There are times when you just want to give a student a piece of your mind, when your sense of justice causes a welling up of fiery indignation.

Your eyes narrow. Your heart beats faster. Steam billows from your ears.

You lock in on the little bugger who decided to brazenly interrupt the lesson you spent an hour preparing.

He looks back at you amused, without a care in the world, daring you to lose your cool. But just as you begin opening your mouth to let fly your frustrations… you stop yourself.

And you think of this article.

You’re reminded of all the benefits you and your students will miss out on, and the stress and heartache you’ll bring upon yourself, if you let your emotions get the best of you.

What follows are ten amazing benefits of following your classroom management plan. They’re sure to help you make the right choice the next time a student wakes up the sleeping giant within.

1. Fairness

Most of your class will privately cheer when you hold misbehaving students accountable. They’ll appreciate you for it. So much so, they’ll let you know in whispers, cards, and notes they’ll squeeze into your hands or sneak onto your desk. Following your plan satisfies their inherent sense of fairness and creates an environment that allows them to enjoy school.

2. Likeability

Because there is no need to rely on confrontational methods like glaring, lecturing, or scolding, your likeability will improve exponentially. And when students like you, they’ll want to get to know you better—which then makes building influential relationships an easygoing, organic process.

3. Peace

Your students will be calmer and more comfortable in their surroundings knowing they can go about their day without the nervous stress of interruptions, drama, and tension. Fair and firm accountability brings peace to your classroom quicker and more effectively than anything else.

4. Trust

When you’re true to your word, your trust with students will grow stronger every day. Going back on your word by ignoring your plan, however, either by taking matters into your own hands or by doing nothing at all, will cause your students to question your intentions and grow evermore distrustful of you.

5. Kindness

As a result of following your classroom management plan, you’ll no longer be tempted into angry confrontation or cutting sarcasm. This frees you to model kindness without being viewed as a hypocrite. Students will only follow your example if your words line up with your actions. They can spot a phony a mile away.

6. Respect

Students don’t respect teachers with poor classroom management or weak integrity. How could they? The room is chaotic. School is no fun. Their teacher is grouchy and noncommittal. And the students who cause trouble often get away with it. Following your plan is a guaranteed path to respect.

7. Concentration

With the elimination of noise, chatter, and interruptions comes better concentration and faster academic progress. Students in classrooms with strong classroom management are able to focus on their schoolwork without the ever-present possibility of yet another disruption.

8. Time On Task

Academic progress is largely a function of quality time spent on task and engaged in learning. In classrooms where classroom management is the top priority, where students are held accountable for every act of misbehavior, students enjoy weeks more in learning time.

9. Fair Accountability

When you follow your plan, you can be sure you’re holding students accountable in a way that is fair to everyone. Uncertainty is thrown out the door. You can know that you’re upholding the highest ethics while managing your classroom—without guilt or second thoughts.

10. Parents On Your Side

Parents appreciate the fairness of rules and consequences. A clearly defined classroom management plan makes sense to them. They’re reassured knowing that their child will be safe to learn and develop without the interference of other students. Further, should their child become a behavior problem, they know when and how they’ll be contacted.

A Smart Choice

Following your classroom management plan is a smart choice. The alternatives are always less effective, always more complex and stressful, and always give you less influence with students.

Yes, there is more to effective classroom management than simply following your classroom management plan, much more. But it starts with your plan. It is the foundation from which all other strategies and methods work.

So make no compromise. Allow yourself no escape hatch. Embrace the simplicity of knowing exactly what to do every time a student misbehaves or interrupts your classroom.

And let the giant sleep.

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- Smart Classroom Management - Copyright 2009-2011, All Rights Reserved.

‘Through the rainstorm came sanctuary, and I felt my spirit fly’ ~Seal, Love’s Divine

If you’re like most teachers, you don’t keep your students in time-out long enough. For a majority of students, regardless of grade level, five or ten minutes won’t cut it.

They need at least fifteen minutes in order to…

• Calm their emotions.

• Reflect on their misbehavior.

• Feel remorseful.

• Accept responsibility.

Unless these conditions are met, time-out is a waste of time; behavior won’t change and the same students will break the same rules time and again.

Teachers often forget that time-out is meant to discourage future misbehavior. It’s not a formality. It’s not a hoop your students jump through. And it’s not a way to get them out of your hair.

It’s a tool to motivate students to improve.

If time-out doesn’t have meaning for them, if they don’t feel something as a result, then it’s worth nothing. You might as well not even use it.

The Three Requirements Of Time-Out

For real, behavior-changing time-out, fifteen minutes is minimum. The maximum depends on the student and is based on their fulfillment of three clear-cut requirements:

Requirement #1: Do what is asked.

The student must sit quietly in time-out while doing the work you’ve assigned—even if it’s simply paying attention to your lesson. If he (or she) does what you ask during those first fifteen minutes, then stroll by and whisper, “Let me know when you’re ready to return to your seat.”

Requirement #2: Take initiative.

When the student feels he has learned his lesson and is ready to accept responsibility for his misbehavior, then he must raise his hand and wait patiently. When you have a moment, approach him with a simple, “Yes?” (As in, “Can I help you with something?”)

Requirement #3: Take responsibility.

In his own words, the student must then take responsibility for misbehaving by showing remorse and resolving not to make the same mistake again. If you’re satisfied with what he has to say, then welcome him back with a smile. If not, then let him marinate in time-out a while longer.

Note: You must teach and model how to fulfill each requirement before expecting them from your students.

From The Heart

If the student is truly repentant, if it’s clear his words are coming from the heart, then the time-out will prove effective. If he is simply going through the motions to appease you, however, then he isn’t ready to return to class.

He must convince you he is ready.

The onus is on the student, not you. This is where the power of time-out comes from–that is, with the burden of responsibility resting solely on his shoulders.

When you use the three requirements, misbehaving students must choose to be agreeable to your rules or remain in time-out.

It’s up to them. But having this choice makes all the difference and leads to true accountability.

Strength & Tenderness

Time-out means nothing and does nothing unless your students are affected by the experience. They have to care. Otherwise, it’s a waste of time. And your students will see time-out as a not-so-unpleasant punishment that, as long as they sit through, provides them a ticket to the free and clear.

This is yet another reason why it’s critical that you continually work toward creating a classroom that your students like–even love–being a part of.

If your students are bored and unhappy being in your classroom, if you have poor classroom management skills and your students are disruptive and bothersome, then time-out will have little if any effect.

Because they just won’t care.

One of the core principles of Smart Classroom Management is that non-negotiable boundary lines of behavior, when coupled with a classroom your students like being part of, makes for extraordinarily effective classroom management.

Knowing that there is real, weight-bearing accountability on the other side of your boundary lines will give your students the freedom to explore, to grow, and to soar within them.

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- Smart Classroom Management - Copyright 2009-2011, All Rights Reserved.

Do you follow your classroom management plan yet still struggle with behavior?

Do your students seem unfazed by your accountability measures?

Do they return from time-out with a shrug, no more inclined to follow your rules than before?

Then chances are you’re interfering with the accountability process.

In an effort to improve behavior, many teachers get too involved—and end up easing the burden of responsibility on misbehaving students.

And unless your students feel the full weight of their transgressions, they won’t improve. It’s as simple as that.

To ensure strong accountability, it’s best to take a hands-off approach.

Here’s how:

Don’t discuss why.

It’s common for teachers to approach students in time-out to talk through why they did what they did. Let me save you the time. Students misbehave because, ultimately, in that particular moment, they wanted to.

When you coax a reason from them, you’re giving them a ready-made excuse. So if Thomas says, “I pushed Karla because when I get mad, I have trouble controlling myself,” then you’ve allowed him to justify for his rotten behavior.

The responsibility for his bad behavior, then, resides not so much with him, but with his now teacher-endorsed difficulty controlling himself.

The fact is, there is no acceptable reason, excuse, or justification for bad behavior. There is no reason to discuss why. Thomas did what he did because he wanted to, and leaving him alone in time-out to stew underscores the lesson that he alone is responsible for his actions.

Don’t cause resentment.

When you enforce a consequence, resist the urge to add a lecture, a scolding, a sarcastic remark, or anything else that could cause students to resent you.

Let your stated consequence be the only consequence.

If Thomas pushes Karla, and you lay into to him before sending him to time-out, then Thomas is likely to sit in time-out and seethe. So instead of feeling remorse about what he did, which is what we want, he’ll be angry at you.

And more inclined than ever to misbehave.

Don’t sympathize.

No matter how difficult home life is for your students, or how tough it is for some to make friends, you do them no favors by sympathizing with their poor behavior.

Don’t tell them you understand why they’re misbehaving. Don’t drape your arm around them and tell them that their anger, disrespect, and attention-getting silliness is normal given the circumstances. And don’t look the other way because you think they can’t help it.

Doing so is akin to giving up on them.

You have to believe in your students and their capacity to improve, to change, and to overcome challenges. You have to expect them to behave. And if they don’t, regardless of who they are, you must hold them fully accountable.

It’s the most compassionate thing you can do for them.

Let Them Stew

To allow accountability to work, let your classroom management plan do its job.

Avoid pep-talks, lectures, arguments, or trying to discover why they did what they did. Stop kneeling down to counsel, persuade, or force assurances from them. Stop absolving them of their responsibility.

When you send students to time-out, leave them alone to think. Let them miss being part of the class. Let them feel disappointment in themselves and in their behavior. Let them see how much fun you and your class are having without them.

Let remorse seep in.

Let them stew in their own juices.

Let accountability work.

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- Smart Classroom Management - Copyright 2009-2011, All Rights Reserved.

As a third consequence of your classroom management plan, I recommend a letter home to parents.

But probably not for the reasons you may think.

I can’t emphasize enough that consequences for misbehavior are only a small part of classroom management.

By themselves, they cannot deter students from misbehaving. No set of consequences is strong enough on its own.

It’s all the other stuff—what this site is about—that makes for foolproof classroom management.

As Effective As Possible

The three consequences I recommend—a warning, a time-out, and a letter home—when delivered in a certain way, make them as effective as consequences can be.

When combined with the right classroom management strategies, techniques, and procedures, you can create the class you really want—no matter who is on your roster or where you teach.

How To Send A Letter Home

Sending a letter home can be remarkably effective when done the right way.

Here’s how:

1. Use a form letter.

A form letter—official looking and impersonal—strikes the right tone in communicating the seriousness of breaking rules and interrupting learning.

Click the link below to download a sample letter. Please take a look at it before reading the rest of the article. Also, feel free to use the letter or change it in any way you wish.

Sample Letter Home

2. Hand it to the student immediately.

As soon as a student breaks a rule for the third time in one day, fill out the letter and hand it to him or her immediately and in full view of the class.

Following through publicly reinforces the message that you always do exactly what you say.

3. Keep the student separated.

Keep the student separated from his or her classmates and in time-out the next day whether the letter is returned with a signature or not.

Students need a full day to feel the weight of their poor choices and understand that if rules aren’t followed, they’re not welcome members of the class.

4. Get the letter back.

If you don’t get the letter back the next day, chances are you’re being tested. Stick to your guns. Once you prove that you always follow through, you won’t be tested again.

Keep the offending student in extended time-out until the letter is returned.

5. No surprises for parents.

Your classroom management plan and a sample of the letter should be included in the parent information packet you send home to be reviewed and signed during the first week of school.

Therefore, exactly what the letter means and what happens if it isn’t returned shouldn’t be a surprise to parents.

6. No surprises for students.

Because you’ve taught your classroom management plan thoroughly, your students, too, shouldn’t be surprised when handed a letter. They should know the process of receiving consequences backwards and forwards.

Why A Letter Home

There are three reasons why you should send a letter home as a third consequence. None of which has anything to do with parents providing punishment or further consequence.

1. Parents have a right to know.

If a child breaks your classroom rules three times in one day, the parents have a right to know.

One of the most common complaints parents have is that they’re not adequately informed of problems and concerns. A third-consequence letter ensures that they are.

2. A letter has impact.

Teachers tend to sugarcoat behavior when talking to parents. It’s in our nature to hedge bad news with a child’s positive attributes. But this takes the focus off the hard facts: The student broke class rules and interfered with learning.

A business-like form letter lays bare these facts. It also places the responsibility to inform parents on the child—where it should be.

3. It forces full-scale accountability.

A letter home forces students to be accountable to those affected by their misbehavior.

They’re accountable to you because they must get the letter signed and returned to you—honoring and respecting your authority.

They’re accountable to their classmates because until the letter is returned, they’re not active members of the class and therefore cannot be counted on to contribute.

Finally, they’re accountable to their parents—however that plays out. What the parents do with the information contained in the letter is up to them. It’s not your issue or concern.

The effectiveness of the consequence isn’t reliant on a particular response from parents.

Remarkably Effective

I think you’ll find the letter-home consequence to be remarkably effective—as effective as consequences can be.

But like so much of classroom management, the power is in the how. Therefore, if there is anything I didn’t make perfectly clear and you have questions, please email me.

I’m happy to help.

If you like this article, please share it with your friends and colleagues.

Also, if you’re not yet a member of this site, I urge you to join us. It’s easy—and free! Click here and enter your email address, and each week a new article will appear in your email box.

- Smart Classroom Management - Copyright 2009-2011, All Rights Reserved.

In my previous article I wrote about how a warning should be your first consequence.

This week I’m going to explain how to give a warning so it will have the greatest impact on student behavior.

Here we go.

The Purpose Of A Warning

A warning is just a warning—and nothing more. So when you give one to a student for breaking a rule, leave it at that. You ruin the effectiveness of a warning by adding a lecture, a scolding, or anything that shows your displeasure.

That may sound counterintuitive, but a warning only works when its purpose is to allow students to fix their mistakes on their own.

A warning is another way of saying:

You broke a class rule, but I trust that you will check yourself and ensure that it doesn’t happen again.

When students are given the freedom to make the right choice, rather than having it forced upon them, it says loud and clear that you believe in them and their capacity to control their behavior.

And this makes all the difference.

But so many teachers mess it up by giving a warning and then adding, “I don’t want to see you do that again. Do you understand me?” or something vaguely threatening like that.

You have to give trust before students will show you they’re worthy of it.

When a student first breaks a classroom rule, give them the opportunity to show you they can get themselves back on track by letting your warning be a warning. Keep your personal feelings out of it.

Again, and I’ve written this before, we want students to look inward when they break a rule. The last thing you want is for them to get mad at you for their mistakes.

If your students get angry with you or blame you when they break a rule, then classroom management will be infinitely more difficult.

Finger-wagging lectures, added reminders, scolding, sighing, threatening. They’re all self-sabotage.

How To Give A Warning

There is only one way I recommend giving a warning:

Quickly, dispassionately, and with as few words as possible.

However, there are two variations depending on the situation. We’ll go over both so you can begin using them tomorrow.

First Variation:

If a student breaks a rule, and you’re sure the student knows what rule was broken, then you simply write his or her name on the board, place a yellow card in the student’s designated pocket, or do whatever you do to signify a warning.

(The mode by which you indicate a warning is irrelevant.)

And that’s it. You never speak to the student. The student sees the yellow card turned over and knows that a warning has been issued. The onus, then, is on the student to do what he or she needs to do to avoid further consequence.

This is how you’ll give a warning about 75% of the time.

Second Variation:

The other 25% goes like this:

If a student breaks a rule, but you’re not sure the student is aware of it, then approach the student and say, “You have a warning because you broke rule number two.”

Say it matter-of-factly and then immediately walk away.

At your first opportunity, write the student’s name on the board—or however you prefer to indicate a warning.

Make Sure You Do This

To make your warning most effective, make sure you do the following:

Include everyone.

Even the most well-behaved students make mistakes once in a while. Resist the urge to look the other way when they break a rule. In fact, when your top student breaks a rule, it’s a great opportunity to show the entire class your consistency and integrity.

Back it up.

A warning is only effective when backed by a consequence your students don’t like. They need to know that if they break a second rule, you will hold them accountable.

Use Enduring Classroom Management Strategies

The classroom management strategies and methods you’ll find on this site are enduring; no tricks or trends that weaken over time.

This “hit and run” method of giving warnings is a good example. The longer you consistently use it, the more effective it becomes.

The reason is simple.

When your students begin to grasp that the responsibility for breaking rules in your classroom falls firmly—and solely—in their laps, behavior will improve.

And this kind of improvement is permanent.

Note: This past week Dream Class was announced as a finalist for the sixteenth annual San Diego Book Awards. The winners will be announced in a ceremony on June 5th. I’ll let you know if it wins.

Thanks so much for reading.

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- Smart Classroom Management - Copyright 2009-2011, All Rights Reserved.

Emotional outbursts, temper tantrums, yelling, lashing out.

Severe misbehavior like this needs to be dealt with differently than typical rule breaking.

How you respond goes a long way toward gaining control of the incident, keeping it from affecting other students, and lessening the chances of it happening again.

An Ineffective Response

Like parents who rush wide-eyed whenever a child falls and scrapes his knee, it’s a mistake to be in a hurry to intervene when students lose their cool.

The inclination to jump in and fix the problem can make matters worse. In response to an angry, verbally aggressive student, here is what you should never do:

Enforce a consequence.

You must hold students who act out in anger accountable—without a doubt—but not right away. You risk escalating the problem if you immediately try to pull them aside or put them in time-out.

Get angry.

Aggression on aggression is an explosive mix. Never yell, scold, or attempt to use the power of your authority to stop emotionally charged students.

Touch the student.

It’s common for teachers to place a hand on a student’s shoulder in an attempt to calm. But you don’t know what students are thinking in any given moment or what they’re capable of. It’s best to keep your distance.

Talk with the student.

Angry students are not open to conversation. So during and up to a couple of hours after the outburst, leave them alone.

An Effective Response

When a student acts out in anger in the classroom, here is what you should do:

Stay calm.

Keeping your emotions in check is the first step to gaining control of any situation.

Observe.

Stand firmly where you can observe the student in question and show the class you’re in control, but far enough away to keep an eye on all of your students.

Shield.

Your other students must not talk to or otherwise involve themselves with the angry student. Your first priority is to keep them safe, calm, and uninvolved.

Nothing.

Often, it’s best not to say or do anything. If the angry student stops the behavior, simply continue on with what you were doing—for now—allowing the student time to cool off.

Calm the student.

Rarely, you might have to use calming language and reassurance to settle the student down. Say, “Take it easy… I know you’re frustrated… We’ll talk about it later…” or words to that effect.

Wait.

Don’t speak to the angry student until he or she is in a calm emotional state. Continue with your day until you know the student is ready to listen.

Document.

As soon as you are able, document the student’s behavior. Write down everything said or done and interview all students near or involved in the incident. Make a copy for your records—muy importante.

Contact parents.

Severe misbehavior must be reported to parents. However, resist the urge to offer opinions or conclusions. Just give the facts. You do your job and let parents do—or not do—theirs.

Hold accountable.

After the student returns to a calm frame of mind, which could take a couple of hours, briefly explain how he or she will be held accountable.

Provide a stiff consequence.

Acting out in anger should result in an immediate escalation of consequences. A full day, in-class separation from the rest of the students is a good place to start.

Take care of it yourself.

Unless the behavior is physically aggressive, I’m not in favor of getting the principal involved. Involving administration weakens your authority and your ability to manage your classroom.

Take Your Time

You can’t go wrong taking your time in response to verbal aggression, tantrums, acting out in anger, and the like.

Waiting and observing allows you to accurately assess the behavior, keeps you from losing your cool, and clearly establishes you as the leader in control of the classroom.

Note: For students with recurring behavior problems, see the article series How To Turn Around Difficult Students.

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- Smart Classroom Management - Copyright 2009-2011, All Rights Reserved.

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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- Smart Classroom Management - Copyright 2009-2011, All Rights Reserved.

If you can eliminate this one mistake when responding to misbehavior, you will lower your stress level, save time, and have a more influential relationship with your students.

What is it?

The mistake most teachers make is asking students why they misbehaved.

Example:

Mr. Shoemaker glances across the room and sees Jeffrey standing on a chair.

Mr. Shoemaker (yelling): Jeffery! Get down from there right now!

Jeffery gets down. Mr. Shoemaker pulls him aside.

Mr. Shoemaker (exasperated): Why were you standing on your chair? Please explain it to me, because I don’t understand. What were you thinking?

Jeffrey hems and haws and, like anyone caught behaving poorly, is not sure how to answer.

Mr. Shoemaker (becoming more frustrated): Answer me, Jeffrey. The class is waiting.

Jeffrey still doesn’t know what to say, but Mr. Shoemaker is determined to pressure an answer from him in the false belief that by doing so he is holding Jeffrey accountable.

Jeffrey must learn a lesson and therefore should explain himself… right?

So Mr. Shoemaker waits on Jeffrey until Jeffrey mumbles an acceptable response. He then lectures Jeffrey on why he shouldn’t stand on chairs, and the incident ends.

But not without lingering effects.

Mr. Shoemaker walks away tense and frustrated. And Jeffrey is angry—though not with himself.

He’s angry at Mr. Shoemaker.

Why This Is A Mistake

You should never ask a student why he or she misbehaved because…

You already know the answer.

The reason Jeffery made the decision to stand on his chair is the same reason any of us behaves poorly: because, at the time, he wanted to. Ultimately, this is the reason any student misbehaves.

It’s hard to answer truthfully.

Few students answer truthfully because (A) they have difficulty putting into words their desire to misbehave, and (B) they know their teacher doesn’t want to hear the truth: because I felt like it.

So they make something up, blame someone else, or tell you what you want to hear—something like, I was bad, I made a mistake, and I won’t do it again.

It replaces a real, effective consequence.

The reason teachers ask students why they did this or did that is not because they really want to know the answer. The reason is because they’re angry and want to teach the student a lesson.

But in doing so, they’re undermining their classroom management plan. Consequences remove the need to pressure, browbeat, or intimidate students into behaving.

It causes resentment.

Forcing an explanation from students causes resentment. To them it feels like humiliation. Yes, you have a right to handle misbehavior this way. But you’ll pay a price for it.

When your students dislike you, you have little influence over their behavior choices.

It’s stressful to you.

Asking why results in tense, frustrating conversations that rarely end well. Why subject yourself to that? Especially because, in the long run, it will increase bad behavior.

You don’t have time.

Pulling students aside after they misbehave wastes time. It also breaks up the positive momentum in the classroom, creates tension, and forces the rest of your students to wait on you.

A Better Way

A better way to handle misbehavior is to hold students accountable with a consequence.

Example:

Mr. Shoemaker notices Jeffery standing on his chair. Unhurried, he moves into Jeffery’s sight line until Jeffery sees him and gets down.

Mr. Shoemaker (motioning to Jeffery): You have a warning. (Or a time-out or whatever your classroom management plan calls for.)

Mr. Shoemaker then turns and continues on with whatever he was doing.

That simple.

Jeffrey already knew he was wrong, so Mr. Shoemaker didn’t need to point it out to him. There was no reason to ask why, because Mr. Shoemaker already knew why. There was no reason to make Jeffery explain himself, because the consequence took care of that.

Mr. Shoemaker communicated to Jeffrey in a way that students best understand. And he did it without wasting time, feeling stressed, or driving a wedge through his relationship with Jeffrey.

Four words, three seconds, one consequence and Mr. Shoemaker was done with the interaction.

Note: If later in the day Mr. Shoemaker wanted to explain to his class the dangers of standing on chairs and remind them that it’s a violation of classroom rules, then this would be perfectly appropriate.

But there is no reason to discuss the situation further with Jeffrey.

One Exception

There is one exception to the no-asking-why rule.

If you notice a student lashing out against others, you may have to ask why in order to rule out retaliation against bullying—which can never be taken lightly.

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- Smart Classroom Management - Copyright 2009-2011, All Rights Reserved.

In How To Turn Around Difficult Students (Part 1), I made the case that teachers struggle with difficult students because their compassion overrides doing what is best for the student.

If you haven’t read the article, I encourage you to read it before continuing with this one.

In this week’s article, I’m going to going to show you how to turn a difficult student into just another contributing member of your classroom.

Let’s be clear. When I use the term difficult student, I’m referring to those students who exhibit frequent misbehavior, disrespect, and interruptions in learning… despite your commitment to follow through with a consequence for every rule violation.

This is key.

Most so-called difficult students need nothing more than a teacher with a solid classroom management plan and a thorough understanding of how to implement and enforce it.

Take a hard look at how you’re managing your classroom before trying anything else.

Have you taught your students—shown them—how you expect them to behave? Do you enforce a consequence every time a rule is broken? Are your procedures and transitions sharp and efficient? Are the rest of your students well behaved?

If you can answer yes to these questions and yet nothing seems to work with this one student…

I have a strategy that will work.

It’s neither complicated nor time consuming, but it does take a classroom management mindset and a willingness to set aside immediate feelings of compassion for the student in question.

Teachers who make decisions based on feeling sorry for students and their sometimes-awful circumstances can cause behavior to worsen. The most compassionate thing you can do for a difficult student is to hold him or her accountable.

But real accountability, the kind an unusually difficult student needs, isn’t for the weak-kneed.

Members Only Strategy

When a difficult student proves to be unfazed by your classroom management plan, it’s time to take accountability to the next level and use the members-only strategy.

Note: I recommend beginning this strategy on a Monday morning and after you’ve spoken with the student’s parents and your administrator. It’s important to let them know of your plans.

Here’s how it works:

Before your students arrive in the morning, move the difficult student’s desk to a location away from the rest of the students. It must be in a place where the student has a clear view of the front of the room or wherever you conduct your lessons.

No, this isn’t the strategy. I know teachers commonly move a child’s desk to keep them away from certain students or to keep them in close proximity.

This move is symbolic.

When your students enter your classroom, pull the student in question aside and inform her that she is no longer a member of your classroom.

Say, “Jennifer, because you’ve chosen not to follow rules, you can’t be a member of this class anymore. What that means is that you will still be required to do your normal schoolwork, but you’ll no longer be able to participate in any activities that involve the rest of the class.”

Anything and everything that is related to working with or enjoying you or her classmates is off limits. She must be kept apart—and feel apart—but with the same academic work as everyone else.

Sound harsh?

You don’t have a choice.

You can’t let any one student interfere with the rights of others to learn and enjoy school. And to really help her, to change the direction of her life, you must hold her to a standard of behavior required for success in school.

For the first week, leave Jennifer alone. No pep talks. No lectures. No profound words. Don’t tell her what to think or how to feel. Let her discover this on her own.

However, you must be pleasant toward her. She must see that you care about her and want her to succeed. Smiles and hellos are appropriate, but don’t overdue it. Resist verbal praise for now—even if you see improvement.

Soon, maybe within the first day or two, Jennifer will appear calmer, quieter, and more appreciative of you and her classmates. Wait until later in the week—Friday is best—before having a conversation with her.

If you see contrition in her eyes, her speech, and her body language, walk by her desk, lean down and say, “When you’re ready to be part of this class again, come see me.” And then walk away.

She must make an effort to come and talk to you. And she will. Soon.

Why?

Because it’s human nature.

We all want to feel like we are part of something. No student is immune from this desire. This is why the more camaraderie, rapport, and fun you can create in your classroom the better.

Don’t be afraid to ratchet up the joy and togetherness in your classroom while the difficult student is being kept apart. Take advantage of this desire we share to belong to something special and bigger than ourselves.

It’s a powerful force.

When Jennifer finally approaches you, listen to what she has to say. Let her do the talking. She has to prove to you she’s ready. Does she talk about her mistakes? Does she apologize? Does she discuss how she is going to handle herself in the future? Is she sincere?

If so, welcome her back. Tell her how happy you are. But under no circumstances are you to add a warning or lecture. Let your actions do the talking.

After your conversation, move her desk back and let her rejoin her classmates as a member in good standing.

And then get on with your year.

Next week (Part 3) is about your relationship with difficult students and how to communicate with them so that they’ll want to behave.

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- Smart Classroom Management - Copyright 2009-2011, All Rights Reserved.

At the start of every school year you drag your finger down your roster, hopeful you won’t see one of the few names that can send shivers down your spine.

Every year, it seems, there are a handful of students that have the potential to make your life miserable.

Having one of these beauties on your roster can mean the difference between leaping out of bed in the morning and shrinking pitifully back under the covers.

For most teachers, a year with a difficult student will proceed predictably.

The student will disrupt your class, interfere with learning, and cause you to spend an inordinate amount of time trying to curb his or her behavior.

You’ll manage to keep the damage to a minimum and get the child through the school year.

But at what cost?

How much were the other students affected? How much class time was lost dealing with this one student?

And what about you and your personal fulfillment?

Was it another year of being sick and tired of dealing with misbehavior? Is it going to be another summer of hoping the stars will align and you finally get a “good” class?

And what of the difficult student? Will he (or she) move on to the next grade level no more mature or well behaved than when he walked through your classroom door on the first day of school?

Will you sigh, rub your temples, and say to your colleagues, “I’m so glad this year is over, and I’m sorry to whoever gets Anthony next year?”

What I’m getting at is this:

Are you ready to confront the real reason why you struggle with difficult students?

The Buck Stops Here

The reason teachers struggle with difficult students year after year is because they don’t have the stomach for it.

Their sense of compassion overrides doing what is right for the student.

Compassion is a good thing. We teachers were born with it in abundance. It breaks our hearts to see what some of our students have to go through at such a young age.

I get that. I feel for what some of our students have to deal with.

But this same compassion that in many respects makes you a good teacher can cause you to make excuses for students, which, in the long run, hurt them and undermine your ability to turn them around.

Example:

“I know Anthony was terrible this week and doesn’t deserve to go on our field trip to the zoo, but I don’t want to leave him back at school because ____________________.”

A. Anthony has a tough home life

B. Anthony’s father is in prison

C. Anthony has a learning disability

D. Anthony has never been to the zoo

I know you want what’s best for your students. I know you love kids. I know you want to make a difference.

But do you care enough to stop making excuses for bad behavior? Do you care enough to make the hard decisions? Do you care enough to put your personal feelings aside and do what is right for your students?

Are you ready to say, “It’s over. The buck stops here. The disrespect, the bad behavior, and the excuses are going to stop with me?”

Are you ready to make a lifelong impact on those who need you the most?

Answering yes to these questions is difficult. It’s scary. It means you must confess that there really is something more that you can do.

The power to turn difficult students around indeed resides with you.

You really can make a difference in Anthony’s life. You really can change the course of his life and lead him down the path that leads to success and opportunity—despite the terrible hand Anthony has been dealt.

But you can’t escape this truth:

You do Anthony no favors by excusing his behavior or by saying, “Anthony’s behavior is terrible, but it’s expected. He is dealing with a lot of issues at home and carries around a lot of anger.”

There is no excuse for bad behavior. Zero. Zilch. Nada.

Sure, we can try to understand why it happens and where it comes from. We can help Anthony with his anger. We can show Anthony compassion with our encouraging words and notes of praise.

Life is incredibly tough for some of our students, without a doubt.

But if you believe that they can’t overcome their circumstances, and you believe that they—and you—are at the mercy of their home life and their difficult past, then you’re giving up on them.

And by excusing bad behavior and blaming it on outside influences, you’re letting them know loud and clear that you don’t believe in them.

Next week, I’m going to show you what to do when a difficult student like Anthony shows up on your roster. I’m going to show you how to turn them around and make a powerful impact on their lives.

But the last question I have for you is this:

Do you have the stomach for it?

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- Smart Classroom Management - Copyright 2009-2011, All Rights Reserved.