A student breaks a rule. You calmly give them a consequence.
And they react badly.
They sigh dramatically. They roll their eyes. They complain under their breath, glare at you, blame others, etc.
This is very common in the beginning of the school year. And it’s okay. It’s nothing to be alarmed by. It’s not a cause for adjusting your approach.
However, it does underscore some important details of effective enforcement.
Never Wait
First, never wait for a reaction. The way we teach giving a consequence here at SCM is to approach, enforce (“You have a warning because you broke rule number two.”), and then turn on your heel and walk away.
It’s even less invasive if you’re using our high school plan.
In this way, there is no one there to get angry at. Once you’ve fulfilled your promise, you’re already back to teaching or doing whatever you were doing before the misbehavior.
And because you taught, modeled, practiced, defined your rules clearly, and checked for understanding—all during the first few days of school—no other explanation is needed.
The void you leave in your wake dissuades negative reactions.
Remaining in the student’s air space, on the other hand, especially if you’re looking at them, all but begs for a reaction—which some students will provide just to save face in front of their peers.
Never Respond
Second, don’t respond at all to such theatrics unless the student is blatantly disrespectful (see below). This is important because it proves to your class that it’s never personal.
You’re really not going to battle, negotiate, discuss, appease, or lecture. You’re only going to fulfill your promise.
You’re going to follow through like a basketball referee calls a foul. You’re going to send the message that your class doesn’t have time for misbehavior. Learning and its enjoyment is the supreme focus.
Never Waver
Third, by turning and walking away the same every time, your students quickly learn that it’s pointless to argue or try to get under your skin.
You’re as impenetrable as Edinburgh Castle. Your rules and consequences are set like an iron stake in frozen ground. There is nothing you can or will do to adjust the contract your classroom management plan represents.
This way, and again, you’re free to concentrate your energy on great teaching and inspired learning.
What About Brazen Disrespect?
If, however, during these first few weeks you do get brazen disrespect—or even a temper tantrum. For example, a student curses at you or yells or gestures derisively. You’ll still continue on with what you were doing.
Ignore for now. Show zero reaction.
Wait until they calm down, or even forget about the incident. It could be 10 minutes. It could be an hour. Regardless, once they’re calm, approach and give further consequence, which absolutely has to include parent contact.
That’s it. Simple. Effective. And back to learning.
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I struggle with making the actual consequences when a student breaks a rule. I don’t know what the consequences should be!
My teachable is hospitality and many of the kitchen rules are already set for health and safety reasons, these rules are not negotiable.
The biggest problem I have is with phones; I don’t allow use of them due to health and safety (germs, bacteria transfer from phone to hands/food, distract students making the phone a safety issue for the student and others).
Many kitchens and classrooms are separated by a brick wall or brick/sliding glass windows, so removing the student from the kitchen isn’t the best as you can’t always see them in the classroom and then students leave. I struggle with splitting my focus then between the classroom and the remaining students in the kitchen, as their safety is paramount.
Have a phone holder hanging on the door / or cubby w names on each slot near the door so when they walk into class they leave their phones & they can take it when class is over. If there’s a phone not in a slot that student gets a consequence. Hope that he helps. Good luck!
Students use dummy phones to put in the slot and keep their actual phones with them. Students are very savvy and are creative thinkers when it comes to this.
I would have all students put their phones in either their backpacks or a hanging shoe holder. Always give them the reason why (you stated them) and then the consequences are 1. Warning 2nd take their phone for the rest of the period (I have them put the phone in a drawer so there’s less interaction). 3rd the phone goes to the office and parent/guardian has to pick it up.
We are not allowed to have a holder for phones, nor are we allowed to touch students’ phones. Sigh…
Post on a national fb group and see how many schools have that rule. Maybe admin would see that it’s in your best interest to take kids phones to the office. It’s not a right and it can be harmful. 🙂
You have to make a list of consequences and folllow through. They are breaking your rules because nothing happens. Is there a safe place to store /lock up phones before entering kitchen? Can it take points away from their grade for not following safety rules in the kitchen?
I agree with Leslie!
Pen out on your consequences and hang them prominently. I always have to adapt SCM’s recommended consequences to match school policy. But it’s the follow-through that does the job.
The phone holder is an ugly nuisance without consequences to enforce it’s use.
Take all cell phones at the start if the leason, as they walk through the door. Have a special phone basket with their name in their spot and place at the front of the class where everyone can see them. Let them know it is for health and safety reasons, their phones are safe and there are no exceptions to the rule. If they are not willing to do this they can go the the ‘principles office’ and explain why they are not in class. They will be marked as absent.
Best you let the principle know this is what you are doing, lol.
Don’t back down.
I started a cell phone jail this year. If a student has a cell phone out for any reason, it goes in the jail. (Which is just a plastic pencil box.). If I even see it, even if they say, “it was only sitting out on my lap – I wasn’t using it”. They then get the phone back at the end of the period. The jail sits close by so they can see it. If they end up using the jail more than once, I call home. I follow the school progressive discipline policy. So far this year, there have been less issues. Our school is very lenient with cell phones, it has really become an issue. Students think they have the right to have them. It is outrageous and I wish the school would follow up more. For instance, we are not allowed to take phones away, or even have a place to set them. Parents will usually not do much, but sometimes it helps.
Any phones that are taken away, are shipped home, with tracking and insurance, slowest method possible. Take your first recess or lunch break, head straight for the post office, and get 2 receipts, one for you and the other for the student.
Let them check the tracking daily. You will never need to do that a second time.
Who pays for that?
Can you address how to handle this when you are a substitute?
same
Following- it’s so different to manage a classroom when you’re only there for a day and don’t necessarily have any rapport with the students.
When I have a substitute, I prefer they follow what I lay out for them. I don’t want to come back and hear everything was okay. I want names, exactly what they did, how many times, etc. I also leave positive things they can do. If you teach elementary, let the kids know you are recording names and rule breakers. Send repeat offender straight to the office. This makes a good example for the others.
I was waiting for this topic eagerly
Thanks for sharing and making thing interesting to consider
I’d love to know how to handle a parent’s disrespectful behaviour when you dare to give their child a consequence! It often feels as though we deal with more problem parents than students.
I was going to ask this very thing!!! Last year I had 3 students removed from my class because parents were upset that I gave their child a consequence.
Michael has written a good article on this topic: See the website and search under “parents” this article should pop up: How To Handle Parents Who Complain About Their Child Being Held Accountable
Good luck!
I am a sub, and I love it! I pretty much agree with Mr. Linsin. First, get to the classroom early. Know the school’s policies regarding things like cell phones, etc. Then, (the minute you enter the classroom), read over carefully the teacher’s sub plan and directions regarding cell phones, seating charts, etc., and then follow those directions. I write the teacher’s rules on the board— no cell phones, no listening to music, no ear buds, no food, etc., if the teacher left you such rules in the sub plan. Then, after getting students’ attention, read aloud those rules to the students. Tell the students to put away all cell phones (off the desk and into their pocket or backpack). I also write the teacher’s assignments on the board (very important!), including when those assignments are due— Do this, ideally, before each period’s class has entered the room— and then I read aloud those assignments to the students, including when due. Walk around the classroom once or twice to keep students on task. Ask a student to hand-out any papers, quizzes, assignments. Have a place (table, chair, etc) for students to turn in work when done, if it is due by end of period.
Regarding having a student removed from the classroom, I have zero-tolerance for a student using very bad profanity or vulgarity.
Note: make sure you jot down the relevant office phone extensions.
Hopefully, your school’s admin is supportive of subs.
I’ve been subbing for 7 years in the public schools, and I love it!—middle school math & science are my favorites.
Would you recommend doing the above but have a flip chart so second graders can see that it’s a warning? For example – you turn their card to yellow because yellow means warning?
So this summer I made a list of what triggers me, things I really didn’t like. Opening day, I put them on the board, and asked the students to go to the board and write down why I didn’t like them.
They may not be on every teachers list, but I told them, I am the teacher you got, and these are on mine.
I have really taken home, the idea of the referee. And I have had very good results.
That, and phones are checked in when they come in the door, and I don’t have them in my room. Which I think will become more and more prevalent due to AI, and distraction
I think this is the missing piece for me. I have a couple questions. When the tantrum is keeping students from being able to hear/learn-let it go until they’re calm and teach the others to ignore too? Also, say it’s total ignore. So, put your book away. They don’t, you give a consequence and walk away. They continue, you give the next consequence. I am simply taking the item away now but that is causing the tantrum and not going along with not engaging. How long do they get to continue breaking the rules if they refuse to do absolutely anything, including the consequences? Let them be, wait until they are done, then what-one consequence? Do they skip to the end and get them all plus a call home? I have 4 levels in place now. Any thoughts from anyone doing this program are welcome!
Andy, I had this same sceneries last year. I had a Kindergarten student who had tantrums daily. It was impossible to continue teaching/ learning because that student was so loud. I would love some feedback as well.
I met with parents, school counselor, my principal many times, and, by working tirelessly all year, got the tantrums down from lasting 20 minutes to 1 minute. However, so much instructional/learning time was lost:(
I have no solution for you but at least I can relate. Last year I had a kindergartener who would not only scream for a long time but he would throw chairs and overturn tables and hit other children. I tried to get him an IEP but our district (urban) fired all the emotional specialists, so I was left with him all year, alone. This year, I have a foster child with autism and they’re slowly working on an IEP for him. We’ll see what happens. Just in case you’re hearing those voices, know that you are not alone and it’s not your fault.
Search through Mr. Linsin’s excellent articles— I recall seeing some that address dealing with your “bedlam” classroom situation.
Make sure you do a few things that immediately establish that you’re the boss in the classroom for that period:
1) take attendance per the seating chart, if there is a seating chart (Attention, teachers!— if you use a seating chart, please make sure it is current, with legible students’ names, and where the sub can find it!);
2) write (before the students enter the classroom) the teacher’s rules on the board, and then read them to the students;
3) write (before….) the teacher’s assignments and due dates (per the sub plan) on the board, and read them to students;
4) have a student(s) hand-out the assignments, worksheets, etc.
Walk around the classroom a few times to keep students on task; be available to help students with their questions. If needed, write on the board the “time remaining” for the period, to create a sense of “urgency” in working on their assignment.
I’ve been a sub in the public schools for the past 7 years, and I love it!
Marianne,
My comment was addressed more directly to Andy’s comment, but I’m glad to hear you were able to succeed lots with your situation. (My grades are mostly middle school). I started subbing as an aide in special education classes (elementary; some were “severely handicapped”), and encountered severe tantrum situations like yours. In some of those cases, the teacher found ways to key-in to the student’s abilities or talents— one class had a screaming child, and when a screaming episode occurred, the teacher gave the student a sheet of basic arithmetic problems to solve, and it worked like a sedative. In another situation (involving a student who threw objects), the teacher gave the student a small piano keyboard with the volume turned very low.
If he does not accept consequences, you will have to offer a reward after each class, for example, or something like that, and the student is not like other students. Motivate him with a reward, for example. If you, my son, extract this as an exercise, I will buy dinner or a gift. It means it is a challenge and motivation. Use this method and you will see the result. Have a happy day.
Hello Michael, one of my middle school students walked into my classroom with his phone in his hand and blatantly refused to put it in the pocket chart – Using it as I was explaining the rules on the very first day