The most common approach to an especially difficult class is to lower the bar.
It’s to let the minor stuff go.
It’s to appease and tiptoe, pick your battles and keep a lid on the classroom.
The idea is that if you show you’re willing to meet your students halfway, they’ll do the same.
At the very least allowing them to have their earbuds in or chat during independent work, for example, will keep major disruptions at bay.
The problem, however, is that it doesn’t work. In fact, it’s a virtual guarantee that things will get worse.
Here’s why:
It’s human nature.
It’s natural human tendency to choose the easier road when given the chance. Unless challenged, few students in a difficult class (or school) will hold themself to a higher standard.
Few students will raise the bar on themselves higher than where the teacher sets it. This doesn’t mean that they’re satisfied with low standards—deep down none of them are—it’s just that it’s so hard to go against the tide.
In fact, adding to the chaos is perversely fun. It lends spice to their day, removes boredom, and allows them to avoid work, which we’re all inclined to do.
It sends a bad message.
When you accept less than what is optimum—and required—for success in school and in their future, you very clearly communicate to your students that they’re not good enough.
Your unwillingness to fight for them and stand up for their right to a peaceful and world-class education is obvious to anyone paying attention.
When your actions prove that you don’t believe they’re capable of more or better, both academically and behaviorally, they accept it as truth. They predictably fulfill the prophecy you set for them, thus giving you exactly what you expect.
It causes them to lose respect.
When it becomes clear that you’re afraid to hold your students accountable at the same level you would in another classroom or school with “good” kids, all hope is lost—along with all respect for you.
And far from meeting you halfway, your students will push and push until there are no more consequences for any misbehavior. Invertebrate teachers get crushed in challenging environments.
They hide and pretend and hope no one notices how bad it really is.
If you don’t believe in your students and can’t honestly foresee what good they can become, then you have no business teaching them.
What to Do
So what should you do? The opposite. You raise the bar, higher than they’ve ever experienced. You become a stickler for the little things to show your students that they do matter and that they are worth it.
You fight for them and reverse all the negative messages and prophesies they’ve received over the years by showing them that they deserve the best of you and from their school.
You boldly and passionately teach and model your classroom management plan that protects their right to learn and enjoy school and define precisely what is and isn’t okay.
Then you hold them to it.
You teach great lessons. You guide them from one success to the next. You praise them as a form of accurate feedback and allow them to experience the burgeoning self-worth that develops from true accomplishment.
It really isn’t so complicated. Challenge your students every minute of the day. Be worthy of their respect. Love them, provide great instruction, and offer them a new and hopeful prophecy to fulfill.
And fulfill it they will.
PS – Yes, it can work where you teach and with your students. If you’ve not experienced it yet, and want details, you can study our methods here on the website and in our books and guides.
You can also sign up for personal coaching and speak to me directly.
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I hear what you are saying, but with my Third Graders, there is blurting, side talk, out of seat—sometimes so much I can’t keep track of it. My intention is to do what you are saying, but I end up with lists of kids and check marks, attempting to keep track, which does start to disrupt the class. Where am I going wrong?
Kari, when my students don’t handle new instructions well, I assume I did not explain them well. I stop everything and reexplain what I want them to do. In your case you may want to reteach your classroom management plan.
Where your attention goes the energy follows. If you give attention to the behavior or distraction then that is what you get. Stay on the lesson, compliment the well behaved students with positive praise for being on task or following directions while another isn’t. They want the praise and will fall in line quickly if you are ignoring them but giving out praise. Publicly acknowledging the unwanted behavior makes it grow.
That’s exactly the opposite of Michael’s plan!
Hi Kari,
I also have a grade 3 class with similar issues. I often reiterate the norms/rules before a class/task including the expectations and differentiation. I implement both rewards and negative consequences in my class as well as plenty of praising of students who are adhering to the standards. I know that Michael – Smart classroom Management’ director is a not a fan of rewards, but it does help. The negative consequences in my class are losing 5 min of recess/lunch time, and I usually sit with the kids doing Restorative Practice. It also works.
Daniela
I wonder if you would address cell phones in the middle school. More and more kids have them, they are darn good about hiding them and sneaking them in. When I see them, I ask them to put them in their bag in the hall, or I will keep them. But this becomes a daily try to sneak in with them, and they are good. With long hair an earbud is not always seen. What gives it away, is I can hear the music playing.
I have sent them to the office, and then parents are mad. They are expensive toys, and sometimes parents are texting them several times a day.
When you do catch them, some are pretty good about it and give it up, but some become very belligerent about it, and this becomes a big interruption to class.
I know some teachers set up charging stations, so students can charge their phones durning class time. And I have even thought of having a plastic shoe bag where kids leave their phones during class, but can see the phone. Some kids are very uncomfortable without their phone.
In years past, we have always had horrible cell phone service, but it has gotten better in the last two years, and they just put up a new tower right above the school. This issue is going to be pretty tough next fall.
MK
Is the cell phone policy a school rule or a classroom rule?
If it’s a classroom rule, follow through and give appropriate consequences based on your classroom management plan.
If it’s a school rule, follow your school’s policy to the letter. Send them to the office/principal for the appropriate consequences. Let parents be frustrated. You cannot control how they choose to feel.
It’s not your fault the student chose to pull out their cell phone, but it is your responsibility to help them learn. You have a responsibility TO them, but not FOR them.
Good luck!
I googled the cell phone issue, and found your article on it, thanks, got several ideas
Honestly, when I receive email about classroom management tips, I tremble. But this article appeased me so much and it made me realize that I had not really given much and lowered the bar.
“If you don’t believe in your students and can’t honestly foresee what good they can become, then you have no business teaching them.
“So what should you do? The opposite. You raise the bar, higher than they’ve ever experienced. You become a stickler for the little things to show your students that they do matter and that they are worth it.”
Absolutely true. Thank you for continually reminding and encouraging us to keep this up.
I would be interested in hearing about various and appropriate classroom-based CONSEQUENCES for high school (not referrals or Dean’s office!) for various misbehaviors.
Hello, Michael
Yes you are right. I have a difficult class this year and now I am tired, kind of giving up…
I have another question. What to do when students “prank” you? it has just happened to me, I wasn’t laughing.. How do I show up tomorrow?
Thanks
Hi Michael!
I have learned that I will have a paraprofessional working in my classroom next year. I know that we do not see eye to eye when it comes to behavior management and she can have a hard time taking feedback. I know that you write about managing students, but what do you suggest for managing a paraprofessional?
Thank you for your thoughts!
I was a paraprofessional several years ago and always adpoted the lead teacher’s classroom management style. I listened to how she responded to students and tried to use the same phrases and directions when talking to the students. I don’t know if that was what I was supposed to do. I was fortunate to have a lead teacher who was very good at classroom management and I learned a lot from her. Maybe talk to the paraprofessional about the need for the students to have consistancy and a united front in class room management. It is your room and she should not be working against you. You are the certified teacher. Hopefully, this person will take this as an opportunity to learn from you.
Hi Michael,
I haven’t left a reply in a while but I’m still reading. Like I’ve said before, these emails are the best out there, in my opinion. This is nothing less than solid, transformative advice, as usual. Thank you!
Greg
Also remember you will have days when nothing works. Expect the best is the best and it works. Just occasionally something goes wrong and it falls apart. This happens when you are a casual teacher and have a class for the first time. Remind yourself that you can expect the best and stick to the plan each time you have the class that isn’t so cooperative.