| ng control in a chaotic classroom can be one of the | | | | being worked on that day. "James, can you please tell |
| biggest challenges that face new teachers (or even | | | | us which state was the last to secede?" This lets the |
| those teachers that are considered to be 'old vets'). If | | | | student know that you are willing to move on and are |
| your classroom environment is beginning to make you | | | | giving them the opportunity to get back on the same |
| feel like more of an underpaid babysitter than the | | | | "page" as the rest of the class. |
| educational professional that you have worked so | | | | · If this fails, approach the student and touch |
| hard to be, you need to learn some steps to take | | | | the student on the forearm. Ask the student in a calm |
| control and maintain control of your classroom and the | | | | voice if they would like to behave - or would they |
| students in it. Even if you can stomach the bedlam and | | | | prefer another option of your choice (leave the room, |
| utter anarchy that can ensue when students "run wild", | | | | go to the principal's office, sit in time out, etc.). Allow the |
| other students that are not participating in the unruly | | | | student a choice. If the student elects to behave, follow |
| madness are being affected - and it is your | | | | up by sending them to the office, sitting them in time |
| responsibility to provide a positive atmosphere that | | | | out, etc., if they fail to honor that choice. Don't give |
| promotes learning. | | | | second chances. |
| When Students Go "Wild" | | | | · For chronic bad behavior, pull the student |
| Developing the skills that are needed when your | | | | aside and talk with them (preferably with the guidance |
| classroom is in a state of pandemonium can be a | | | | counselor or principal) assertively about your |
| process of trial and error. Learning to act in lieu of | | | | expectations for your classroom and how they are |
| reacting is a fundamental part of gaining and keeping | | | | falling short of what you demand from your students. |
| the control that you need. When one student is causing | | | | Develop a plan with the student to correct the |
| a commotion or being unruly, the behavior that you | | | | behavior. If the turmoil continues, it is time to speak with |
| exhibit must make a statement that they understand | | | | the student's parents, either in person or via a |
| (in no uncertain terms) - or you will never be the | | | | telephone conference. |
| master of your classroom. These steps will help you | | | | Monkey See, Monkey Do |
| "show them whose boss" without allowing misbehavior | | | | It's certainly one thing to have a student or two acting |
| to dictate the entire classroom session - and thus | | | | up, but when it appears that the whole class is acting |
| affecting other students. Begin by: | | | | up, it's a whole new ballgame. Even though you may |
| · Pausing. Stop what you are doing and either | | | | be paralyzed with frustration when you feel like nearly |
| step towards the student physically or veer toward | | | | all your students are out of order, you CAN take |
| the direction of the student(s) that is being disorderly. | | | | control of the situation. Begin by pausing. Tell the |
| This is often enough to let the student know that you | | | | student to stop everything that they are doing. State |
| have noticed the bad behavior and that you | | | | the problem. "Your behavior is not acceptable based |
| disapprove. | | | | on the guidelines and rules that each of you are aware |
| · Make and hold eye contact with the student | | | | of". Ask each student to place their heads on their |
| in question. (This also works for students who are | | | | desks. Try to determine who the main perpetrator(s) |
| being inattentive during a presentation or lecture). | | | | of the commotion is and send the child or children to |
| · Call on the student and ask a simple question | | | | the principal's office. |
| about the material that is being presented or the topic | | | | |