Last week’s article defined the conditions that must be met before enforcing consequences, which should be completed within the first hour of the first day of school.
So . . . are you going to do it? Are you going to start holding students accountable before the big hand gets to the nine (or ten)?
I ask because, well, I know. I know there will be scores of teachers determined to follow through from the get-go, but never will. Just like every year.
Oh, they’ll mean to.
After all, they’ve been thinking about it since the start of summer, daydreaming their best self enforcing rules like a World Cup referee.
But once those eager faces appear at their door, once they feel the happy mojo of 24 or 32 students ready to turn over a new leaf, something changes. It’s as if a hypnotist standing in the back of the room saps their willpower with a snap of the fingers.
They wobble. They soften. They weaken and then melt for all the class to see.
“Hey, normally I’d give you a warning, but because it’s the first day . . .”
“Now that would be a consequence. Remember, calling out breaks rule number two.”
“We’ll see how things go, but we’ll probably start following our plan on Thursday.”
“I’ll give you an extra warning today, but be more careful tomorrow.”
“Let’s go over our classroom management plan again because I don’t think we’re all getting it.”
It seems harmless, right? Your new students are just learning your plan and their misbehavior is so minor. Plus, they mean well. They’re not trying to hurt anyone. Of course they’re going to forget the rules on the first day.
But didn’t you do it this way last year?
Didn’t you promise yourself when you were so stressed and couldn’t wait for summer that it would be different this time? Didn’t you vow to stick to your plan come Hades or high water?
The hard truth is, this is the moment. You just finished the three conditions. Your students are at their most willing and agreeable. They want to do well. They want discipline. They want a teacher they can respect and look up to.
Yet when it’s time to step up, you cave. You turn yellow. You let yourself and your students down in a way that will impact your entire school year.
It is this moment, this pause between heartbeats when you decide to follow through or not, that separates the happiest, most effective teachers from the rest.
As soon as you give in to the fear and falsely believe you’re doing your students a favor by waiting and easing into the pool, they learn the following about you:
You don’t mean what you say.
Your rules are mere guidelines.
Mediocrity is acceptable, even expected.
You’re open for argument.
Everything is negotiable.
There is no urgency.
You’re not the teacher they hoped for.
And when you do eventually try to enforce consequences—now with your leadership shaken and authority diminished—you’ll get pushback. Oh, some students may comply and go to time-out (where they’ll fool around). But they’re going to make it hard on you.
They’re going to resist, question, complain, lie, sneak, and get under your skin because they know that you’re soft and squishy and easily manipulated. Like it or not, it’s human nature. A leaderless ship inspires mutiny.
In turn, you’ll become stressed and annoyed just like every year. You’ll start disliking one or more or all of your students, which will fester into snide comments, lectures, scoldings, sarcasm, and raising your voice to be heard.
Battle lines will be drawn. You’ll be right back where you were the year before wondering once again if you can start all over from the beginning.
Is this scenario a bridge too far? Am I exaggerating? Is it an overstatement that the slope really is this slippery, from the first hour of the first day of school to this?
No, it’s not.
It begins the same for every struggling teacher. Innocently, gently at first, no big deal. It sneaks up like a pirate in the mist.
Before you know it you wake up one morning and don’t want to get out of bed. Your heart races on the drive to work. You dread seeing certain students, talking over the din, wishing they took you more seriously.
This is how it happens. This is how it starts and continues until June. One little moment of weakness, of giving in to fear, of wink-wink reminders instead of following your plan is a savage shove down Corbet’s Couloir.
Giving in that first time is a near perfect predictor that you won’t be consistent for the rest of the year.
On the other hand, that first firm follow through makes the next one easier. And the one after that easier still. It’s an accumulation of small, shallow breaths of courage, one atop the next, that gets stronger by the day as your students grow in respect and admiration for you.
And that transforms you into the teacher you dreamed of this past summer.
PS – I’ll be live on Facebook on Tuesday (8/8) at 5pm PT to answer your questions in real time about the start of school, classroom management, or anything you like. I hope you’ll join us!
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This is one of the best articles you’ve written. You clearly exhort us to be “The teacher they hoped for.” Thank you so much -all the time.
From a substitute teacher pov here: when the regular teacher has rules and sticks to them, they are less likely to take advantage of me when you are out for the day. Some of them may try, but the rest of the class will remind them of consequences that will be enforced upon your return. And if you hold students accountable for that, the class will run smoothly whether you’re there or not. If I don’t see a set of class rules posted I will default to school wide policy which most students don’t question. I don’t care if the regular teacher lets you eat lunch in here during your lunch period. Go back to the cafeteria.
This is what I experienced early in my career. I’m the adult in the room. I have to be in charge-it’s what they pay me for. Research states students need a quiet environment for deep learning that will be retrievable. You are hurting kids future self by letting their present self not follow the rules for focusing on learning.
I am curious about handling students in prek or kindergarten who have never been in school before and truly dont know every rule as soon as you teach it. If the student is 3,4, or 5 years old, do teachers need to give any grace to those particular children?
I teach kindergarten and I am wondering the same thing. Did you get an answer to your question?
I teach kindergarten and yes, I do hold them accountable the very first day. Once I have talked about the rule, modeled the rule, and they have practiced the rule. I do ALL three things and we practice until we ALL get it right, then there is no room for them no knowing. They are a little like deer in the headlights, but we model and practice the most important rules on the first day, then I slowly introduce others each day. It takes about a week of repeating the rule, modeling the rule, and practicing the rule, and if we have done all that and they still “talk in line” they go sit back down at their desk and try again, even on the first day. The hardest one I have run into is the “blurting”. We can’t really practice “blurting” and raising the hand and waiting until called upon. Those 2 are very difficult for impulsive 5 year olds. They like to raise their hand and talk at the same time. I raise a little sign when that happens and usually they get the message. If not, I ignore them and follow through with the consequence. Only if I have taught, modeled, and they have practiced the rule though. Never if it is something we haven’t gone over, modeled, and practiced! Practice and practice until everyone gets it down.
Not “blurting” is difficult for 5 year olds… and 12 year olds! That’s my number one issue with my 6th graders–who aren’t bad kids but just get excited and start saying whatever comes to mind.
There is always grace, but if you don’t set the bar high enough, you’ll never reach it! Break down those expectations into chunks, what does the first step need to be; and that’s where you are aiming right now! Move up a step as soon as most are ready! ( if you wait for all, you’ll never get there!)
This is wonderful and every word you write is true. My success is due to your guidance. Next year I will be a homeroom teacher where I will teach, in addition to English, a lesson twice a week on life skills. The students do not receive a grade for this class, I’m wondering what my consequences should be in this case since they will not affect their academic grade. I’m really anxious actually and would love your advice.
I’ve always told the kids we have a couple of days of practice before consequences start for real, partly so as to avoid resentment and partly because I do not want any kids going home with a letter on day 1, especially as I haven’t had a chance to send the behaviour pack home to parents yet. How do you avoid this? It takes time to ensure kids know all the details of what you expect inside out, including the modelling you talk about. I always start consequences for real when I say I will and this has been ok for me so far.
My principal is enacting new policies where enforcing consequences will be difficult. How do I work with that in my classroom. By the way I don’t have
Facebook and am at PD on the 8th.
If I had to order just one book from you for classroom management of middle school 6th graders, what book would you suggest?
The Classroom Management Secret
Michael, I was wondering what your thoughts are about logical consequences? I am struggling with the idea of a “time-out” because it doesn’t always fit the situation. For example, if a student says something mean to another student, the logical consequence to me would be to have that student write an apology after they have had time to calm down and think about what they have done. I feel that makes more sense than a “time-out.” I would love to know your thoughts about this. Thank you!!