Ask, don't tell

My habit has been to tell, to label, -- let's be honest: to nag.

"Edwina, you keep shouting out your thoughts. The rule is to raise your hand when you want to speak. I am tired of reminding you of this. You are on warning."

The result was always the same: dirty looks to match my dirty looks. Edwina might or might not answer back, but she would always complain about what a b**** I am.

WHEN I now remember instead to ASK, "Edwina, what are you doing? And what is our rule?" ... nine times out of ten, Edwina apologizes and self-corrects. ASTONISHING!!!

Or how about this, "Armando, I see you are choosing not to work today. That is not acceptable. Students who choose not to work may end up with Academic Detentions. Don't make me do that. Get to work."

Armando would typically respond by digging in his heels, daring me to follow through with my threat.

WHEN I now remember instead to ask, "Armando, what are you doing?" ... nine times out of ten, Armando slowly begins to work! AMAZING!!!

If after a few minutes Armando does not begin (or Edwina keeps shouting), I might need to add, "If you cannot work (cooperate) today, you can go next door. The choice is yours."

The really dazzling thing about the detour to another class is that the kids HATE to be detoured even though there are no additional punitive strings attached. No detentions, no referrals. Leaving their class and facing the rolled eyes of peers in the detour class is punishment enough.

This simple Raise Responsibility technique is transforming. It is still hard for me to remember, to change my nagging ways, but the jaw-dropping results are worth the effort.

Searching for a better class management model

I am fairly skilled in managing my classes. My classes are quiet when I need them quiet, working when I need them working, and there are no major disruptions that I can't handle.

Still ... things could be better.

Students are out of control in hallways. Students do not recognize teacher authority in the lunchroom. And some few students take advantage of my reminder-warning-detention policy by making sure they earn their reminder and warning each and every day. I am getting worn out.

My policies worked inside the classroom, but ended there. I am not satisfied. This summer, I read several books, seeking a better idea.

I found excellent ideas in many books, but the one I intend to follow is from Marvin Marshall. In a nutshell, he posits that people act on one of four levels, only two of which are acceptable in the classroom. My very succinct poster sums these up. In his system, students are taught the levels and acknowledge that only levels C and D are desirable.

Here is the beauty of the plan. Should a student act up, the teacher simply asks, "On what level is your behavior right now?" The student is thus made aware, owns the problem, and is encouraged to make better choices. The teacher does not label, does not impose consequences. The point is to help the student recognize inappropriate behavior and self-correct. The focus is not on whether or not to give Johnny his umpteenth detention, but on how to help Johnny own and improve his behavior.

There is so much more -- interested? Read the book, hit the website, ... or check back in a month or two, when I weigh in on how well this is working in my classroom!