{"id":27,"date":"2018-09-10T18:19:40","date_gmt":"2018-09-10T18:19:40","guid":{"rendered":"https:\/\/pages.palomar.edu\/tjohnston2\/?p=27"},"modified":"2023-04-06T18:30:16","modified_gmt":"2023-04-06T18:30:16","slug":"my-classroom-management-plan","status":"publish","type":"post","link":"https:\/\/pages.palomar.edu\/tjohnston2\/my-classroom-management-plan\/","title":{"rendered":"My Classroom Management Plan"},"content":{"rendered":"<p><em>PDF version for download:\u00a0 <a href=\"https:\/\/pages.palomar.edu\/tjohnston2\/my-classroom-management-plan\/22a-cm-plan-for-me\/\" rel=\"attachment wp-att-180\">22a CM Plan for me<\/a><\/em><\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>My Classroom Management Plan<\/u><\/strong><\/p>\n<p><strong>Attitude:\u00a0 I give my best and expect the students to do the same.\u00a0 <\/strong><\/p>\n<p><strong>If they fail, it is not on me if I give my best.\u00a0 The responsibility is theirs.<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><u>Table of Contents\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Page<\/u><\/p>\n<p>Classroom Management Guidelines\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 2<\/p>\n<p>Authoritative Teaching Style\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 3<\/p>\n<p>Self- Assessment\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 4<\/p>\n<p>Improving My Teaching Style\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 5<\/p>\n<p>Choosing My Reactions\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0 6<\/p>\n<p>Setting Limits and Delivering Consequences\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a08<\/p>\n<p>Managing Hecklers\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a010<\/p>\n<p>Managing Hostile Students\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a011<\/p>\n<p>Effective Communication Strategies\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 12<\/p>\n<p>Overcoming Stage Fright\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a013<\/p>\n<p>Frustrations\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a013<\/p>\n<p>Games Students Play\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 14<\/p>\n<p>Improving Student Behavior\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a016<\/p>\n<p>50 Things You Don\u2019t Have to Do\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a017<\/p>\n<p><strong><u>\u00a0<\/u><\/strong><\/p>\n<p><strong><u>\u00a0<\/u><\/strong><\/p>\n<p><strong><u>CM Guidelines<\/u><\/strong><\/p>\n<ol>\n<li>Balance authority and approachability<\/li>\n<li>Model correct behavior, and reward it in students<\/li>\n<li>Be aware of your voice and non-verbal communication; use them to subtly communicate your desired response<\/li>\n<li>Keep cool and don\u2019t be baited<\/li>\n<li>Consult with problem students in private whenever possible<\/li>\n<li>Be friendly but firm (andragogy, not pedagogy)<\/li>\n<li>Be an ally\u2026 for their learning (not grade)<\/li>\n<li>De-escalate rather than De-fensive (Listen first. Speak softly)<\/li>\n<li>Revise syllabus policies to be realistic as needed<\/li>\n<li>When in doubt, \u201cfairness rules\u201d<\/li>\n<li>Do not use vague rules.<\/li>\n<li>Do not have rules that you are unwilling to enforce.<\/li>\n<li>Do not ignore student behaviors that violate school or classroom rules (they will not go away).<\/li>\n<li>Do not engage in ambiguous or inconsistent treatment of misbehavior.<\/li>\n<li>Do not use overly harsh or embarrassing punishments, or punishments delivered without accompanying support.<\/li>\n<li>Do not try to solve problems alone if you have serious concerns about a student. Refer to your school psychologist or special education professional.<\/li>\n<li>Be sure the student understands that it is not he\/she who is unacceptable, but rather the behavior.<\/li>\n<li>Let the student know exactly what will happen if the problem continues.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Maintain the appearance of control at all times. Use a clear, firm voice.<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>If you made an error, admit it!<\/strong><\/p>\n<p><strong><u>\u00a0<\/u><\/strong><\/p>\n<p><strong><u>Authoritative Teaching Style<\/u><\/strong><\/p>\n<p>Authoritative, \u201ccoaching,\u201d or \u201cselling\u201d style:<\/p>\n<ul>\n<li>has behavioral principles<\/li>\n<li>has high expectations of appropriate behavior<\/li>\n<li>gives clear statements about why certain behaviors are acceptable and others not acceptable<\/li>\n<li>has warm student-teacher relationships<\/li>\n<li>requires a good degree of direction from the leader<\/li>\n<li>explains ideas and the reasons<\/li>\n<\/ul>\n<p>Summarized as \u2018Come with me.\u2019<\/p>\n<ul>\n<li>Authoritative teachers, like authoritative parents, employ a blend of high involvement and firm but fair discipline.<\/li>\n<li>They care about their teaching and their students, but they reward outcome, not effort.<\/li>\n<li>These teachers see students as responsible adults, so although they are always willing to help, they are careful not to create dependency or to let themselves be exploited or manipulated.<\/li>\n<li>They reward academic success with praise as well as high grades, they encourage students to try harder when they need to, and they grant requests for special consideration only if disability or other circumstances clearly justify doing so under school policies.<\/li>\n<li>They think carefully about their rules and standards, announce them in advance, explain why they are necessary and enforce them consistently.<\/li>\n<\/ul>\n<p>Advantages:<\/p>\n<ul>\n<li>a high level of student involvement<\/li>\n<li>a high level of student self-motivation.<\/li>\n<li>this teacher has a positive, kind and supportive relationship with her students, but they know when she \u201cmeans business.\u201d<\/li>\n<li>is most clearly associated with appropriate student behavior<\/li>\n<li>authoritative style is the one most likely to promote student learning, critical thinking and personal development and least likely to nurture student misbehavior<\/li>\n<\/ul>\n<p>Disadvantages:<\/p>\n<ul>\n<li>it is least effective when teammates are defiant and unwilling to change or learn<\/li>\n<\/ul>\n<p>Behavior:<\/p>\n<ul>\n<li>the teacher&#8217;s personal approach is primarily the factor that creates the climate and his or her daily mood makes the weather.<\/li>\n<li>A teacher therefore, possesses a tremendous power to make a student&#8217;s life miserable or joyous.<\/li>\n<li>a teacher can be a tool of torture or an instrument of inspiration; can humiliate or humor, hurt or heal or can even humanize or dehumanize a learner<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<table width=\"100%\">\n<tbody>\n<tr>\n<td>1. Maximize structure and predictability in the classroom<\/p>\n<p>I establish and explicitly teach student procedures.<\/p>\n<p>I actively supervise (move, scan, interact, reinforce).<\/p>\n<p>&nbsp;<\/p>\n<p>2. Establish, teach, and positively state classroom expectations.<\/p>\n<p>My rules are stated as \u201cdo\u2019s\u201d instead of \u201cnos\u201d or \u201cdon\u2019ts.\u201d<\/p>\n<p>I explicitly teach and review these expectations or classroom \u201crules\u201d in the context of routines.<\/p>\n<p>&nbsp;<\/p>\n<p>3. Managing behavior through effective instructional delivery<\/p>\n<p>I conduct smooth and efficient transitions between activities.<\/p>\n<p>I am prepared for lessons\/activities (filler activities, materials readied, fluent presentation, clear<br \/>\ndirections).<\/p>\n<p>I provide a clear explanation of outcomes\/objectives.<\/p>\n<p>I end lessons\/activities with specific feedback.<\/p>\n<p>I am using pauses well during my lecture.<\/p>\n<p>&nbsp;<\/p>\n<p>4. Actively engage students in observable ways<\/p>\n<p>I utilize multiple and varied opportunities for each student to respond during my instruction.<\/p>\n<p>I engage my students in observable ways during teacher-directed instruction<\/p>\n<p>I frequently check for student understanding.<\/p>\n<p>&nbsp;<\/p>\n<p>5. Evaluate Instruction<\/p>\n<p>I consider and note needed improvements (to lesson) for next time.<\/p>\n<p>&nbsp;<\/p>\n<p>6. Use a continuum of strategies to respond to inappropriate behavior<\/p>\n<p>I provide specific, contingent, and brief error corrections (stating expected behavior) for academic and<\/p>\n<p>social errors.<\/p>\n<p>In addition, I use the least restrictive procedure to discourage inappropriate behavior (non-verbals,<\/p>\n<p>proximity, teacher reaction, re-teaching, etc.) and proceed to more restrictive procedures.<\/p>\n<p>I respond to inappropriate behavior in a calm, emotionally objective, and business-like manner.<\/p>\n<p>&nbsp;<\/p>\n<p>9. Developing appropriate student relationships<\/p>\n<p>I learn and use student names by the end of week 2.<\/p>\n<p>I speak to students with dignity and respect\u2014even when providing correction!<\/p>\n<p>&nbsp;<\/p>\n<p>10.\u00a0 Paying attention to my \u201cself-care\u201d<\/p>\n<p>Getting enough sleep, eating right, exercising, engaging in hobbies.<\/p>\n<p>Leaving school at school but being productive, not just busy, when at school.<\/p>\n<p>&nbsp;<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong><u>SELF ASSESSMENT \u2013 Am I Doing This?<\/u><\/strong><br \/>\nAssess on a scale of \u201c\u25a1 need to do\u201d, \u201c+ need to improve\u201d and \u201cP goal achieved\u201d<\/p>\n<p><strong><u>Improving My Teaching Style<\/u><\/strong><\/p>\n<ul>\n<li>Talk less.<\/li>\n<li>Lower your voice.<\/li>\n<li>Stop repeating.<\/li>\n<\/ul>\n<p><strong>How my body language should look<\/strong>:<\/p>\n<ul>\n<li>erect posture<\/li>\n<li>radiating confidence and leadership<\/li>\n<li>appearing approachable<\/li>\n<li>create the impression that I am a \u201chelping person\u201d<\/li>\n<li>who also gives the students opportunities to self-discipline<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Use Gentleness<\/strong><\/p>\n<ul>\n<li>Gentleness is respected.<\/li>\n<li>Gentleness lowers stress.<\/li>\n<li>Gentleness curtails pushback.<\/li>\n<li>Gentleness builds rapport.<\/li>\n<li>Gentleness feels good.<\/li>\n<li>Gentleness Isn\u2019t Weakness<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Don\u2019t pick your battles!\u00a0 Inconsistency leads to disrespect and resentment.\u00a0 Guide your classroom so that there are no battles to fight.<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Remember, especially when you are upset,<\/strong><\/p>\n<p>The code of communication with people is based on respect and on skill.\u00a0 It requires<\/p>\n<p>(<em>a<\/em>) that messages preserve the listener\u2019s as well as the speaker\u2019s self-respect;<\/p>\n<p>(<em>b<\/em>) that statements of understanding <em>precede<\/em> statements of advice or instruction.<\/p>\n<p>Strong feelings do not vanish by being banished; they do diminish in intensity and lose their sharp edges when the listener accepts them with sympathy and understanding.<\/p>\n<p><em>\u00a0<\/em><\/p>\n<p><strong><em>Three steps to survival<\/em><\/strong><strong>.<\/strong> \u2013 To prepare ourselves in times of peace to deal with times of stress, we should acknowledge the following truths:<\/p>\n<ul>\n<li>We accept the fact that sometimes our students will make us angry.<\/li>\n<li>We are entitled to our anger without guilt or shame.<\/li>\n<li>Except for one safeguard, we are entitled to express what we feel. We can express our angry feelings provided we do not attack the student\u2019s personality or character.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong><u>Choosing My Reactions<\/u><\/strong><\/p>\n<p>Human beings are reaction machines.\u00a0 The most natural thing to do when confronted with a difficult situation is to react \u2013 to act without thinking.\u00a0 There are three common reactions\u2026<\/p>\n<p>Those reactions are:\u00a0 striking back, giving in, and breaking off.<\/p>\n<p>In reacting, we lose sight of our interests.\u00a0 \u2026<\/p>\n<p>Often the other side is actually trying to make you react.\u00a0 The first casualty of an attack is your objectivity \u2013 the faculty you need most to negotiate effectively.\u00a0 They are trying to throw you off balance and prevent you from thinking straight.\u00a0 They are trying to bait you like a fish so that they can control you.\u00a0 When you react, you are hooked.<\/p>\n<p>Much of your opponent\u2019s power derives from the ability to make you react.\u00a0 \u2026<\/p>\n<p><strong><u>Disruption Tactics<\/u><\/strong><br \/>\nThere are many distraction tactics, but the author groups them into three categories:\u00a0 obstructive, offensive, or deceptive:<\/p>\n<p><strong><em>Stone walls<\/em><\/strong>.\u00a0 A stone wall tactic is a refusal to budge. The other side may try to convince you that they have no flexibility and that there is no choice other than their position. \u2026 Any other suggestion on your part is met with a no.<\/p>\n<p><strong><em>Attacks<\/em><\/strong>. Attacks are pressure tactics designed to intimidate you and make you feel so uncomfortable that you ultimately give in to the other side\u2019s demands.\u00a0 Perhaps the most common form of attack is to threaten you with dire consequences unless you accept their position \u2026 Your opponents may also attack your proposal \u2026, your credibility \u2026, or your status and authority \u2026\u00a0 Attackers will insult, badger, and bully until they get their way.<\/p>\n<p><strong><em>Tricks<\/em><\/strong>.\u00a0 Tricks are tactics that dupe you into giving in.\u00a0 They take advantage of the fact that you assume your counterpart is acting in good faith and is telling the truth.\u00a0 One kind of trick is manipulating the data \u2013 using false, phony, or confusing figures.\u00a0 Another is the \u201cno authority\u201d ploy, in which the other side misleads you into believing they have the authority to decide the issue, only to inform you after you have given up as much as you can that in fact someone else must decide.\u00a0 A third trick is the \u201cadd on,\u201d the last minute additional demand that comes after your opponent has led you to believe you have already reached agreement.<\/p>\n<p><strong><u>Going to the Balcony<\/u><\/strong><\/p>\n<p>Even if reacting doesn\u2019t lead to a gross error on your part, it feeds the unproductive cycle of action and reaction.<\/p>\n<p>\u2026 the good news is that you have the power the break the cycle at any time \u2013 <em>unilaterally<\/em>.\u00a0 How\u201d\u00a0 by <em>not<\/em> reacting. \u2026 <strong><em>Objects react.\u00a0 Minds can choose not to.<\/em><\/strong><\/p>\n<p>When you find yourself facing a difficult negotiation, you need to step back, collect your wits, and see the situation objectively.\u00a0 Imagine you are negotiating on a stage and then imagine yourself climbing onto a balcony overlooking the stage.\u00a0 <strong>The \u201cbalcony\u201d is a metaphor for a mental attitude of detachment.<\/strong>\u00a0 From the balcony you can calmly evaluate the conflict almost as if you were a third party.\u00a0 You can think constructively for both sides and look for a mutually satisfactory way to resolve the problem.<\/p>\n<p>Going to the balcony means distancing yourself from your natural impulses and emotions.<\/p>\n<p>You should go to the balcony at every possible opportunity throughout the negotiation.\u00a0 At all times you will be tempted to react impulsively to your opponent\u2019s difficult behavior.\u00a0 But at all times you need to keep your eyes on the prize.<\/p>\n<p><strong>You need to recognize your reaction to a difficult situation.<\/strong>\u00a0 You should \u201cgo to the balcony\u201d to help you maintain your perspective during the discussions.<\/p>\n<p>\u2026 you need to recognize not only what they are doing but also what you are feeling.<\/p>\n<p>The first clue that we are reacting usually comes from our bodies.\u00a0 Our stomachs get tied up in knots.\u00a0 Our heats start to pound.\u00a0 Our faces flush.\u00a0 Our palms sweat.\u00a0 These are all visceral responses signaling that something is wrong and that we are losing our composure in the negotiation.\u00a0 They are cues that we need to go to the balcony.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>Balcony Strategies<\/u><\/strong><\/p>\n<p><strong>Pause and Say Nothing<\/strong><\/p>\n<p>The simplest way to buy time to think in the middle of a tense negotiation is to pause and say nothing.\u00a0 It does you little good to respond when you\u2019re feeling angry or frustrated.\u00a0 Your judgment is distorted. \u2026<\/p>\n<p>Pausing will not only give you a chance to step up to the balcony for a few seconds, but it may also help the other side cool down.\u00a0 By saying nothing you give them nothing to push against.\u00a0 Your silence may make them feel a little uncomfortable.\u00a0 The onus of keeping the conversation going shifts back to them.\u00a0 Uncertain about what is going on in your head, they may respond more reasonably.<\/p>\n<p>You obviously can\u2019t eliminate your feelings, nor do you need to do so.\u00a0 You need only to disconnect the automatic link between emotion and action.\u00a0 Feel the anger, frustration, or fear \u2013 even imagine attacking your opponent if you like \u2013 but <em>don\u2019t<\/em> channel your feelings and impulses into action.\u00a0 Suspend your impulses; freeze your behavior.\u00a0 While it may feel like hours, it will probably last only a few seconds.\u00a0 This may not be easy when your opponent is shouting or stonewalling, but it is necessary for successful negotiation. \u2026<\/p>\n<p><strong>Rewind the Tape<\/strong><\/p>\n<p>You can only pause for so long.\u00a0 To buy more time to think, try rewinding the tape.\u00a0 Slow down the conversation by playing it back.\u00a0 Tell your counterpart: \u201cLet me just make sure I understand what you\u2019re saying.\u201d\u00a0 Review the discussion up to that point.<\/p>\n<p>An easy way to slow down negotiation is to take careful notes.\u00a0 Writing down what your counterpart says gives you a good excuse: \u201cI\u2019m sorry, I missed that.\u00a0 Could you please repeat it?\u201d<\/p>\n<p><strong>Take a Time Out<\/strong><\/p>\n<p>If you need more time to think, take a break. \u2026 A time-out gives both sides a chance to cool off and go to the balcony.<\/p>\n<p><strong>Don\u2019t Make Important Decisions on the Spot<\/strong><\/p>\n<p>In the presence of the other person, you are under strong psychological pressure to agree.\u00a0 One simple rule of thumb will help keep you out of trouble: Never make an important decision on the spot.\u00a0 Go to the balcony and keep it there.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>More Techniques<\/u><\/strong><\/p>\n<p>My challenge will be to keep calm in the initial confrontation.\u00a0 Other sources have suggested <strong>counting to ten while looking thoughtful.\u00a0 Looking away from the student and rubbing your chin has had the effect of making the student think you are considering some highly effective punishment.<\/strong>\u00a0 Then they are relieved when you respond pleasantly. But what it is really doing is giving you time to calm down.<\/p>\n<p>You are under no obligation to explain yourself or your decisions to any student who speaks to you or approaches you\u00a0<a href=\"http:\/\/www.smartclassroommanagement.com\/2011\/02\/19\/how-to-respond-to-a-disrespectful-student\/\">disrespectfully<\/a>\u2014nor should you. It only encourages more disrespect.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><u>Setting Limits and Delivering Consequences<\/u><\/strong><\/p>\n<ul>\n<li><strong>Setting a limit is not the same as issuing an ultimatum.<\/strong><\/li>\n<\/ul>\n<p>Limits aren\u2019t threats<\/p>\n<p>Limits offer <em>choices with consequences<\/em><\/p>\n<ul>\n<li><strong>The purpose of limits is to teach, not to punish.<\/strong><\/li>\n<\/ul>\n<p>Through limits, people begin to understand that their actions, positive or negative, result in predictable consequences.<\/p>\n<ul>\n<li><strong>Setting limits is more about listening than talking.<\/strong><\/li>\n<\/ul>\n<p>Taking the time to really listen to those in your charge will help you better understand their thoughts and feelings. By listening, you will learn more about what\u2019s important to them, and that will help you set more meaningful limits.<\/p>\n<p><strong>Allow time when giving choices.<\/strong><\/p>\n<p>Generally, it\u2019s best to allow the person a few moments to make her decision. Remember that if she\u2019s upset, she may not be thinking clearly. It may take longer for her to think through what you\u2019ve said to her.<\/p>\n<p><strong>When enforcing consequences, think like a referee, not a judge.<\/strong><\/p>\n<ol>\n<li>Enforce rules, not mediate disagreements<\/li>\n<li>Consequences are not personal<\/li>\n<li>Rules are for safety and no interference to learning<\/li>\n<\/ol>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>It is important to<\/strong><\/p>\n<ol>\n<li>put the responsibility on the student<\/li>\n<li>allow the student to feel the burden of behaving poorly<\/li>\n<li>give the student the opportunity to feel a sense of regret and a greater desire to follow the rules<\/li>\n<li>Keep your thoughts, comments, and opinions to yourself\n<ol>\n<li>Or it causes resentment<\/li>\n<li>And sabotages accountability<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p><strong>Deliver the news of the consequence and <u>turn away<\/u>.<\/strong><\/p>\n<ol>\n<li>Informing students of consequences requires an excellent acting job, no matter how angry you feel<\/li>\n<li>You want the students to see the problem with their misbehavior<\/li>\n<li>You do not want them to blame or get angry at you<\/li>\n<li>All this makes the consequence effective<\/li>\n<li>The students choose when the rules need to be enforced, not you<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n<p><strong>Let accountability do your talking for you.<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong><u>Managing Hecklers <\/u><\/strong><\/p>\n<p>Choose a strategy:<\/p>\n<p>#1: Never reward interrupting.<\/p>\n<p>#2: Don\u2019t try to be funny.<\/p>\n<p>#3: Manage your own emotional state.\u00a0\u00a0 Take a deep breath and stay calm. Remove your emotional attachment to the situation and deal with it in a level and relaxed way.<\/p>\n<p>#4: Let the heckler have their say.<\/p>\n<p>#5: Listen to them.<\/p>\n<p>#6: Actually respond.<\/p>\n<p>#7: Don\u2019t let it get personal.<\/p>\n<p>#8: Be gracious.<\/p>\n<p>#9: Ask them to stop.<\/p>\n<p>#10: Get the rest of the audience on your side.<\/p>\n<p>#11: The last resort:\u00a0have them removed.<\/p>\n<p>#12: Don\u2019t dwell on it.<\/p>\n<p>&nbsp;<\/p>\n<p>Other helpful techniques:<\/p>\n<p><strong>Use reflective listening before you respond &#8212; <\/strong>expressing in your own words your understanding of what they\u2019ve said.<\/p>\n<p><strong>Silence &#8212; <\/strong>stop speaking and turn and stare at the heckler, everyone else will turn to see what you are looking at<\/p>\n<p><strong>If you get asked antagonistic questions<\/strong>, throw them back to the audience for discussion.<\/p>\n<p><strong>Avoid shooting them down prematurely &#8212; <\/strong>by asking probing questions. You can ask questions like,\u00a0\u201cWhat exactly are you trying to accomplish or point out?\u201d\u00a0or\u00a0\u201cHow is your opinion on (topic) relevant to _____?\u201d<\/p>\n<p><strong>Move toward the heckler<\/strong><\/p>\n<p><strong>Ignorance is not bliss &#8212; <\/strong>Ignoring hecklers just makes matters worse.<\/p>\n<p><strong><u>\u00a0<\/u><\/strong><\/p>\n<p><strong><u>Managing Hostile Students<\/u><\/strong><\/p>\n<p><strong>Remain Calm.<\/strong>\u00a0 Try to keep your cool, even when challenged, insulted, or threatened.<\/p>\n<p><strong>Isolate the Individual.<\/strong>\u00a0 You will be more effective one-on-one. \u2013 But never corner them.<\/p>\n<p><strong>Keep It Simple.<\/strong>\u00a0 Be clear and direct in your message. Avoid jargon and complex options.<\/p>\n<p><strong>Watch Your Body Language.<\/strong>\u00a0 Be aware of your space, posture, and gestures. Make sure your nonverbal behavior is consistent with your verbal message.<\/p>\n<p><strong>Use Silence. <\/strong>\u2013 Do not argue with them.<\/p>\n<p><strong>Use Reflective Questioning.<\/strong>\u00a0 Paraphrase and restate comments.<\/p>\n<p><strong>Watch Your Paraverbals.<\/strong>\u00a0 Make sure the words you use are consistent with voice inflection to avoid a double message.<\/p>\n<p><u>What causes students to behave this way?<\/u><\/p>\n<p>Modeling:\u00a0Children observe hostile-aggressive behavior modeled by parents, teachers, peers, and in the media.<\/p>\n<p>Peer Reinforcement:\u00a0Behavior such as fighting is reinforced by peers when they take sides in or cheer for individuals who are fighting.<\/p>\n<p>Social Skills Deficit:\u00a0Children lack the social skills necessary to deal with stressful situations in an assertive rather than aggressive manner.<\/p>\n<p>Low Self-Esteem:\u00a0They believe that it is not all right to feel anger and frustration and think they are bad people when they do have these feelings.<\/p>\n<p><strong>If you are confronted by a person who has a weapon, keep in mind that a person who threatens you with a weapon hasn&#8217;t necessarily decided to use it.<\/strong><\/p>\n<p>If the person senses that you&#8217;re losing control, their behavior will most likely escalate.<\/p>\n<ul>\n<li><strong>Take threats seriously.<\/strong> If anyone communicates any possibility of using a weapon against you, assume that they have one even if you can&#8217;t see it or verify it immediately.<\/li>\n<li><strong>Step back.<\/strong> Try to negotiate permission to take at least three steps away from the individual. If allowed, the increased distance can reduce both anxiety and weapon accuracy.<\/li>\n<li><strong>Avoid reaching for the weapon.<\/strong> Attempting to disarm a person with a weapon can be extremely dangerous.<\/li>\n<li><strong>Focus on the individual rather than the weapon.<\/strong> When threatened, we tend to focus on the weapon. Shifting your focus to the individual will remind you that the real danger is not in the weapon itself, but in the aggressor&#8217;s behavior.<\/li>\n<li>Make basic requests to solicit affirmative responses. The more the aggressor says &#8220;yes&#8221; to you, the less likely the weapon is to be used against you.<\/li>\n<li><strong>Buy time.<\/strong> Time is an asset. The longer you can talk to an aggressive individual, the less likely it is that the weapon will be used.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong><u>Effective Communication Strategies<\/u><\/strong><\/p>\n<p>Guidelines involved in effectively communicating with a person in crisis when working alone are similar to those important in any crisis situation:<\/p>\n<ul>\n<li>Treat the person with dignity, respect, and courtesy.<\/li>\n<li>Listen actively to the person.<\/li>\n<li>Speak directly to the person.<\/li>\n<li>Remain calm.<\/li>\n<li>Offer assistance but do not insist or be offended if your offer is not accepted.<\/li>\n<li>Do not overassist or be patronizing.<\/li>\n<li>Reduce background noise if possible.<\/li>\n<li>Be prepared to repeat what you say.<\/li>\n<li>Don&#8217;t pretend to understand if you do not. Ask the person to repeat what was said.<\/li>\n<li>Recall the Integrated Experience*.<\/li>\n<li>Be aware of how your own personal space, body language, and paraverbals may affect the individual in crisis.<\/li>\n<li>Be patient, flexible, and supportive. Take time to understand the individual and make sure the individual understands you.<\/li>\n<li>Focus on the person&#8217;s strengths and adapt your communication skills to the person&#8217;s needs.<\/li>\n<li>Allow the person time to say or do things at her own pace.<\/li>\n<li>If warranted, provide reasonable accommodations according to current laws and policies.<\/li>\n<\/ul>\n<p>*Integrated Experience: how my attitudes and behaviors affect your attitudes and behaviors and vice versa. If my attitude and behavior is positive, it will most likely yield positive results.<\/p>\n<p>The reverse is true as well. If I have a poor attitude or I\u2019m exhibiting rude, disrespectful behavior, my results will likely not be great, and could contribute to someone escalating to verbal aggression or worse\u2014physical assault.<\/p>\n<p><strong>Non-verbal signals:<\/strong><\/p>\n<ul>\n<li>Proximity: being physically closer, leaning forward while seated.<\/li>\n<li>Orientation: either face to face or side to side depending on the situation.<\/li>\n<li>Gaze: regular eye contact.<\/li>\n<li>Facial expression: smiling face is more effective for good communication.<\/li>\n<li>Gestures: head nods, encouraging gestures.<\/li>\n<li>Postures: open arms, non-cross legged, gives an expression of openness.<\/li>\n<li>Touch: appropriate touch, perhaps hand on a shoulder or guidance in movement of a particular skill.<\/li>\n<\/ul>\n<p><strong>Principles of Active Listening<\/strong><\/p>\n<ul>\n<li>Open body language generally.<\/li>\n<li>Good eye contact.<\/li>\n<li>Appropriate questioning.<\/li>\n<li>Paraphrasing to confirm understanding.<\/li>\n<li>Non-judgmental.<\/li>\n<li>Empathy, not sympathy.<\/li>\n<\/ul>\n<p><strong><u>Overcoming Stage Fright<\/u><\/strong><\/p>\n<p><strong>Move, laugh, and breathe.<\/strong>\u00a0Before class, release nervous energy by jumping up and down 15 times in the bathroom. It will make you laugh. Shake your limbs to release nervous tension. Breathe slowly and deeply from the belly with your hands on the back of your hips.<\/p>\n<p><strong>\u201cPower pose\u201d for two minutes.<\/strong>\u00a0After leaping up 72 stairs in front of the Philadelphia Museum of Art in the film\u00a0Rocky, Sly Stallone raises his fists in what Harvard professor Amy Cuddy calls the\u00a0<a href=\"http:\/\/www.businessinsider.com\/power-pose-2013-5?op=1\">power pose<\/a>. In other words, adopting these postures makes a person feel more powerful.<\/p>\n<p><strong>Deposit Easter eggs into your curriculum.<\/strong>\u00a0Dreading students\u2019 negative response to a lesson that is conceptually confusing? Plant some surprises in the lesson for you and the class to look forward to. Playfulness is confidence building and contagious.<\/p>\n<p><strong>Start the class off with a ritual.<\/strong>\u00a0The first couple minutes of a new class can be the most intimidating. I begin all my classes with 60 seconds of good news.<\/p>\n<p><strong>Reinforce content.<\/strong>\u00a0Bring ancillary materials: posters, handouts, advance organizers, or a PowerPoint presentation.<\/p>\n<p><strong>Don\u2019t cede your center<\/strong>.\u00a0Avoid interpreting blank student faces as uninterested or angry (see \u201c<a href=\"http:\/\/www.bodyandsoul.com.au\/sex+relationships\/relationships\/overcoming+critical+parents,8759\">critical-parent syndrome<\/a>\u201d).<\/p>\n<p><strong>Commit to an emotion.<\/strong>\u00a0Right before class begins,\u00a0<a href=\"http:\/\/www.forbes.com\/sites\/nickmorgan\/2011\/11\/07\/how-to-conquer-fear-of-public-speaking\/\">recall the last time you were happy and excited<\/a>. When class starts, you\u2019ll feel more relaxed and animated.<\/p>\n<p><strong>Count chairs.<\/strong>\u00a0<a href=\"http:\/\/www.womenshealthmag.com\/life\/overcome-public-speaking-stage-fright?layout=print\">Counting rhythmically<\/a>\u00a0will help keep your adrenaline more regulated.<\/p>\n<p><strong>It\u2019s not about you.<\/strong>\u00a0Remember to concentrate on students learning instead of you performing perfectly.<\/p>\n<p><strong><u>\u00a0<\/u><\/strong><\/p>\n<p><strong><u>Frustration Assumptions<\/u><\/strong><\/p>\n<p><strong>I should know this<\/strong><\/p>\n<p><strong>The students should know this.<\/strong><\/p>\n<p><strong>I should be better\/do better.<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Antidotes<\/strong><\/p>\n<p>Find time to reflect:\u00a0Talk, write, read, slow down.<\/p>\n<p>Ask questions:\u00a0Who are my students? What kind of teacher do they need me to be? Shifting the focus from ourselves to our students can better inform our next steps.<\/p>\n<p>Practice self-compassion:\u00a0Even slow learning is learning. Your pace is yours. Practice mindful breathing and kind self-talk\u2014they will help you see what\u2019s in front of you and make more effective choices.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong><u>Games Students Play<\/u><\/strong><\/p>\n<p><u>Some of the games:<\/u><\/p>\n<p><strong>Uproar <\/strong>&#8211;\u201cbugging\u201d the teacher with a series of small incidents to force him to blow up at her.\u00a0 If Mr. Johnson controlled his temper, she had him at bay and could continue to goad him until he did blow up.<\/p>\n<p><strong>\u201cChip on the Shoulder\u201d <\/strong>&#8212; student has a sensitive spot, his \u201cchip\u201d, and creates a ruckus to deflect attention away from himself when that chip is knocked off<\/p>\n<p><strong>Stupid <\/strong>\u2013 student would do things that others would find \u201cstupid\u201d, like bringing the wrong book to class or holding the wrong end of the baseball bat.\u00a0 He did this so often that after a while, people would call him \u201cstupid\u201d while others would make excuses for him.<\/p>\n<p><strong>Clown &#8212; <\/strong>This student would imitate Mr. Johnson to make the class laugh.\u00a0 The book points out that this isn\u2019t necessarily a game, however Mr. Johnson needs to make sure he doesn\u2019t react negatively as long as the behavior is not disrupting class.<\/p>\n<p><strong>Schlemiel &#8212; <\/strong>This student causes problems by \u201cmessing up\u201d other people\u2019s possessions.\u00a0 Most reactions fall in two categories, \u201cpersecutor\u201d or \u201crescuer.\u201d\u00a0 The persecutor gets angry and the rescuer forgives.\u00a0 In either case, the \u201cSchlemiel\u201d gets the attention he or she seeks and is tempted to behave this way again.<\/p>\n<p><strong>Make Me &#8212; <\/strong>This student doesn\u2019t do the required work and, in some way, demands that the teacher force them to do it.<\/p>\n<p><strong>Blemish &#8212; <\/strong>Basically fault-finding, no matter how small, by the player who wants the \u201cperfect\u201d teacher.\u00a0 Generally, not a disruption in the classroom.\u00a0 Sometimes shows up with administration.<\/p>\n<p><strong>Why Does It Always Happen to Me? &#8212; <\/strong>The student feels sorry for himself and complains about how everything wrong always happens to him.<\/p>\n<p><strong>Indigence &#8212; <\/strong>The student claims interest in getting the work done as long as the teacher is reminding him of it, but when left to actually do the work, fails to accomplish it and has a lot of excuses.<\/p>\n<p><strong>Why Don\u2019t You \u2013 Yes, But &#8212; <\/strong>The student has many excuses why the work can\u2019t be done.\u00a0 The teacher offers suggestions, but the student always has a reason why it won\u2019t work.<\/p>\n<p><strong>Late Paper &#8212; <\/strong>The student claims the work is done but forgotten at home and says he will bring it in later.\u00a0 However, it never makes it in.<\/p>\n<p><strong>Wooden Leg &#8212; <\/strong>The student uses a real or imagined disability as an excuse to avoid doing work.<\/p>\n<p><strong>Disciple &#8212; <\/strong>The student is willing to work for one teacher but not another.\u00a0 Often the student sees the preferred teacher as a parent figure, and he wants to please him or her.<\/p>\n<p><strong>Lil Ol\u2019 Me &#8212; <\/strong>The student attempts to manipulate the teacher by agreeing with everything he says and proclaiming her life has been changed by the teacher\u2019s words.<\/p>\n<p><strong>Let\u2019s You and Him Fight &#8212; <\/strong>The student tries to get two people (presumably the teacher and another student) to argue by making provocative statements.\u00a0 The trap-baiter then watches the battle ensue.<\/p>\n<p><strong>Miss Muffet &#8212; <\/strong>The student tells his parent or non-teacher authority a twisted version of what the teacher said or did in the classroom.\u00a0 This gives the parent an opportunity to react strongly and become enraged at what was said or done around their darling child.<\/p>\n<p><strong>Let \u2018em Have It &#8212; <\/strong>The student bothers the instructor repeatedly until the instructor tells him to make an appointment or to quit bothering her.\u00a0 Then the student tells a parent or non-teacher authority that the teacher doesn\u2019t like him or is picking on him.<\/p>\n<p><strong>High and Proud &#8212; <\/strong>The student flaunts foul language, rude or offensive images, or poor behavior, intending to provoke a reaction.<\/p>\n<p><strong>Do Me Something &#8212; <\/strong>The student\u2019s attitude is \u201cTry to teach me\u201d with the obvious goal of showing the teacher he won\u2019t be taught.<\/p>\n<p><strong><u>Ego States<\/u><\/strong><\/p>\n<p>Ego states are normal psychological phenomenon.\u00a0 \u2026 Each type of ego state has its own vital value for the human organism.<\/p>\n<p>In the Child reside intuition, creativity and spontaneous drive and enjoyment.<\/p>\n<p>The Adult is necessary for survival.\u00a0 It process data and computes the probabilities which are essential for dealing effectively with the outside world. \u2026 Another task of the Adult is to regulate the activities of the Parent and the Child, and to mediate objectively between them.<\/p>\n<p>The Parent has two main functions.\u00a0 First, it enables the individual to act effectively as the parent of actual children, thus promoting the survival of the human race.\u00a0 \u2026 Secondly, it makes many responses automatic, which conserves a great deal of time and energy.\u00a0 Many things are done because \u201cThat\u2019s the way it\u2019s done.\u201d\u00a0 This frees the Adult from the necessity of making innumerable trivial decisions, so that it can devote itself to more important issues, leaving routine matters to the Parent.<\/p>\n<p>Thus all three aspects of the personality have a high survival and living value, and it is only when one or the other of them disturbs the healthy balance that analysis and reorganization are indicated.\u00a0 Otherwise each of them, Parent, Adult, and Child, is entitled to equal respect and has its legitimate place in a full and productive life.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>(See the book review on \u201cI\u2019m OK, You\u2019re Ok\u201d for physical descriptions of the ego states.)<\/strong><\/p>\n<p><strong><u>\u00a0<\/u><\/strong><\/p>\n<p><strong><u>Improving Student Behavior<\/u><\/strong><\/p>\n<p><strong>\u201cA Simple Way to Improve Listening\u201d<\/strong><\/p>\n<ul>\n<li>Stand in one place.<\/li>\n<li>Give your directions once. Normal voice; err on the side of softly.<\/li>\n<li>Let them flounder.<\/li>\n<li>Remain motionless.<\/li>\n<li>Let your leaders take over.<\/li>\n<li>Wait.<\/li>\n<li>Give the next direction.<\/li>\n<li>Continue giving directions once.<\/li>\n<li>Make it practice in the beginning.<\/li>\n<li>If the first time is a disaster . . . Simply\u00a0<a href=\"http:\/\/www.smartclassroommanagement.com\/2009\/09\/01\/how-to-signal-for-your-students-attention\/\">ask for and wait for their attention<\/a>, then start over from the beginning. They\u2019ll get it.<\/li>\n<\/ul>\n<p><strong>About Students Talking on the Side<\/strong><\/p>\n<ol>\n<li><strong> Define it.<\/strong><\/li>\n<\/ol>\n<p>They need to know specifically what your definition of side-talking is and what it looks like.<\/p>\n<p>There may be times when you allow it\u2014or a form of it. If so, your students need to know when those times are and what appropriate side-talking looks like.\u00a0<a href=\"http:\/\/www.smartclassroommanagement.com\/2009\/06\/07\/supercharge-your-classroom-management-plan-through-modeling\/\">Modeling<\/a>\u00a0all forms\u2014right and wrong, appropriate and not\u2014is key to their understanding.<\/p>\n<ol start=\"2\">\n<li><strong> Provide them a tool.<\/strong><\/li>\n<\/ol>\n<p>Once your students are clear about what side-talking is, and when it is and isn\u2019t okay, the next step is to empower them with a tool they can use to curb inappropriate side-talking on their own and without saying a word.<\/p>\n<p>The tool you\u2019ll show them is a <u>simple hand gesture<\/u> they\u2019ll display to whoever attempts to side-talk with them during a lesson, while immersed in independent work, or whenever you deem unacceptable.<\/p>\n<ol start=\"3\">\n<li><strong> Teach them how to use it.<\/strong><\/li>\n<\/ol>\n<p>As long as it isn\u2019t culturally offensive, any sign or motion of the hand will do. Crossing the first two fingers and shaking lightly is a good way to go. It\u2019s a gesture conspicuous enough for you to see from across the room and all students can perform it easily.<\/p>\n<ol start=\"4\">\n<li><strong> Practice politeness.<\/strong><\/li>\n<\/ol>\n<p>It\u2019s important to emphasize that the gesture is nothing more than a polite reminder to a friend. It\u2019s like saying,\u00a0\u201cI\u2019m sorry, but I can\u2019t talk right now.\u201d\u00a0It isn\u2019t aggressive or angry and it should never accompany any talking or admonition.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>HAVE YOU REVIEWED THE \u201cCOMMON MISTAKES\u201d SECTION RECENTLY???<br \/>\n<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>50 Things You\u00a0<\/strong><em>Don\u2019t<\/em><strong>\u00a0Have To Do<\/strong><\/p>\n<ol>\n<li>You don\u2019t have to lecture, yell, or scold.<\/li>\n<li>You don\u2019t have to micromanage.<\/li>\n<li>You don\u2019t have to ignore misbehavior.<\/li>\n<li>You don\u2019t have to be unlikable.<\/li>\n<li>You don\u2019t have to tolerate\u00a0<a href=\"http:\/\/www.smartclassroommanagement.com\/2010\/02\/13\/how-to-get-your-students-to-raise-their-hand\/\">call-outs and interruptions<\/a>.<\/li>\n<li>You don\u2019t have to use bribery.<\/li>\n<li>You don\u2019t have to walk on eggshells around difficult students.<\/li>\n<li>You don\u2019t have to give false praise.<\/li>\n<li>You don\u2019t have to send students to the office.<\/li>\n<li>You don\u2019t have to implore your students to pay attention.<\/li>\n<li>You don\u2019t have to say things you don\u2019t truly believe.<\/li>\n<li>You don\u2019t have to be humorless, stern, or overly serious.<\/li>\n<li>You don\u2019t have to\u00a0<a href=\"http:\/\/www.smartclassroommanagement.com\/2010\/10\/02\/how-to-stop-repeating-yourself-and-start-speaking-with-power\/\">repeat yourself<\/a> over and over again.<\/li>\n<li>You don\u2019t have to\u00a0<a href=\"http:\/\/www.smartclassroommanagement.com\/2009\/12\/05\/how-to-build-classroom-community-its-not-what-you-think\/\">work\u00a0on building community<\/a>.<\/li>\n<li>You don\u2019t have to beg or coax or convince your students into behaving.<\/li>\n<li>You don\u2019t have to waste time and attention on difficult students.<\/li>\n<li>You don\u2019t have to\u00a0do\u00a0more or say more to have better control.<\/li>\n<li>You don\u2019t have to show anger or lose your cool.<\/li>\n<li>You don\u2019t have to lower your behavior standards.<\/li>\n<li>You don\u2019t have to talk so much, so often, or so loud.<\/li>\n<li>You don\u2019t have to have an antagonistic or demanding relationship with difficult students.<\/li>\n<li>You don\u2019t have to\u00a0<a href=\"http:\/\/www.smartclassroommanagement.com\/2011\/05\/21\/why-you-shouldnt-shush-your-students\/\">shush your students<\/a> or ask repeatedly for quiet.<\/li>\n<li>You don\u2019t have to give frequent reminders and exhortations.<\/li>\n<li>You don\u2019t have to show hurt or disappointment to get your message across.<\/li>\n<li>You don\u2019t have to guide, direct, or handhold your students through every moment of the day.<\/li>\n<li>You don\u2019t have to be thought of as a \u201cmean\u201d teacher.<\/li>\n<li>You don\u2019t have to use threats or intimidation to get students to behave.<\/li>\n<li>You don\u2019t have to have friction or resentment between you and any of your students.<\/li>\n<li>You don\u2019t have to use behavior contracts to turn around difficult students.<\/li>\n<li>You don\u2019t have to give\u00a0<a href=\"http:\/\/www.smartclassroommanagement.com\/2010\/11\/27\/how-to-praise-students-and-influence-behavior\/\">over-the-top or gratuitous praise<\/a>.<\/li>\n<li>You don\u2019t have to plead with your students to follow your directions.<\/li>\n<li>You don\u2019t have to use different strategies for different students.<\/li>\n<li>You don\u2019t have to tolerate a noisy, chaotic, or unruly classroom.<\/li>\n<li>You don\u2019t have to talk over your students or move on until you\u2019re ready.<\/li>\n<li>You don\u2019t have to accept being disrespected, cursed at, or ignored.<\/li>\n<li>You don\u2019t have use\u00a0<a href=\"http:\/\/www.smartclassroommanagement.com\/2010\/04\/03\/how-to-simplify-classroom-management\/\">complicated classroom management methods<\/a>.<\/li>\n<li>You don\u2019t have to be fearful of holding your students strictly accountable.<\/li>\n<li>You don\u2019t have to hold time-consuming community circles or hashing-out sessions.<\/li>\n<li>You don\u2019t have to be negative or critical to motivate your students.<\/li>\n<li>You don\u2019t have to cover up your personality or hold back from having fun.<\/li>\n<li>You don\u2019t have to tolerate arguing and talking back.<\/li>\n<li>You don\u2019t have to ask two or three times or more for your students\u2019 attention.<\/li>\n<li>You don\u2019t have to offer praise for\u00a0expected\u00a0behavior.<\/li>\n<li>You don\u2019t have to rely on parents, the principal, or anyone else to turn around difficult students.<\/li>\n<li>You don\u2019t have to be\u00a0<a href=\"http:\/\/www.smartclassroommanagement.com\/2011\/09\/17\/why-freedom-is-a-powerful-classroom-management-strategy\/\">overbearing or suffocating<\/a> to have excellent control.<\/li>\n<li>You don\u2019t have to give incessant talking-tos to difficult and disrespectful students.<\/li>\n<li>You don\u2019t have to\u00a0<a href=\"http:\/\/www.smartclassroommanagement.com\/2010\/03\/27\/classroom-management-mistake\/\">ask students\u00a0why\u00a0they misbehaved\u00a0<\/a>or force assurances from them.<\/li>\n<li>You don\u2019t have to have a boring, no-fun classroom to keep a lid on whole-class misbehavior.<\/li>\n<li>You don\u2019t have to be tense, tired, and sick of dealing with misbehavior.<\/li>\n<li>You never, ever have to be at the mercy of your students.<\/li>\n<\/ol>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>PDF version for download:\u00a0 22a CM Plan for me &nbsp; My Classroom Management Plan Attitude:\u00a0 I give my best and expect the students to do the same.\u00a0 If they fail, it is not on me if I give my best.\u00a0 The responsibility is theirs. &nbsp; Table of Contents\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Page Classroom Management Guidelines\u00a0 \u00a0 [&hellip;]<\/p>\n","protected":false},"author":32,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[3,7],"class_list":["post-27","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-classroom-management","tag-plan"],"acf":[],"_links":{"self":[{"href":"https:\/\/pages.palomar.edu\/tjohnston2\/wp-json\/wp\/v2\/posts\/27","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pages.palomar.edu\/tjohnston2\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/pages.palomar.edu\/tjohnston2\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/pages.palomar.edu\/tjohnston2\/wp-json\/wp\/v2\/users\/32"}],"replies":[{"embeddable":true,"href":"https:\/\/pages.palomar.edu\/tjohnston2\/wp-json\/wp\/v2\/comments?post=27"}],"version-history":[{"count":7,"href":"https:\/\/pages.palomar.edu\/tjohnston2\/wp-json\/wp\/v2\/posts\/27\/revisions"}],"predecessor-version":[{"id":181,"href":"https:\/\/pages.palomar.edu\/tjohnston2\/wp-json\/wp\/v2\/posts\/27\/revisions\/181"}],"wp:attachment":[{"href":"https:\/\/pages.palomar.edu\/tjohnston2\/wp-json\/wp\/v2\/media?parent=27"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/pages.palomar.edu\/tjohnston2\/wp-json\/wp\/v2\/categories?post=27"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/pages.palomar.edu\/tjohnston2\/wp-json\/wp\/v2\/tags?post=27"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}