I know I've been an advocate of pupils being given some choice and involvement about how they resolve issues that arise in the classroom environment, but one over-riding factor is getting them back into the learning situation as quickly as is emotionally possible. For some of the time, this may be a learning and/or support environment outside the classroom where they need some time out and heemotional resolution, but more beneficially, it will be within the four walls of your teaching area.
In the beginning, some teachers may need this outside, supportive coaching area, but over time, they will hopefully develop the skills and relationships to keep emotionally detached, have calming strategies and resolve many of the issues within the room. The goal being to not need an outside agency to assist with issues in the long run.
So it was with interest that I read an article from an educator in the US who says:
Successful classroom management for all students should include Mendler’s two goals:
1. Always do the best to keep kids inside your classroom and
2. "Get back to teaching."
Keep your students in the classroom, even if they’re acting out, Mendler said. You don’t want to give students the idea that they can miss out on the learning if they disrupt other students. The only reason to remove a kid from class, he said, is when the student is physically endangering herself
or others or are causing such an extreme disruption that other students can’t
learn.
Sometimes the student with the behavior problem isn’t acting out, she’s just not doing anything at all. Even if the students are not participating, Mendler recommends keeping them in class.
Mendler's second goal, "get back to teaching," means that teachers shouldn’t allow students to hijack their lessons. Redirect the misbehaving student and then get back to business.
"If you can get back to teaching [after a student is disruptive] and keep kids in class, it shows you are tough. Being tough is not getting upset when a student is pushing your buttons. It's easy to get upset and yell. It is harder to keep composure and keep teaching the lesson. That's tough," Mendler said.
First Published 7 Feb 2010
In the beginning, some teachers may need this outside, supportive coaching area, but over time, they will hopefully develop the skills and relationships to keep emotionally detached, have calming strategies and resolve many of the issues within the room. The goal being to not need an outside agency to assist with issues in the long run.
So it was with interest that I read an article from an educator in the US who says:
Successful classroom management for all students should include Mendler’s two goals:
1. Always do the best to keep kids inside your classroom and
2. "Get back to teaching."
Keep your students in the classroom, even if they’re acting out, Mendler said. You don’t want to give students the idea that they can miss out on the learning if they disrupt other students. The only reason to remove a kid from class, he said, is when the student is physically endangering herself
or others or are causing such an extreme disruption that other students can’t
learn.
Sometimes the student with the behavior problem isn’t acting out, she’s just not doing anything at all. Even if the students are not participating, Mendler recommends keeping them in class.
Mendler's second goal, "get back to teaching," means that teachers shouldn’t allow students to hijack their lessons. Redirect the misbehaving student and then get back to business.
"If you can get back to teaching [after a student is disruptive] and keep kids in class, it shows you are tough. Being tough is not getting upset when a student is pushing your buttons. It's easy to get upset and yell. It is harder to keep composure and keep teaching the lesson. That's tough," Mendler said.
First Published 7 Feb 2010