When a teacher first begins holding students accountable in the manner we recommend here at SCM, they’re often surprised at the response they get from students.
Mind you, they aren’t taken aback by the improved behavior nor better attentiveness.
For these were hoped for, if not expected.
But what knocks them for a loop are the hellos shouted halfway across campus.
What they can’t quite wrap their head around are the broad smiles, the friendly banter, and the desire to get to know them better.
Not to mention the remarkable ease with which they’re now able to build rapport.
You see, when you consistently hold students accountable according to rules and expectations you lay out ahead of time, it makes you the most popular teacher at school.
Here’s why:
They respect it.
Integrity is rare in this day and age.
So when students meet someone that actually does what they say they’re going to do, they can’t help but be affected. They can’t help but to show a level of respect many have never felt toward another person.
This inevitably draws them into your circle of influence. It causes them to want to be around you and learn from you, especially if you combine it with a kind and pleasant demeanor.
It’s a combination that imbues you with a powerful leadership presence and that awesome feeling of leverage when you know your students want to please you and behave for you—even if they’re hellions with other teachers.
They appreciate it.
When you create a peaceful classroom environment, when students are free to learn and enjoy school without being interrupted, pestered, bothered, or bullied, they become profoundly appreciative.
They’ve all been in classrooms where this doesn’t happen. They’ve all been in situations where they’ve had to navigate their way through entire years of chaos, rudeness, and ill behavior.
So when you take a stand for them, they recognize it.
They see the stark difference between a commonly run classroom and one that puts them first. And it means something to them deep down—something real and true and right.
They’re liberated by it.
Once you prove to your students that the agreed-upon consequences are the only consequences, and that you’re not going to lecture, scold, glare, admonish, or otherwise take their misbehavior personally, it frees them to truly enjoy your class.
It frees them to reflect and take responsibility for their mistakes and lets them know that your strict enforcement of the rules has nothing to do with how you feel about them.
This, in turn, safeguards your relationship with them. In fact, it makes their trust and belief in you, as well as your likability, even stronger.
Teaching The Way It Should Be
Accountability that is promised by you ahead of time, and based on your detailed teaching and modeling of what is and isn’t okay, also frees you to love your class right back.
It frees you to teach with passion and laugh unencumbered and never, ever again create friction and animosity with your students—which makes building influential relationships much, much easier.
In fact, it makes it nearly effortless.
But you must be ever-vigilant in your supervision of your students. You must enforce your consequences like a referee rather than a judge.
You must allow your classroom management plan do its good work without your two-cents, a show of frustration, or any other added input.
So that your students will not only never hold your faithful accountability against you.
They’ll love you for it.
PS – The Classroom Management Secret is now available as an audio book. Click here to learn more.
Also, if you haven’t done so already, please join us. It’s free! Click here and begin receiving classroom management articles like this one in your email box every week.
Hi Its 5am here and I’m scrolling through emails. These words are so true and I hope that can put into place after the holidays. I enjoy reading your positive approach. Thanks . Fran
You’re welcome, Fran!
It is a relief to know that there are others who believe in student accountability. What advise can you give an Instructor of adult learners who have 20 years of personality disorders, have not been held accountable and now they are in an adult world learning environment. I get we should not embarrass them. Heard that a million times…Seriously what can be included in the action plan that would not embarrass an adult?
Hi Sissy,
Because I’ve never taught adult learners, I wouldn’t be able to provide advice beyond what you find here on the website.
Of all the articles here (and I’ve read most of them) this is the best. You don’t know how much your blog has helped me! I have been lucky enough to have started seeing these effects. This article sums it up!
Awesome Melissa! I’m thrilled and so glad the blog has been helpful.
Hello Michael,
Are you ever available to do a workshop with teachers at a school?
Thank you,
Lucia
Hi Lucia,
Thanks for asking. Unfortunately, I don’t have the time to travel and do workshops, trainings, and such. Between writing and maintaining this blog, and still teaching in a public school, it isn’t a possibility for me. However, it may be something I’ll do in the future.
I saw on one of your older posts that you did an online video course in 2017. Is that still available, by any chance?
Hi Angie,
It is not available at this time, but may be in the future.
As an art specialist I see my classes K-5 once a week for 40 minutes. Do you think it is possible to make students accountable when what they are used to a core teacher who does not make them accountable for their behaviors? One class I am thinking of has at least 6 students who when issued a warning throw up their hands and say ,”What did I do” even though I have gone over the classroom management plan.
Best,
Suzanne
Hi Suzanne,
Yes, I do. When you get a chance, you may want to check out Classroom Management for Art, Music, and PE Teachers (orange book at right).
I teach Computer Integrated Machining (a trade) at a Community College. Do 19-25 year olds count as “adult learners” as above? The last few years have been bewildering compared to even 10 years ago. It is like kindergarten now. I guess the old time family, with moms and dads and sons and daughters must be history.
This seems counter intuitive but I have found it to be so true. As a new teacher I was so apprehensive about holding students accountable because I thought resentment would rise. Once I started doing as I said I would I felt a bit rotten at first but I noticed students would straighten up when they saw me and showed me so much more respect. I’d slip back into old habits by letting a few minor things go and the behaviour would worsen and the respect disappear along with the students straightening up to say hello.
Read very frequently about holding your students accountable in your posts. But don’t know exactly how to do that. I teach the students of age 14-17 years. And find myself poor when it comes to discipline part. So if any help, would be thankful to you. Thanks
Hi Garima,
I recommend you checking out The Smart Classroom Management Plan for High School Teachers along the sidebar. We also have A Classroom Management category of the archive.
When I read this article I said this is talking about me. I start teaching in 1973. During that time we did not have management plans to follow like teachers have today. I learned how to manage my students the way my classes were managed when I was in school. Parents sent their children to school to learn. My job was to make sure learning took place. In order for effective learning to take place I realized what I had to do to make this happen. There were rules and consequences in place. I was consistent and followed through. Everyday my rules were in place. Some of my students thought I was being mean. I said to them there is a difference between being strict and mean. I kept this before my students to let them know that I cared about them, their learning and their safety. Teachers and principals would always comment on my classes because they were well mannered. I just knew that some of my students would think the worse of me. Later on my students told me I was fair with all students and I did make a difference in their lives. Time has passed and when I see my students the hugs, my students gathering around me and I could pass a classroom and the teachers said the kids I taught would get excited. Even now when I see my students it is awesome. It felt so good to know I have touched So many lives.
I think where I struggle is figuring out my expectations. I know this sounds silly. For example, I really am not sure how to set expectations for talking. I don’t have a problem with them talking a bit when they get something from their desks, but I want it to be brief and then be ready. I’m not sure how much talking is reasonable. When it comes to paying attention, I want them to be listening with their eyes. I know kids have different methods of learning and some have a difficult time paying attention, therefore I struggle with whether to give a check mark or not. But then when I give reminders it seems like that doesn’t change behavior. These were just a couple of things I struggle with, but you get the idea. I guess I really don’t know my own expectations.
My school requires the following plan. I teach 2nd grade.
Nonverbal warning ( might be shake if the head)
Verbal warning
Reset/ timeout
They want us to do this for students throughout the day. Some students could go through 3 cycles in a day. It’s exhausting. Ideas?
I’ve learned much from digging around the archives here as well as reading one of your books, and I wholeheartedly agree that kiddos need firm, compassionate consistency. Where I struggle with your approach is when it comes to students with trauma. I’ve taught in a newcomer classroom for a few years now- most of my students were refugees who spent much of their lives in harrowing circumstances in camps. In my third year, I had a couple students who were not responsive to anything I tried. I spent time seeking relationship, I sought out cultural leaders, I met with the family, I reviewed the rules, and gave consequences in the calmest, most respectful way I could. These consequences were met with threats of death and rape. By mid-year, I was in a deep, clinical depression, and at that point, I lost my ability to stay emotionally neutral. Since then, I’ve learned a lot about trauma and studies that show that brains developing amid trauma do not respond in the same way to consequences/rewards. I wholeheartedly agree that classroom management issues should not be blamed on students and parents. But placing all the responsibility on your shoulders can put you in a pretty unhealthy place as a teacher.
Hi Kris,
I’ll be sure to write more on this topic in the future.