GREAT EXPECTATIONS

 

Effective management is a wonderful concatenation of student engagement, their motivation to learn, student ability to participate, and the teacher establishing clear limits, expectations and guidelines in class.  Because of it's multifaceted structure, effective management can be a subtle and difficult aspect of teaching to master.  In addition, beginning teachers are often uncomfortable with their position of authority.  It is possible to teach using a humanistic approach yet still provide structure.  It takes time and mentoring to learn how to create a learning environment that is respectful and has clear  and understandable limits. 

Why do people misbehave?

 

Before beginning this reading, jot down your ideas about why people break rules and laws.  Think of examples from your own life (speeding in a car, walking across the street on a red light, taking towels from a hotel).  Be as specific as possible.

 

People generally misbehave because they think they won't get caught and they are trying to meet their needs.  They may not agree with the rules or laws and do not have respect for the authority in charge of enforcing them.  Students need attention, relate inappropriately to authority, may not understand the rules, or "act out" to get other needs met.  At an environmental education center, there are the added challenges of students not being used to being  directed in an outdoor setting or they perceive you as a substitute teacher.   To minimize misbehavior, address these concerns directly, proactively, and consistently.  If class content and activities encourage intrinsic interest from students, misbehavior can be minimized.  The following description lays out an approach to proactively manage student behavior.  Develop your curriculum carefully to create an involving, interesting class.

 

Keep in mind you are striving to set a positive, safe tone for class.  Keep your demeanor positive, smile frequently, and truly expect your students to behave, not misbehave.

 

Effective Student Management

 

During your initial contact with students set aside 15 minutes to discuss your expectations of student behavior as well as student expectations of you and their experience.  Some teachers choose to meet students and begin by playing games to set a fun tone then follow up the game or activity with this discussion.  If you choose to start with a game, keep an alert eye out for misbehavior or unsafe situations.

 

 

 

 

 

 

 

Establishing expectations

 

Gather students in a circle in a setting where they will be comfortable and not distracted for 15 minutes.  Depending on the age of students and tone you want to set, you can use a "talking stick", any item which, when held, gives the holder the right to speak.  A stuffed animal, a ball, or a natural object like a feather or rock will suffice.  Keep in mind everything you do during these first few minutes serves to set a tone.  In addition to listening to your words, students are watching your every move!  Be deliberate with the choices you are making.  For example, ask a question, give adequate wait time, then ask who would like to answer first.  With certain questions you can expect every student to contribute a response.  For other questions you can collect a sampling of responses.  Students can pass the talking stick around the circle or gently toss it to the next speaker.  Use a chalkboard or paper and marker to summarize student comments.  Be especially judicious to reward good listening behavior and to prevent interruptions or disruptions.

 

Begin with a "warm up" question such as "Give one word that describes how you are feeling about the upcoming (day, week, trip, etc.)".   Get students talking and begin habituating them to your methodologies.  Another strategy is to pair students up and have them discuss the question before discussing it as a group. 

 

Follow up with a question about what each student expects from this experience.  It's important that each student respond.  When students are warmed up, explain that we have a lot of exciting activities to do and places to visit.  We need to make sure that everyone is safe and that everyone can participate.  What rules or expectations should this group have today (this week, this trip, etc.)?  List the suggested expectations on board.  Categorize similar suggestions under one heading.  Keep the list short and to the point.  Fill in any omissions once the students complete their suggestions. 

 

Look at the list of expectations generated by the students and ask if anyone has questions about why some of these are needed.  Allow discussion and make changes to the list as appropriate.  Edit the list and group the expectations so you have 2 or 3 main expectations.  For example, a lot of behaviors can be condensed under "respect". Once the list is complete and students understand the necessity of the expectations, get all the students to agree to the list.  Use a signaled response, such as nodding or a thumbs up.

 

Rewarding and acknowledging behavior

 

Now you have a list of expectations generated by students and student agreement.    Now you must be vigilant.  Be sure to enthusiastically reward appropriate behavior and correct inappropriate choices.  Other students can participate in rewarding appropriate behavior and acknowledging inappropriate choices. 

 

 

 

 

Examples of rewarding appropriate behavior:

"Thanks for waiting your turn, Susie."

"You showed good listening skills during that discussion."

"Nice job as trail leader, Jen.  You kept the group together and set a reasonable pace for everyone."

 

Notice that these comments are directed towards individuals and give feedback for specific behavior.

 

To keep a positive tone and to help students understand what you expect from them, pay a lot of attention to appropriate behavior choices.   Appropriate behavior is easy to overlook.  while misbehavior generally gets the teachers attention by being disruptive or distracting.  Train yourself to notice, both quietly to yourself and aloud to your students, appropriate choices. 

 

Examples of correcting inappropriate choices:

"Justin, the rule is no throwing snow.  The next time you throw snow you will sit out of the rest of the activity."

"Jamie, you shoved in line in front of Jane.  Go to the back of the line."

"That behavior is disrespectful, Sarah.  What would be a more respectful choice?"

 

Acknowledgement of inappropriate choices must be done as personally as possible, such as in a quiet conversation with an individual, not shouted out to the entire class unless the entire class is involved. 

 

When talking doesn't do it

 

What do you do if behavior doesn't improve?  It's time for consequences for inappropriate behavior. 

 

If a student disregards an expectation more than twice, it's time for a consequence.  The best consequences are the ones that relate directly to the misbehavior.  Some teachers have a difficult time allowing students to experience the consequences of their behavior choices.  Keep an attitude that consequences are no big deal, they should relate directly to the behavior, and we experience them all the time.  For example, if you go outside in the rain without raingear, you'll get wet.  If your behavior is disrespectful, there should be a consequence like this, simple, related to the behavior, and immediately following the behavior. 

 

 

 

 

 

 

 

If the expectation is...                                                An appropriate consequence is...

 

No running on the trail.                                              Walk at the back of the group.

 

Raise hands to answer a question.                             Separate from the group a few feet (the student can listen but not contribute)

 

Take turns.                                                                     Go to the back of the line.

 

                              Teacher behavior while implementing consequences

                                                            Be consistent

                                                            Keep consequences short, simple, related to behavior

                                                            Stand physically close to student

                                                            Use direct eye contact

                                                            Remain calm, use a soft voice

                                                            Affirm what's appropriate

                                                            Be firm and anger free

                                                            Allow student to "save face"

                                                            Don't allow excuses, bargaining, whining

 

What do I do when with a student who is "trouble"?

 

Sometimes an individual student, for myriad reasons, consistently challenges limits and expectations.  A teacher can quickly come to expect this student to misbehave.  This will influence the student's self-perception and the student will fill the role of "trouble-maker".  When you find yourself faced with the same student consistently who is challenging the expectations, it can be hard to break this cycle.  Find ways to build a positive relationship with the student and look for their strengths and contributions, not just their misbehavior.

 

á                    Separate the action from the student.

"I like you, not your behavior choice."

"I want you to stay in this class, but your behavior has to change..."

"I appreciate the leadership you've shown, you've contributed a lot to the success of this class.  But your behavior choice is inappropriate."

 

á                    After implementing a consequence, forgive the student and allow her or him to rejoin the group with a clean slate.

 

á                    Visit with the student on the trail and build rapport with them.

 

á                    Concentrate on encouraging appropriate behavior choices in the student.

 

 

Anger and effective management

 

Teachers are human and experience a wide range of emotions when teaching.  It's the feeling of making a human connection that drives most of us to teach.  But what happens when those emotions turn negative?  Especially in situations involving behavior management, teachers can feel angry, manipulated, ineffective.  What can you do when you feel angry?

 

Your emotions reflect what's happening between you and the student.  If you're angry, that's important information.  Act BEFORE you get angry, notice your own warning signs, know your own triggers.

 

You cannot act angry with the student.  Force yourself to appear calm.  Calmly revealing your emotions is appropriate and can be very effective and a good role model for the student.  ACTING angry and EXPRESSING anger are two different things.

 

Anger is a masking emotion.  We feel angry because we cannot resolve the initial emotion (threatened, fearful, sad, embarrassed, hurt, etc.).  When you feel angry, look deeper.  Can you find another reason for the anger?

 

Continuing Education

 

Learning how to effectively manage students, especially in an outdoor setting, is an imperfect science.  No teacher does it perfectly.  Keep your sense of humor and be patient with yourself as you develop your own style of effective management.  Conversations with your peers can help you through challenging situations.  Strive to set a positive tone by noticing appropriate behavior in students.  Spend time reflecting after a class and notice what you did well and what you want to work to improve.  An effectively managed group will learn more and be more enjoyable to teach.