Why does it pain teachers to hold students accountable?
Why are some so quick to ignore misbehavior, look the other way, or make excuses for it?
Accountability is important, right? So what’s the problem?
I have a few ideas.
Teachers are slow to hold students accountable because…
It can be stressful and at times seem more trouble than it’s worth.
They fear that strict accountability could make students resentful and therefore increase bad behavior.
Holding students accountable hasn’t worked well for them in the past; the same students break the same rules over and over again.
Ignoring misbehavior can seem like a better, less stressful option.
They have deep compassion for students with tough home lives and can be reluctant to hold them accountable.
They don’t want students to think they’re mean.
I understand these concerns. They’re valid and can feel too big to overcome. But it’s possible to hold students accountable for every incident of misbehavior while eliminating these concerns.
Here’s how.
Accountability Is An Attitude
Effective accountability requires a particular attitude on the part of the teacher. It is a way of thinking that produces (in the teacher) behaviors that eliminate the concerns associated with holding students accountable.
Acquire the attitude, and accountability will work the way it’s supposed to.
This accountability attitude is easier to remember if condensed into a single strategy. I call it the it’s-not-me-it’s-you strategy.
It’s Not Me, It’s You
The it’s-not-me-it’s-you strategy is a personal reminder that student misbehavior is not about you. It’s about them.
You’re not the one who misbehaved. You didn’t decide to play around and be silly during literature circles. You didn’t make fun of another student. You didn’t leave your seat without permission. They did.
So why should you carry the burden or suffer any consequence, angst, stress, fear, or guilt for doing so?
The it’s-not-me-it’s-you strategy says that:
1. Breaking classroom rules is a choice students make.
2. The responsibility for making such choices lies solely with them.
3. You are bound by your classroom management plan and therefore have but one choice when a student misbehaves: enforce a consequence.
4. In holding students accountable, you’re doing what is best for them.
Once your students understand the first three points, accountability will become much more effective. Number four is a reminder for you that you’re doing the right thing despite how difficult some students have it outside the walls of your classroom.
Rest assured, holding your students accountable is an act of compassion.
Carefree Thinking
According to the it’s-not-me-it’s-you strategy, when a student breaks a rule, your thinking should go something like this:
Oh man, Joey. You didn’t raise your hand. And that’s your second time today. That’s too bad, dude. What does the classroom management plan say? We better look at it.
Oh, no. You’re going to have to go to time-out. Gosh, sorry you have to miss a part of the cool science experiment. That’s a shame. Oh well… next time follow the rules and this won’t happen to you.
You might not actually speak this way to your students. But your attitude will. Sending students to time-out is something they decide, not you. You’re merely doing your job: following the plan you agreed to in the beginning of the school year.
And here’s what is so cool about this:
Your students will adopt the same attitude. They will mentally separate the consequence (which they’ve earned of their own accord) from the enforcer (which is you).
Suffering a consequence is a disappointment for students to be sure, but there is no reason for them to harbor ill feelings toward you. Instead, we want them to look inward, take a critical look at themselves, and consider the cost of their poor choices.
But they won’t do this if (A) they are angry with you or (B) you don’t actually hold them accountable.
Stand Apart
There are scores of teachers willing to lighten the load on their students by ignoring poor behavior, looking the other way, or giving second chances. And by doing so, they are harming their chances for success.
Ironically, these are usually the same teachers who resort to hurtful methods in order to control behavior.
Don’t be one of them.
Stand apart from the crowd. Really mean what you say. Really do what you say you will do. And stop taking on—mentally or otherwise—what are your students’ burdens and responsibilities.
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These are excellent suggestions and needed at this time. I am sharing these ideas with my 2000 plus viewers on FB who are educators throughout the world.
Thanks Robert!
Most of the strategies you suggest have been part of my classroom plan already, but today I used several of your ideas that are new to me and my classes ran smoother. Going over the classroom rules yet again was a big help, as was modeling the correct behavior.
I do have to follow through with one student, though, and let his mother know about his behavior in class. He is ADHD and continuously disruptive except for last week. I’d love to help him find a way to exert more self-control. Thank you so much for your column!
You’re welcome Pamela! I’m glad you like the website. I plan on writing much more on the topic of challenging students in the near future. Stay tuned!
:)Michael
I believe in this strategy whole-heatedly, however one point you left off of the ‘why teachers don’t hold students accountable for misbehavior’ is the crushing of our hearts when we have to do this for our most well-behaved students. When they have broken a rule, I can’t bring myself to give them the same consequence as my daily offenders. How do I get past this?
Hi Marisa,
When you don’t it’s crushing to your daily offenders. You have to remind yourself that it simply isn’t fair to hold some students accountable and others not. It’s also a fast way to increase misbehavior.
Michael
Thanks Michael for all the informative posts. Is there a search facility? I read one particular post recently quoting the function/role of the teacher and the role of the pupil. It was used when pupils were taking over and telling the teacher what should be done next. I would be really grateful if you could tell me how to find it.
Hi Pat,
No, there isn’t a search function, although I’m thinking of adding one. As for the post you’re referring to, I can’t recall exactly. Perhaps the answer is in the Attentiveness category of the archive. If I find it, I’ll email you.
:)Michael
My classroom management has gotten a little too lax in the past couple of months. I feel like it’s ‘too late’ to change students behavior back to what it was before. How do I get students back on track?
Hi Andrea,
This article is for you: Losing Control…
:)Michael
I love your tips. I had planned to read about classroom management for a few minutes and now I’ve been at it for 1.5 hours! I will continue reading your articles. I teach English to college students and I wonder what I can do with a student who refuses to have broken a rule and won’t accept the fact that he is disrupting the class. He just doesn’t respect me. What can I do?
Hi Maria,
College students are paying for the privilege to learn from you. They don’t have to be there. This gives you powerful, built-in leverage. I would absolutely warn this student that if he continues to disrupt your class and behave disrespectfully toward you, then he risks being expelled from the class. Surely your college or university has conduct of behavior standards all students must adhere to. I’d refer to those standards, make sure he is aware of them, and then go from there. It’s also smart to speak to your department head and also be aware of where security is and how to contact them.
Michael
Thank you so much for the hard work that you do with this site. I go through your articles carefully, but I am still nervous about having to deal with administration regarding using these methods with students who are “officially” diagnosed as ADD or ASD/Autism. I do NOT agree with how my admin deals with behaviour, and I foresee the day when a parent of one of these children complain about my methods, and the admin reprimands me.
Hi Carolyn,
Every article on the website is dedicated to creating a safe, well-behaved learning environment for all students. I don’t think there is anything to complain about.
Michael
Hi Michael, Besides being a musician, I also teach ESL at an elementary school in Thailand. The language is not a barrier anymore since I have been living here for a long time. In one class, grade 2, two students are very unruly. They have such in influence that they can turn on all the other kids following their misbehavior. First they can’t seem to sit on their chairs for one minute long. Secondly they are making fun of me. Thirdly after imposing a time out their behavior didn’t seem to change for the better.
What is your advice?
I stumbled upon your blog and I have to say I like your approach of the accountability factor and at the same time still keeping your students as friends.
With friendly greetings, Hans
Hi Hans,
The purpose of this blog is to help teachers like you. In other words, the question you ask is broad enough that the answer is a comprehensive approach to classroom management, which you’ll find here. I recommend starting in the Difficult Students and Rapport & Influence categories of the archive and then going from there.
:)Michael
Hi Michael,
I am a PE Teacher working in an inner city school. The principal here says that we as teachers must “own” the students behaviors, actions, and reactions. I believe that we as teachers must do everything we can to help students learn and to succeed, but I struggle with this because it takes away accountability on / of the student. Any advice ?
Respectfully,
Jeff
Hi Jeff,
I’m not sure what you mean by “own.” Would you mind emailing me with more details? I’m happy to help.
:)Michael
Michael, you and your site are precious. I teach in an inner city spec Ed setting. This is my 6th year. Thanks for your site!
You’re welcome, Julieann! I hope you sign up to become a regular reader.
:)Michael
I love the “It’s not me it’s you” attitude of accountability, but how would it look like in a high school setting as opposed to an elementary school? You can’t send a high school student to time out.
Hi Jan,
No, but you can still hold them accountable. I hope to have a plan available for high school teachers in the near future. It’s too involved for the time and space we have here.
Michael
Hi,
Sometimes I feel that students aren’t following the rules, but I can’t stop my lesson to walk over and give a verbal warning. I tried a non-verbal warning system with cards, but I feel that it’s very conspicuous. I also have a hard time when a student blurts something out and gets a warning, and then they blurt out again a question that they have because they don’t understand what I’m teaching. It doesn’t feel right to send a student to time-out for asking an academic question, but on the other hand, they shouldn’t be blurting out. How would you suggest addressing this?
Thanks!
Thanks for your help and clear guidelines.
This is the best advice I have come across in a long time about teaching. I am a teacher in Africa, well I see myself more like a coach and this attitude (it’s-not-me-it’s-you attitude) is exactly what I needed. I’m going to buy your classroom management board.
Ahmed Seattle
I love what you have shared on holding kids accountable. Would the same approach work at home with an 8 year old who has tantrums whenever he doesn’t get his way and refuses to obey his parents? I’m the grandmother and I think your approach makes perfect sense. His parents are always trying to talk him through his feelings but there are never any consequences and his tantrums are escalating.