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The Key to Successful Classroom Management: Teach Teacher Interaction Skills to Students Now
Virtually all schools expect students to interact
properly with teachers. However, most schools
do not have a formal, written plan to train students
have acceptable interaction skills with the teacher. Years
previously, families prepared their offspring more reliably
to respond appropriately to teachers. Unfortunately,
This is no longer the case; many young people are rude,
disruptive, provocative and disrespectful.
Recently, during some of our live workshops around the
country, we have heard a lot about the students
a fault that becomes more and more serious
than ever before. Every spring at this time, our
Live Expert Help Page
(on our site, link below) starts generating
rather desperate requests for help from teachers who
say they are increasingly unable to control their
Classroom. Based on some of our live feedback
workshops and live requests for help, it seems
important to recap what is acceptable behavior in the
Classroom. It also seems to me that it is a good time to review
how to stay in control of seemingly uncontrollable things
students. Here are the main questions on these topics
that we receive in our workshop and via our
Live expert help page.
Q:
I have male students who don’t just touch women
peers inappropriately, but so am I. What do I do?
A:
This is an example of the increasingly inappropriate way
behavior reported by teachers. This kind of
misconduct reaches a whole new level.
First, the conduct you describe goes far beyond
what every teacher should tolerate in a classroom, but
it is important to note that this behavior is quite
probably also illegal because this type of sex
harassment is generally not permitted by law.
Second, you describe a situation that
extremely dangerous for you and your students.
Your first responsibility as a youth worker is
always security. This dangerous situation cannot
Carry on. You should immediately seek help from your
main or other resource.
Third, whenever a class or group of young people
people are completely out of control, it’s usually
quite difficult to regain control. Because of that,
we generally strongly recommend that the problem
class or group be terminated– at least as long as
your young people are concerned– and a new class
or group initiated in its place. It’s much easier
start over than to clean up a situation that
has deteriorated to the point you are describing.
In the future, we strongly recommend that you set
much higher and stricter standards, and force yourself
to join it. If you don’t know how to apply
higher standards, get training from us or another
source right away. Our breakthrough live and recorded
The workshop gives immediate help: 800-545-5736 or
http://www.youthchg.com/live.html. you can always
relax if you start firmly, but it can be almost
impossible to tighten if you start to get loose.
When you don’t know how to react, always make the mistake
to be too firm. Have high expectations
for driving. You can easily relax if your firmness
is unnecessary or too extreme. Your situation is
extremely unlikely to improve, and is quite
likely to get worse because there are no “brakes”
offered to stop or slow down the inappropriate contact. Not
waiting for a tragedy to occur to act; to obtain
help today.
Q:
My students don’t know how to act sensibly
towards teachers. What can I do?
A:
Before waiting for teacher interaction skills, you
have to teach them. You wouldn’t expect math skills
until you teach those skills; it is the same with
teacher interaction skills. To determine which skills
teach, you can start by making a list of
problems you see. You can include problems
such as disrespect, verbal abuse, non-compliance and
soon. Then prioritize this list, putting your
the biggest concerns at the top. We recommend that
security concerns are at the top of the list. Next, identify a time
instruct your students on the first
few items on your list. You can use the whole class
periods or the beginning of the course. It does not matter
where you put the training, but you do it. You
will probably be delighted with the results, but be
be sure to include students’ motivation to accept the
training. Our site offers engaging lessons so you don’t
having to develop ideas on your own.
Q:
I have a lot of students who seem to hate everything
teachers. Am I right in saying that there are not many
can I do to change that?
A:
In fact, we have a lot of wonderful student attitude
adjustment devices that can reshape the way these
young people watch and interact with teachers. Here is
a favorite intervention in our live
workshops. Create a small manual, like these small
booklets that come with a new computer or a new jacket.
Call it the “Student’s Guide to the Care and Attention of
Teachers”, or something similar. In the manual you
can put a humorous text on “What to do when your teacher
not working properly” and “How to get your teacher to
Do what you want.” Then hang the manual on a
yarn and tie it to your sleeve. Inevitably, a
the pupil will soon ask: “What is dragging
your sleeve?” You may respond with feigned surprise to
discover the manual, then read it to your
students. What a fun and unusual way to start a dialogue.
If you don’t want to have to create your own manual, you
will find a very funny and nicely illustrated one
in one of our books. Contact us to help you locate it if
you want to save time browsing our site.
Q:
What can I cope with the constant interruptions of some
students during class?
A:
Have you given your students a recommended number of times to
talk by class? We find in our workshops that most teachers
provided no quantifiable standard for students to
follow. Essentially, this means that you ask students to
meet an unspecified standard. Many of your students may
do not have the capacity to determine this standard themselves. The
first step should be to provide a quantifiable standard. to be too
make sure you teach specific skills like raising your hand if you
demand it. If the interruptions persist, you can demand
students to return a chip or marker to speak. If you recommend
the pupils speak 8 times per class, distribute 8 tokens.
There is a
more recent version of this latest intervention, which you may prefer.
Bring a large TV remote to class and tell the students
that you need to point the remote at them to turn on their
volume before they are allowed to speak. Students often love
this fun intervention, and it can ease the power struggles that
were happening. You can even put a student in charge of
remote control, which will quickly become a highly coveted profession.
Students can even earn the opportunity to do this work by speaking
correctly during the lesson. A chronic problem can become
a non-issue.
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