Learning Outcome #6: Know and apply various disciplinary models to manage student behavior.
Bob Sullo states “Individuals with an especially high need
for safety and survival tend to avoid taking risks;” (39) regardless of
students acting out and causing discipline problems, these students want to
belong in some way. Connecting with students builds a strong relationship, and
with strong relationships comes a comforting community within the classroom.
What happens when the students do act out? These are the students who might
want attention, but is it fair to take it away from the other students who are
doing what they are supposed to be doing, and the students who actually want to
learn? No.
I have eighth graders right now at Homer Junior High who love attention. There are a few students who have troubling backgrounds; however, most of the discipline problems come from the students who act out and seek attention. In the beginning I would just ask the students to be quiet, stop talking, and to be respectful to their peers and myself, but when that didn’t work I realized I wasn’t being taken seriously. I needed to change my class management as well as providing a different disciplinary action. Tenth period I had a study hall where all the kids who are in sports come to “do their work.” It was a Friday and not many students actually had homework. I made the mistake of letting the students talk, instead of containing a silent study hall or allowing them to take a book to read from the library. Before I knew it the students were off the wall, and two of the eighth grade boys were showing off, acting out, and not listening. I had enough, and wanted the students to know that I was in control, so I gave both boys a lunch detention, and eventually sent them down to the office. This showed the other students that I was serious and for the rest of the period, the students were quiet.
A different time, I took it to the next level. One of the same boys I gave lunch detention to, I realized was giving all teachers a bit of trouble in class. Eventually it became such a habit for him to be a disruption in class that I sent him out into the hallway, and emailed his parents during my next free period. They were polite and said that they will do their part at home, while we do our part here at school. Behavior in the eighth grade I have noticed is about appearance. They are at the stage where they are discovering who they want to be, and their social life is everything. But, once I take a stand in front of the whole class, the students realize I am serious, and the one student being disciplined knows that I won’t hesitate to do it again.
One thing I have learned from student teaching is that when you first meet the students, they need to see that you are there as a teacher, not as a friend. Boundaries are everything. There is a difference between helping and connecting with students and becoming their friend. I need to have my teacher voice, and my stern personality firsthand, so they see me as an adult, as a mentor, and as their educator. Sometimes it is hard for me because I am so short, and I look so young that I don’t want them to confuse me for a friend; I have been told that my presence is very strong for how young I look, and if I keep that up the students will think twice before crossing me.
Because eighth graders are at that time in their life where they have so much energy that they don’t know what to do with, after lunch we give the students an opportunity to play “cross fire” in the gym. They get it all out before their next class. However, in classes, especially the afternoon classes when the students start to die down, it is important to keep them motivated. I do this by getting them up and moving, as well as talking within their groups. I know that I wouldn’t have much progress with the students if I were to make them do independent work all period. It is better for the students to do a variety of learning throughout the period; it really is surprising how fewer discipline issues occur if things get “switched up” every once and a while.
The Motivated Student by Bob Sullo
I have eighth graders right now at Homer Junior High who love attention. There are a few students who have troubling backgrounds; however, most of the discipline problems come from the students who act out and seek attention. In the beginning I would just ask the students to be quiet, stop talking, and to be respectful to their peers and myself, but when that didn’t work I realized I wasn’t being taken seriously. I needed to change my class management as well as providing a different disciplinary action. Tenth period I had a study hall where all the kids who are in sports come to “do their work.” It was a Friday and not many students actually had homework. I made the mistake of letting the students talk, instead of containing a silent study hall or allowing them to take a book to read from the library. Before I knew it the students were off the wall, and two of the eighth grade boys were showing off, acting out, and not listening. I had enough, and wanted the students to know that I was in control, so I gave both boys a lunch detention, and eventually sent them down to the office. This showed the other students that I was serious and for the rest of the period, the students were quiet.
A different time, I took it to the next level. One of the same boys I gave lunch detention to, I realized was giving all teachers a bit of trouble in class. Eventually it became such a habit for him to be a disruption in class that I sent him out into the hallway, and emailed his parents during my next free period. They were polite and said that they will do their part at home, while we do our part here at school. Behavior in the eighth grade I have noticed is about appearance. They are at the stage where they are discovering who they want to be, and their social life is everything. But, once I take a stand in front of the whole class, the students realize I am serious, and the one student being disciplined knows that I won’t hesitate to do it again.
One thing I have learned from student teaching is that when you first meet the students, they need to see that you are there as a teacher, not as a friend. Boundaries are everything. There is a difference between helping and connecting with students and becoming their friend. I need to have my teacher voice, and my stern personality firsthand, so they see me as an adult, as a mentor, and as their educator. Sometimes it is hard for me because I am so short, and I look so young that I don’t want them to confuse me for a friend; I have been told that my presence is very strong for how young I look, and if I keep that up the students will think twice before crossing me.
Because eighth graders are at that time in their life where they have so much energy that they don’t know what to do with, after lunch we give the students an opportunity to play “cross fire” in the gym. They get it all out before their next class. However, in classes, especially the afternoon classes when the students start to die down, it is important to keep them motivated. I do this by getting them up and moving, as well as talking within their groups. I know that I wouldn’t have much progress with the students if I were to make them do independent work all period. It is better for the students to do a variety of learning throughout the period; it really is surprising how fewer discipline issues occur if things get “switched up” every once and a while.
The Motivated Student by Bob Sullo