The sixth grade class that I have become a part of is an
Enrichment Language Arts course, meaning that these are students who perform
above average. I have the same CT as last year, though the class is
literally double the size this year. Both my CT and her colleagues have
expressed the challenges that have come with this year’s larger sixth grade
class. One colleague of my CT stated that this is the toughest sixth grade class
she’s had in ten years.
As I am in the same classroom as last year, I too have
noticed a major difference in class behavior. There are a couple students who
present major behavioral problems. I worry about how this may affect my own
lessons. There is one student who is very sweet in conversation, yet often
wants to draw attention to himself during instruction. Today, he began walking
around the room, and stopped to look at the notes in my CT’s hands while she
was teaching. For several minutes, he walked around bothering other students in
the classroom while others paid attention to instruction. My CT did not react
to this in class, she ignored him entirely, as the student was obviously
attempting to attract attention. This method seemed to work fairly well,
but I couldn't help but think about other students in the room who observed
this behavior and were distracted by this behavior. Other students would be
punished for these same actions.
This sort of behavior is constant from this student. On one
hand, he regularly showers the teachers with compliments such as “I love you Mrs.
X.”, or “You’re my favorite.” yet he blatantly disobeys the rules as if to
prove to the classroom he is above them. It drives me crazy. I've spoken with
my CT about this, and she has explained to me that this student is a student
which forces a teacher to "choose their battles wisely." She says that in other
classrooms he exhibits much worse behavior, and he is in dire need of constant
affection from those around him or else he will defy authority completely. He has
been known for violent outbursts in class. She very honestly explained to me
that she isn't totally certain what to do about his defiant behavior, but she
seems certain that confronting it head-on is not the proper way to handle it.
Actually, there are three different students in this
classroom that are not held to the rules as firmly as others. I have had
confirmation from other teachers that these three students are extremely hard
to work within each of their classes. Their interruptions are constant, and
their behaviors often determine punishments for the entire class, but they are
rarely reprimanded individually. I consulted research on the topic. Reinke,
Lewis-Palmer, and Merrell state that “Targeting
the classroom system to increase effective classroom management practices
delivered to all students is more efficient than targeting individual students
because it is likely to reduce current student behavioral and academic
difficulties as well as prevent future student problems on a broader scale.” This explains the CT’s reasoning for holding the
class responsible for a few of the students’ behavior. I’ve also noticed that
the CT is very observant of her students’ behavior outside of the classroom.
This helps her to regulate which students need different behavioral treatment
within her classroom.
Essentially, my CT uses the subtlest means for approaching
the most blatant breaches in her classroom management. This may sound easy and
swell on paper, but I wonder if I will be able to do this while at the helm of
the classroom. I can’t help but feel the urge to demand that the student
respects the classroom learning environment. I can’t help but feel for all of
the students who follow the rules of the classroom. However, my CT does make
sure these three students are aware of their daily performance. She verbally
tells them whether or not they are having a “good day” or a “bad day”, but this
is most she usually reprimands these three problem students.
One thing is
certain concerning these three students. Each of them is very dependent on my
CT’s affection. Much of their misbehavior is rooted in gaining blatant
affection from the teacher in front of the class. I am very curious as to
whether it is smart for me to imitate my teacher’s classroom management or
attempt to create my own. Allowing blatant exemptions for rules in front of
other students is obviously not a preferred choice, but perhaps it is the best
option? I don’t really know. What is your opinion?
EDIT:
Directly after this class, my CT implemented a whole new strategy for dealing
with these students. She placed the primary problem students on reward/consequence
systems that they report on individually outside of the presence of their
peers. She also rearranged the seating chart after this class period that I
spoke of. It would seem to me, that she is refraining from responding to an
outburst with another outburst. Instead, she gives herself time to think, and
finds a solution that exists separate from the attention that these students
desire.
Brian,
ReplyDeleteGreat title! I can appreciate your frustrations and concerns with these behavioral issues in your classroom. I have seen instances of this before as a paraeducator. While students had little or no respect for some teachers who treated all students the same, they would be better in other teachers’ classes where the teachers were not as strict with them as with the other students. At first, I assumed this to be a natural reaction to the situation (wider parameters should mean less running into fences, right?) But upon closer examination and inquiry, I too found that it was a matter of the CT choosing battles wisely. I liked the way that you phrased it: using the “subtlest means for approaching the most blatant breaches in her classroom management” rather than declaring war upon every transgressor equally. I too need to figure out how I will handle some potential discipline issues in my own placement classroom as well. My CT also tends to err on the side of inactivity rather than heavy handedness, while by nature I prefer the take no prisoners approach. Patience is a virtue. Patience in a diverse classroom with a wide range of backgrounds, learning styles, behaviors, and levels of give-a-darn is simply amazing. Having spent some time with you, I believe you to be a person with exactly the kind of patience and understanding that students need.
Brian,
ReplyDeleteI can sympathize with your situation after getting a chance to sit in on a few of my CT's other classes - as my usual placement is an Honors class and the others are not, it is interesting to see the difference in disciplinary measures used. The fact that you are in an "above-average" classroom is thus similar to my own placement and I, too, can think of a few students who are constantly acting out and are dealt with individually instead of in front of the class. One of the students is constantly flippant about serious topics. He is not blatantly disrespectful but cracks jokes about them and tries to get laughs out of his classmates at inappropriate times. There is no malice which I think is one of the reasons that my CT lets it slide. I talked with my CT about it and she said that this is a constantly problem with him, he has an IEP and has been noted to behave flippantly across the board in other classes - in fact his older brother was even worse. My CT seems to allow him to get away with more, perhaps to avoid a blow-up situation that would do more harm than good. She deals with his behavior one-on-one outside of the classroom. I am reminded of a quote (I don't remember who said it) along the lines of "Always be kind, everyone you meet is fighting a battle you know nothing about." If it escalated to physical violence or verbal assaults I am sure that both our CTs would handle that instantly but it's good to know that other pre-student teachers are seeing the "choose your battles" technique in action. I feel as though I am too lenient with my CT's students, something I again mentioned in my post, but it seems that you have a firm grasp on it. I am glad to hear of the implementation of a new strategy, my CT has also done this. For one of her non-honors classes the students are not in their seat when the bell rings, and the last time I got to observe that class she implemented a new rule that anyone not in their seat when the bell rings will get an automatic detention since she is sick of having to tell them every single day to be in their seat. This sounds similar to your situation - there is a problem that is initially tested with ignoring it, and when that doesn't work then a new approach is used. I am eager to hear about how this works out for you! The flippant student seems to be a little more subdued lately, and I suspect that it has something to do with conferences being conducted recently - although I should confirm that assumption with my CT - so I imagine that the behavior problems in your placement will also clear up, at least a little bit. I also believe you have the knowledge and qualities to have effective classroom management in your own classroom when the time comes - the simple fact that the situation makes you crazy is foreshadowing of this fact.