The fundamental purpose of classroom management is to spend more time on academics and less time on behavior.
The quicker your can handle misbehavior and move on, the better.
This is one reason why it’s best to rely on your classroom management plan.
If a student breaks a rule, you enforce a consequence.
It’s as simple as that.
A few seconds later and you’re back leading your classroom.
But what happens if you don’t see the misbehavior?
What if you find out about it after the fact? What if Brian tells you that Karla shoved him in the back on the way out to recess? You can’t just take Brian’s word for it.
You have to get to the truth.
Getting to the truth, though, can be difficult. Backed into a corner, confronted with a report of misbehavior, students are often untruthful.
And so while your class is waiting for you, you’re wasting learning time trying to untangle a web of half-truths, outright lies, and selfish viewpoints.
What’s a busy teacher to do?
The Why Strategy
The why strategy is a way to cut through the deception and get to the truth quickly, so you can get on with the business of teaching. The strategy is similar to how a magician might use misdirection, sleight of hand, and other forms of trickery to fool an audience.
Only, you will use the element of surprise, one false assumption, and a simple questioning technique to shine a light on the truth.
Here’s how it works:
1. The secret.
As much as possible, keep the information you learn from the accuser (Brian) between the two of you. It’s best if the accused (Karla) isn’t aware you know anything about the reported incident. This is why it’s best to encourage your students to speak to you privately when they have a problem with another student.
2. The set-up.
Allow some time to pass before confronting the accused student—at least 30 minutes. If Karla thinks the incident has been forgotten and she got away with something, then all the better. Let her calm down and turn her attention to other things. This wait time sets up the next series of steps.
3. The surprise.
The why strategy works best when the accused student is unaware of why you want to speak to him/her. It should be a surprise. Therefore, sidle up to the student in line while you’re walking to lunch or call the student up to your desk ostensibly for another matter—like homework or a writing assignment.
4. The false assumption.
When you speak to the accused student, behave as if you already know the facts of the incident. Be calm and matter-of-fact, not accusatory. You want the student to assume, by your demeanor, body language, and the question you’ll ask in the next step, that you already know what happened.
5. The question.
Most teachers will ask a did you question. As in, “Karla, did you push Brian?” But dishonest students are conditioned to lie as soon as the words “did you” begin tumbling out of your mouth. They’re prepared for it.
You, however, are going to ask a why question—which they’re unprepared for. “Hey Karla, why did you push Brian on the way out to recess?” Your tone of voice should communicate curiosity. Karla’s first thought should be, “Oh no, my teacher knows.”
6. The reveal.
How the accused student reacts to your question should tell you everything you need to know. If the student doesn’t come right out and admit their misbehavior, you’ll have to use your teacherly powers to discern the truth.
But the signs of dishonesty will be glaring, and the denial will sound utterly absurd—to both of you. In fact, it can be quite awkward. In one or two seconds, you will know the truth.
If the student denies it, but is telling the truth, he or she will respond immediately and unflinchingly. Most often with a slightly confused and surprised, “I didn’t push Brian.”
15-Second Truth Detector
Though it’s not the only way to get to the truth, the why strategy is often the best and quickest way. It can turn a potentially frustrating, stressful, and lengthy situation into a 15-second conversation.
And don’t worry if you’re unable to follow every step perfectly. Just remember to ask a why question instead of a did you question, and you’ll get to the truth soon enough.
Note: If you personally witness misbehavior, it’s best not to ask a why question.
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Excellent tips. And well written, too. Easy to follow. I would just add that taking the time to build trust and authentic relationships with the kids in your class also goes a long way in terms of getting kids to be honest with you. I have had kids tell me the truth as a “favor to me.” It’s quite effective. I have also had success with letting kids know that if they tell me the truth, the consequences will be far less severe. Once you follow through on that promise, those kids are more likely to see an immediate pay-off for being honest.
Chris Bowen
Author of “Our Kids: Building Relationships in the Classroom”