setting them apart."

  4. My Unforgettable Neighbor

  Pair students. Let the partners interview each other. Next, they introduce their new friend by telling something about the person that will be hard to forget.

  5. A Kodak Moment

  Assign pupils to groups. Take group pictures. Label students by names for outside study.

  -- Joan Middendorf (1993)

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