Ten ideas you can try right now.
"Discipline is not the enemy of enthusiasm!"
- Morgan Freeman as Joe Clark
When it comes to Discipline in schools, there are many well-known and well-selling "systems". People are sometimes addicted to systems or programs, structures, textbooks, and so on. D., Passionately speaking, for example, that block planning is better than traditional planning, or integrated mathematics is better than traditional mathematics, or the whole language is better than phonics, or this system discipline is better than this system of discipline. Similarly, real estate agents will include the name of the various school districts in their advertisements for a particular house, based on how beautiful the buildings in the area are.
The focus, erroneously, almost always concerns things, not people. The truth is that, and I will wait while you poison it in stone, my system will be better than your system if my people believe in our system and will be passionately committed to its success. Therefore, when you hear the arguments, ad nauseum, for this system on this system in schools, you know that this is not the “thing” that caused success, but the caring and passionate people working in the system.
The rules of golf, my friends, state that you are allowed to have 14 clubs in your bag. In the “golf course” of life in schools, do you remember a teacher who only had a “driver” in his bag?
When we come to the subject of school discipline, we must begin with an a priori confirmation that the American juvenile justice system is built on a rehabilitation model. It starts with the understanding that children - you were also a child, remember - are not perfect, that they will be wrong, and that we are obliged by adults to help them acquire the social skills necessary to function as productive people in society, If the juvenile justice system is designed in such a way, how much more a school disciplinary approach should be such an approach that tries to help young people to improve their inappropriate behavior and become productive mi people? Naturally, this means that children should get second and third chances, and some attempts to change behavior may take several years.
If people who worked in schools could actually “fly by plane” in all respects, there would be no “zero tolerance” policy, and you would not read about kindergarten children who would be exhausted for having a nail file , or because they have a member of the opposite sex. These sneaky politicians love to show how tough they are by law to expel kindergarten children to hug someone or carry a pocket knife. People in the media, please listen: no real educator will ever come up with such a policy - even criminals get three strikes - one funny baseball game was invented by politicians trying to get votes, not teachers you criticize when this tragedy happens!
In Broadway Show Bye Bye Birdie, Paul Lind, mourning the behavior of teenagers "today" (circa 1960), sings in one of the songs this phrase, posed as a question ... "Why can't we be as they were, perfect during in all respects ... what happened to the children today, etc. " In the school where I studied as a child, there was this quote on the wall of John D. Rockefeller ... "That I will, I now become." So, everyone listen carefully ... Children, which you now or are going to have when you study there, unlike you, have not yet reached perfection! However, throughout your efforts, patience, and rehabilitation strategies, they may come closer to the goal by a few steps, but they are not there yet. Thus, you will have problems with discipline.
There are still teachers who force children to stand in a corner and keep the dictionary in their outstretched hands, or someone writes a dictionary, or “I should not speak in class” 500 times. We have all heard horrible stories about the actions taken by the teachers, who do nothing but guarantee that the student will continue to do not what is happening, often with great enthusiasm. Do not forget the line from Bye Bye Birdie ... they are not perfect as you are! Remember also that we do not sell the system in this book. You can buy books and take courses. Our goal in this chapter is to provide you with a variety of tools — for example, 14 clubs for your diplomatic golf bag, if you wish. These are strategies that have a high level of success and can quickly make a difference.
PROACTIVE vs. REACTIVITY
1. Start with a positive ...
Very few children face discrimination problems on the first day of school or the first week of schooling. You probably already have an idea about the reputation of the majority of your students, because the vine told you. Children who have problems with problems have parents who usually also know that their child is a problem, because the same child is a problem at home. Therefore, when these parents come to school, they are angry with you, the teacher, this is indeed a case of inappropriate aggression, because it is their child who leads them along the edge. These parents were literally beaten by telephone to me when they received good news about their child from people at school, because before that it was not. What is this message for you? Although it is still early at the beginning of the year, before the problems identify themselves, find something positive that these potential problems people do, and contact the parents to tell them what their child is doing.
Later, you will need the help of these parents to help change your child’s behavior, and they will remember this phone call and see you as a good person - a fair person - perhaps the first person in the school district who ever said something pleasant about his child When you call later, you start by saying that ... "Hello, Mrs. Smith." This is Mr. Jones from school. Mom will say yes, she remembers you. Then you say, "I need your help with something." Then you explain the problem of the discipline with which her daughter is associated, and ask her if she can participate at home, and sometimes, working together as a team, you and the mother can help the child improve the problem she now has. Most of the time, parents will try to help you. They will also remember the child that you actually said something good about them, and we want this great teacher to be on our side ... he is a friend. This potential problem of the child can start to act better, because he understands that you are also making good comments, and not just negative ones, like everyone else. This is an example of the teacher being PROACTIVE.
2. Unknown timeout
Although this strategy works best with young students who are used sparingly, it will also be equally effective with high school students. Make a plan with one of the secretaries, the Sports Director, the Principal in a small school or with another person - sometimes with a Librarian, Nurse, Custodian, etc. You can arrange several directions for maneuver of an Unknown time-out. When you have one or several particularly difficult students or those who start well but mix up in any excitement that happens in the classroom, you call one of the students to your desk, give him a colored envelope that has something in it. , the name of the person on whom the envelope is going. You tell a student to take this envelope to a person and wait for an answer, and then return the answer.
When the envelope recipient sees a particular student or color envelope, he or she knows what is happening and tells the student to sit in the waiting area while they prepare the answer. Now they take 10 minutes to prepare an answer, give it to the student and tell the student to return it to you. This student has just received a “Time Out”, continuing, despite 15 minutes, not knowing about it. This preemptive strategy made the student shout again for what would have been his inevitable offense, he did what seemed responsible, and therefore you, the teacher, commented on his reliability and thanked him. The expected daily problem never occurred in the first place. In this process, an envelope, not a student, can be an indicator, so more than one teacher and additional students can be involved in this process. It is wrongful that students, even high school students, will never understand this strategy.
3. Invitation of the Principal to ensure positive
If you had the pleasure of attending a Catholic primary school in the mid-50s, you can remember this. Reports were distributed every 6 weeks, so every 6 weeks the priest came to the class on Friday to participate in the process of handing out cards to 65 or so students in the class. When the Priest issued a report card, he always added a minute or two from the editorial board. To this day, I have bad dreams about what he said ... "Daniel ... Hmmm. Let's see ... My God, I know your mother ... The poor thing will be confused when she sees this terrible report card. ” Of course, everyone sits all decently and correctly, with folded arms, but your friends look at you and silently make faces and laugh all the time. All this had a dramatic effect.
What is this message for you? DO NOT INVITE ANY ON NEGATIVE !!! But invite the director and when he is there, publicly acknowledge the student by saying something like ... ”By the way, Dr. Stevens (The Principal) Billy was one of my best students in this reporting period - he was doing a very good job! "- Or:" Billy, why don't you show Dr. Stevens your great social research project? "Billy copes with the work of Dr. Stevens! The principle knows that it is his cue to congratulate the child and tell more about how nice it is to see how students behave in this way, etc. This is another very active way to reinforce any positive behavior shown by the student who does not show it that often.
4. Sandwich technique
The sandwich technique comes to us from the world of sports psychology and is an effective tool for changing behavior and encouraging people for more than 30 years. It has application in almost all areas of the human appetite - in fact, you can even use it with your spouse. It starts with attracting the attention of a person by saying something positive. We talk about this because, for the most part, regardless of whether you are a spouse, an athlete, or an unfaithful child, your ears tend to close when you feel that a negative comment fits you along the way - we all tend to tune this material. Therefore, we attract the attention of people, saying something positive at first - ears are waiting. The position is followed by what we really wanted to say - criticism or negative and any diplomatic actions that may occur. Then comes the final optimistic and positive comment. Thus, negative is peanut butter and jelly, and positive in front and at the end are two pieces of white bread.
We will leave it to you, how best to apply it in other areas of life, but think about how it can be used in a school setting if you look at the following hypothetical:
Today, Johnny misbehaves in your class. He is a really intelligent man who simply does not work to the best of his abilities. He showed flashes of brilliance, but for the most part, as a rule, is in the center of any excitement that continues in the classroom - he also worked very casually. Write a script for what you would say to Johnny, making sure to apply the Sandwich Technique.
It could be like this: Johnny, you know that I like you - you and I have developed a pretty good friendship over the past few months, haven't you? That is why I am surprised that I should talk so much to you. I looked at your test results, and I saw some of your work, and this is excellent - you have the opportunity to become one of my bright students. There is a problem here, though ... this is the fourth time in a row that you have been in such a sloppy job. So I’m going to just keep coming back to you until you do it right, and I don’t care if it takes you a month to do it right. You will have to come after school to redo work. In addition, if you do not change the quality of your work, then I will accept mom and dad, and you know what your father said, if I asked him about you, would you? How do you think, how to solve this problem correctly? (Avoid the Yes-No question.) Good. Back to work, but I want you to know, I think you are a sharp child, and I just talked about you in a good way to Dr. Stevens. So let's start doing the work that I know you can do. Etc. "
5. Divide and conquer
In this situation, two students are permanent violations in the classroom. Take one of the students and treat him in a way that is a little less sharp than the other. This can be done by rewarding one student for doing something right and making him look as if he was not the real creator of the problems in all these class problems - he is another guy. The second person will not remain too friendly to the first person, and the first person will begin to distance himself from the second person. You tell the first student, “You know Billy, I look at you as one of my best students, and I don’t think of you as a troublemaker, as some students seem to be in this class to improve this problem” (Again same, yes, no). After a private discussion, you translate Billy, making sure you explain to him that you want to take him away from the problems so that he can do a good job and not worry all the time. Partners in crime will not be so friendly with each other after you take this action.
6. Telephone call from class
A signal that a bad child has joined you in the hallway. Tell the child that you have your mobile phone “right here in your hand,” and if you ever see this behavior, you will call him or her mother at the place of work here from the class, and the child must explain the reason to his mother the call is being made. Then the teacher asks the student how happy he is that his mother is going to get such a phone call from school when she works? When he answers: “Not very happy,” say: “That's right, not very happy, so I expect to see a very rapid improvement in your behavior — got Billy? The next day or for the next few weeks or so, if Billy acts, the teacher definitely holds the phone and looks at it, and then looks back at Billy and will be at other students, especially potential problem people, when they find out that someone that should have called him or her mother class!
7. Letter in the box
Let it be said that the child uses obscene expressions in your class. First you tell him that such a language is not suitable for practice, and you and he will have to talk about it after the lesson. Calmly, without any overreaction and, as a rule, after class, although you may have the opportunity to use this technique in classmates' ears, you tell the student the following: you are really surprised that a person like him will say that. Then you ask him to write down what he said on a piece of paper. Make sure all words and details are included in the letter. Then, with flourishing, you place the letter in a business envelope and stamp it and usually tell the student that it will go straight to the mail with a phone call so that mom knows that he is coming. In addition, you sharply write a disciplinary referral.
Then you can tell the student that you are going to give him a detention for his behavior, but since you, the teacher, are such a nice person, you will leave this letter and referral on your desk for mowing. If this behavior ever repeats, both of these items are sent along with a second mailing for additional responsibility. Then you tell the student that it will remain on your desk until the end of the labeling period that you will dispose of him if he, the child, continues to behave correctly. As with the method associated with a cell phone, if a child starts typing badly for several days of writing, you can indicate a letter or a direction as a silent reminder. The child will make sense and probably appreciate your kindness.
8. Invite mom in
This is a great way to improve the behavior of each person, because one visit to your class by someone mom, who sits next to her, usually behaves badly for one or several periods, and everyone will have, because they will be afraid that they may be as follows. У детей скорее будет корневой канал, чем мама, чтобы сидеть рядом с ними в течение целого периода или нескольких периодов. Процесс работает следующим образом: вы заранее делаете попытку установить хорошие рабочие отношения с мамами некоторых из наиболее значимых проблемных людей. Вы называете маму и приглашаете ее, потому что младший плохо себя ведет. Мама приходит в класс и сидит рядом с ребенком и может оставаться на один или несколько дней. Никто не хочет прекратить это унижение. Сделайте это один раз, и многие из ваших проблем с дисциплиной будут закончены. На следующий день после ухода посетителя учитель может сказать ... «Ну, вы видели здесь родителя, потому что были проблемы ... Я хотел, чтобы она увидела ... кто следующий?» Не ждите никаких рук !!!
9. Привлечь консультанта-консультанта
В обязательном порядке вы найдете консультанта-консультанта, который больше чем рад помочь вам справиться с проблемой, возникающей у студентов, потому что это дает им возможность делать то, что они посещали в школе, чтобы узнать, как это сделать. Это важно для консультантов по руководству, поскольку в нынешнем национальном испытательном духе времени они слишком часто становятся координаторами де-факто оценки для своей школы. У них меньше времени, чтобы на самом деле советовать детям, потому что большую часть времени они тратят на проверку пузырьков, подсчет буклетов и заполнение форм для государства, а также просеивание через горы документов, связанных со специальным образованием. Как учитель, который ежедневно видит одних и тех же учеников, вы знаете, какие ученики имеют самые насущные проблемы, связанные с дисциплиной, и какие из них получат наибольшую выгоду от посещения с консультантом, а не с участием директора или декана студентов. Не каждый вопрос должен идти к директору.
С другой стороны, вы находитесь там среди масс, и вы слышите различные рассказы о детях относительно вещей, которые происходят в их жизни. Иногда вы установили достаточно отношения со студентом, что он или она делится им с вами. Как только студент говорил со мной о том, куда она отправилась на каникулы, и на самом деле мне сказали, что она и ее две сестры от 3 разных отцов, и они собираются увидеть всех отцов, а также родных бабушек и дедушек, и хотя один из отцов привык «бить мою маму», во время отпуска все очень хорошо, пока он не слишком пьян и т. д. Ребенок действовал так, как будто это было совершенно нормально, и хотя она была проблема дисциплины время от времени, услышав эту историю, я посмотрел на нее по-другому. Я быстро понял, что это должно быть связано с инструктором.
Также помните, что дети проводят больше времени вокруг людей в школе, чем люди дома, поэтому вы часто будете знать сразу, когда ребенок просто не выглядит правильным, что может быть показателем сексуального насилия, употребления наркотиков, расстройств пищевого поведения, беременности, самости злоупотребления и т. д. Может быть, виноградная лоза знает о смерти, потере работы, семейных волнениях и т. д. Вы - первая линия защиты в этом процессе. У консультанта есть все правильные контакты и номера телефонов профессионалов, которые она может привнести в процесс. Когда ребенок, который никогда не был проблемой в дисциплине, начинает становиться одним, или его работа начинает отрицательно поворачиваться, обратите внимание и не просто обращайтесь непосредственно к странице кода дисциплины в учебнике для учеников. Вы и консультант, работая вместе, могут стать большой силой для изменения жизни ребенка, и дело никогда не должно попасть в офис дисциплины. Не расстраивайтесь, однако, если после участия консультанта он или она не могут поделиться с вами всей информацией о ребенке. Есть некоторые проблемы с конфиденциальностью, поэтому, возможно, все, что вы услышите, это то, что «об этом позаботятся». Это может быть все, что вы можете узнать.
10. Осторожно о примерах
Вы помните фильм «В одиночестве»? В нем Мак Колей Калкин, оставшийся ребенок, разговаривает со стариком, который его пугал. Они сидят в церкви, а ребенок рассказывает старику, что какой-то третий грейдер получил «пригвоздили», когда дети узнали, что он носил пижаму динозавров. Если вы не будете осторожны в некоторых примерах, вы говорите о том, чтобы плохо вести детей, вы можете заставить кого-то «прибить». Чтобы выяснить, были ли у вас братья или сестры, вы когда-нибудь слышали об этом от любого из ваших родителей: «Почему вы не можете быть похожим на своего брата, который всегда делает честь, он всегда делает всю свою работу так аккуратно!
Если, как учитель, вы делаете пример, подобный этому высказыванию: «Почему вы не можете, чтобы люди в обратном направлении работали аккуратно, как здесь, Джимми, он такой замечательный ученик?» ... ... вы можете быть уверены, что бедный Джимми получит «Гвоздь». Мир детей достаточно сложный, не ставьте кого-то в опасности, потому что он или она модельный ученик. У вас все еще есть зрелищность, включающая награды, но никогда не выражаемая сравнительным образом, как в «Джимми получил это, но посмотри на тебя, Билли, ты только получил это!» Ваши родители это сделали. Это не обязательно привлекало вас к вашему брату или сестре, когда было сделано сравнение.
