Conclusion
The behavior management techniques described above met with various levels of success when enacted by particular teachers with a particular group of students. I do not suggest that the results above would be repeated if enacted in a different classroom. Even with the same group of students, different teachers use different strategies. My third-grade CM’s system works well for her, but I find it hard to use. As I reflect on the behavior management techniques that I have witnessed and tried, I think the more proactive steps I can take, the better. I seek to avoid having to take reactionary measures in class, as that is when I notice myself handling situations in a less than ideal manner. When expectations are made clear for students before each lesson, things tend to stay better on track. They know what I consider appropriate for that situation so there is no question as to what I expect from them. If I wait until mid-lesson to pause because things are getting out of hand, I tend to be more frustrated and I am sure that comes through. Even with the best things, such as an interesting lesson, in place, it is important to have a contingency plan, such as a pre-established signal, for when something goes wrong. Equally important, the students must be aware of the repercussions of certain actions. Self-evaluation, such as was done by Adam, goes a long way in taking the mystery out of doing a “good job” at school.
Moving forward with my teaching career, it is important to select behavior management techniques that work with, not against, the learning environment I seek. In my ideal classroom, students are constructing knowledge, which requires freedom to move and talk. Behavior management techniques that facilitate this but also allow for some structure are ones that work best. For example, the stopwatch technique worked because I would signal the students that I needed quiet and then stop the watch. It did not get started every time they were making noise, only when they were doing so to the determinant of their learning.
As stated in the introduction, this is an issue that has weighed heavily on me since the beginning of my teaching career and I expect it will continue to be a pressing concern for at least the next few years. Just last week, I saw a lesson crumble because I did not have the momentum of an established behavior management system, since my two-week take-over had ended. I expect every year, as new students enter my classroom, that I will struggle with this issue to some extent, fine-tuning my strategies to find a blend that work with my particular class.
Moving forward with my teaching career, it is important to select behavior management techniques that work with, not against, the learning environment I seek. In my ideal classroom, students are constructing knowledge, which requires freedom to move and talk. Behavior management techniques that facilitate this but also allow for some structure are ones that work best. For example, the stopwatch technique worked because I would signal the students that I needed quiet and then stop the watch. It did not get started every time they were making noise, only when they were doing so to the determinant of their learning.
As stated in the introduction, this is an issue that has weighed heavily on me since the beginning of my teaching career and I expect it will continue to be a pressing concern for at least the next few years. Just last week, I saw a lesson crumble because I did not have the momentum of an established behavior management system, since my two-week take-over had ended. I expect every year, as new students enter my classroom, that I will struggle with this issue to some extent, fine-tuning my strategies to find a blend that work with my particular class.