3-2-1: Behavioral Issues

Blair Brownlee University of New England EDU 615 Motivational Theory and Classroom Management 3-2-1: Behavioral Issues June 3, 2010

3-2-1: Behavioral Issues

Todays teachers encounter a multitude of student issues that require them to act fast,

with fairness and compassion. While, college did help to mold me into a textbook instructor, experience was paramount in helping me to feel comfortable and condent in my abilities to maintain order in a classroom while simultaneously creating a fun and welcoming atmosphere.

Thinking back to my rst year of teaching I am somewhat embarrassed at how I

handled behavioral issues. I was so reactionary and took every outburst as a personal affront. Now after nine years of teaching, I have the ability to reect and use my experience to help maintain, what I believe to be, a consistent climate of humor and respect within my classroom.

It took much of that rst year to learn that in order to be a truly effective teacher you have

to listen. I found that most students just wanted someone they could talk to without fear of judgment or ridicule. I spent much of the next few years developing relationships with students. For many, it was the rst time that an adult had given them a chance to speak without telling them that they were stupid, worthless or a waste of time. Their home lives were not only unsupportive, but riddled with drug addicted parents and abuse. These were the behaviors that were modeled for them from birth and was all they had known. In order to change these behaviors and their views of the world we had to address their interactions with both family and peers. By doing so, we hoped to change their perceptions of both society and themselves. Understanding social norms and expectations can have a profound impact on an individual and serves as a stepping stone towards becoming a responsible student and citizen.

3-2-1: Behavioral Issues

While, much of the responsibility to change rests on the student, teachers must also

continue to do their part through self reection. Several years ago I began to take an honest look at myself and realized that I had been judging students based on their grades and not looking beyond at what might be affecting those grades. Now I can see the value in teaching the whole student. Taking time before or after class to speak with a student or a group of students about their lives makes a world of difference. Meeting with students outside of class demonstrates to students that you care. They feel supported and become more trusting, which opens the door for future conversations. Over the past several years I have developed the ability to not only listen, but to offer advice in a nonjudgemental way. My students respect my opinion because I have taken the time to get to know them and share my own trials and tribulations. I have found that students dont feel patronized when they are listening to someone open up about themselves instead of preaching to them and making them feel embarrassed or ashamed. By admitting my mistakes I hope to connect with my students on a more personal level so that they can benet from my experience and insight.

Another important lesson learned during my rst years of teaching was to never confront

a student in front of their peers. You will not win! As a new teacher, I was so scared that students wouldnt respect me that I created situations where it was either them or me - a showdown of sorts. Once a student feels cornered they will ght back in order to save face and when that happens no one wins. In recent years I have altered my approach and tempered it with an ability to pull students aside, away from the eyes and ears of their friends so that they can be given a chance to explain and speak their minds (without an audience). When students are approached in

3-2-1: Behavioral Issues

this way they are more receptive and willing to hear what you have to say. In the end, it becomes a win-win situation instead of a battle for control and respect.

Over the years I have handled the issue of risky behavior in a variety of ways. As a new

teacher I was shy and insecure in my abilities. I was so completely focused on the task at hand (teaching the lesson) that I was oblivious to anything other than the text and following the lesson plan. I reported any and all infractions to the powers that be, which only served to further distance the already disengaged student population from both myself and my class. Ive since learned that this was a highly ineffective way, not only to teach, but to build a relationship of trust and support with my students. While major behavioral and/or drug problems are handled through the proper channels, minor skirmishes and dress code issues are handled more effectively in house. That is, we use these as teachable moments where we address the student(s) and get to the root of the problem in order to correct it. If students are at odds we nd out why and handle it by mediating or rearranging schedules so that the students involved steer clear of one another. Additionally, dress code violations can act as catalysts that help to drive conversations about self-esteem, rst impressions, etc. For me, these moments do more to correct inappropriate behavior because we are not punishing the students or talking down to them, but rather we are speaking with them and nding out why the behavior is occurring in the rst place. From here, we are able to make them more aware of the larger implications of both their actions and appearance. The journey towards self-awareness can be lengthy. Students dont often see the big picture over night, however, by the time they graduate many leave our program with their selfesteem in tact, knowing not only where they want to go, but how theyre going to get there!

3-2-1: Behavioral Issues