There are a number of reasons why you may not be as consistent as you’d like. It could be that you’ve gotten into the bad habit of trying to convince students to behave rather than relying on your classroom management plan. It could be … Read more
It can be especially frustrating. You’re working with a group or helping an individual student. Perhaps you’re walking the perimeter of your classroom, observing and looking over shoulders. Then you hear a burst of chatter and giggling just out of your view. You look … Read more
Last week, a reader asked a question I’ve gotten a lot over the years. “How should I hold difficult students accountable?” It’s a topic I haven’t covered specifically because the answer is so simple and direct: Just like everyone else. You calmly approach the … Read more
Here at SCM, we’ve talked a lot about the importance of keeping your cool when enforcing consequences. We’ve covered how it helps ensure that the offending student takes responsibility for their actions. We’ve covered how it causes them to reflect on their mistakes. We’ve … Read more
The student looks up at you with pleading eyes. They’re distressed. They’re remorseful. They’re in anguish over the mistake they made. “Please . . . I’m so sorry. I promise I’ll never do it again.” Indeed, they appear for all the world to be … Read more
Last week we talked about how to be consistent with your classroom management plan. Which is especially important to begin the school year. This alone will go a long way toward creating the learning environment you really want. Once you’ve conquered this challenge, however, … Read more
It’s not often I’m surprised by an email. But a couple years ago I received one from a teacher who wouldn’t hold students accountable unless he had what he described as “proof.” Unless he had witnesses to back him up, or an outright admission … Read more