Expect pushback and challenges to your authority during the first few weeks of school, especially if you teach in an exceptionally challenging environment.
It’s normal, and it’s okay.
You see, for now your students aren’t who they really are (or who they can become). They’re testing you. They want to know if you’re the real deal or just like all the rest.
Some students see it as a game. It humors them to disrupt your class and get under your skin. Others, as human nature dictates, don’t want someone they don’t know or trust telling them what to do.
Just the way it is in this day and age.
They’re going to push boundaries, say cruel things, and try something outrageous behind your back. You may even get an eyeball stare and refusal to do something simple, like sit down at their desk.
The SCM approach is good for students short- and long-term and they appreciate it. Eventually. They don’t always see it right away.
Although this underscores the importance of explaining the ‘why’ of your classroom management plan, and being pleasant and good-humored from the start, many students need proof of your consistent actions before they’ll sign on.
Again, just the way it is.
But here’s the bigger issue and the reason for this article: Most teachers will panic and jump ship in the face of even semi-aggressive push-back.
Despite a summer of declaring that “things will be different this time,” they’ll let someone off the hook within the first two weeks. They’ll pretend they didn’t see what they just saw. They’ll falsely believe that their students, unique in all the world, are unable to follow rules.
But early on, your students aren’t who they really are.
How do I know? Because I see it every year. For me, and thousands of other SCM teachers, it’s not a big deal. It’s expected if you’re at a tough school.
There is no reason to worry or stress out about it. You’re dead wrong to assume that chaos and disrespect is your fate or that your particular students can’t behave.
So relax. It’s okay. Continue to be pleasant, stay the course, and reteach your plan in even greater detail. Do what you say you’re going to do.
One by one, as long as you remain calm and unmovable, your students will leap as if from a burning building onto your side. They’ll appreciate you in the current milieu more than ever because you’re a rarity and bring uncommon peace your classroom.
There will always be students willing to stay in the fire longer than others. They’ve learned through their behavior that they can eventually get the adults in their life to cave and subserviate. Sure, it may be what they think they want.
But deep down, just under their conscious awareness, they hate it and hate you for giving in. They really want something (and someone) to believe in. We all do.
They’re just not sure it exists. They’ve been lied to and hurt too many times in their young life. They’ve been flattered and manipulated and told in not so many words that they’re weirdly different and don’t have the ability to control themselves.
You must let them stay in the fire as long as it takes while offering the cool waters of true self-worth, earned only through hard work, right behavior, and accepting an invitation from you to be part of something special and bigger than themselves.
Those very same students who right now are so mean and sneaky and distrustful are the same students who in just a few weeks will have your back against King Kong.
But only if you persevere undaunted. Chicken out, give in, and be another spineless pushover and you’ll never know what they’re capable of.
You’ll never make an impact they’ll remember forever. You’ll never know the feeling of changing a life. Instead, you’ll reason with them. You’ll manipulate them with false praise and promises of rewards. You’ll counsel and lecture and glare.
You’ll walk on eggshells and make excuses for them and for you.
And predictably, through a roller coaster of illusionary ups and lots of downs, they’ll disrupt your class, stomp on the rights of others to learn, and have you over a barrel.
If you’re reading this, however, I know you’re sick of it. Every year. The fear. The stress. You want something better, something different. You want something real and powerful and lasting—for both you and your students.
And you can have it. You really can. But you must be as unyielding as an iron stake driven into frozen ground.
You must walk into your classroom tomorrow or whenever your school year begins and lay it all out. This is how it’s going to be that’s all there is to it.
Erect the borders that protect learning and enjoying your classroom for everyone and defend them like the Praetorian Guard. Accept no excuses. Shift heavier and heavier loads of responsibility onto your students’ shoulders and transform them into your dream class.
Damn the naysayers, complainers, and squawking doormats.
Stand to your full height and do what needs to be done. Empowering students to own up to their mistakes and experience the deep satisfaction of improving themselves and their academic skills is the most compassionate thing you can do.
The power is in your hands.
So what are you waiting for?
PS – From some of the comments and questions (particularly those regarding the use of points in the high school plan), some readers don’t have enough grasp of SCM to make it work. It isn’t difficult, but a semi-understanding will fail every time.
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I have truly enjoyed reading your articles every Saturday morning. I have shared them with many people. But after being assaulted by 2 different SECOND GRADE students in 2 years and left with permanent injuries, watching my para get punched, and my elderly kinder coworker get beat up so badly by a student that she couldn’t return to the classroom, I am leaving the brick and mortar classroom to teach online for the next 3 years until I retire. I’m SO sad. It will be my 32nd year this year, NBCT for the last 11 years. I love what I do, but I’m no longer safe. Students take precedence over teachers in ways I would have never imagined.
I will continue to read your articles each week and share them with my friends.
Thank you for all you do, for all of us.
Wow. I am so sorry that you have been hurt in so many ways. I hope you enjoy the online teaching as you continue to use your gift.
Hi Michael, I am currently a substitute teacher who is working to become a high school English teacher, and I have really enjoyed reading your work. I bought your high school guide, and one concern I have is that there is currently a movement to question the practice of grading on ANYTHING except “mastery.” So, no grades associated with class participation, behavior, doing homework, etc. I’m not sure how pervasive this is, or even how realistic it is. It’s coming from a place of working toward equity, and I have a lot of thoughts on how “equitable” it is to grade on “mastery” when students arrive in the classroom with such different levels of preparedness. Plus, I think that work ethic is at least half of what we’re trying to instill and teach our students! So it seems important to recognize when they work hard and grade on THAT as well.
BUT, if this is a situation I face in a future high school, I’m not sure how to tweak your guide to make it work for me. It’s a bit of a quandary. Just something for you to consider in a future post. How do we manage our classes in a situation where our ability to grade on classroom behavior/participation is severely curtailed by school policies? Thanks!
You are not alone. I’m in WA state in a tiny district and one of our OWN TEACHERS questions all assignments that her bio kids are given. She refuses to make them do the work if it’s not an explicit learning standard. All low scores papers are questioned. I’m sorry to hear you’re dealing with this, too. I was hoping it was a strange occurrence.
I am loving these past few weeks of articles. We start after Labor Day and I am gearing up. My classroom isn’t heaven, but it isn’t hell either and I really believe it’s because of following you.
What about students who do great in your class but lose it anywhere else: lunchroom, specials, recess..? Do I just leave it to the adults in those spaces?
Hi, Beth! I’m a retired elementary music teacher and your question about your students who can’t handle being in another space is a really good one. I’m not sure what Michael would say about it but from the perspective of having been a specials teacher here is how I handled the triangle of student/classroom teacher/specials teacher: I, of course, had my classroom plan (thanks, Michael!) that the students knew. I handled behavior in my space myself. But if it was ongoing or harmful or a parent had to be contacted I let the classroom teacher know what happened and how I handled it. If I had any concerns about the student’s behavior I would always ask the classroom teacher to guide me as to the larger picture. Usually the classroom teachers were just fine with letting me handle what was going on in my classroom. Sometimes it seemed like there was a need to team up and coordinate some stuff and we would do so. I tried to always be respectful of the in-depth dynamic of the relationship between student and their classroom teacher and I found that most teachers were also respectful of the fact that I taught these students for the whole of their time at our school, so I grew to know them in a different way. I think most teachers/aides who interact with one of your students outside of your classroom would just want to hear from you that you want to know if there is a problem and that you are there to support them in their management of behavior or to help if they ask for it. Good luck with the new school year and may all your students be curious, lively, and fun!
I’ve been reading your posts for a couple years and I was wondering is it possible to utilize SCM as a substitute teacher? I’ve been subbing for 3 years and I subscribe because I’m studying to become a high school teacher but since much of this relies on the students having months with you, is it possible to utilize this were I’m only with a class for 1 hour?
I think Michael would say that it is absolutely possible to utilize the SCM model as a sub. The premise of SCM is that you incorporate your classroom management plan from the minute students walk through the door. I know this can be a struggle when walking into a classroom that isn’t yours, but you can still be as prepared as possible and stick to the core ideas of not taking things personally and remaining calm.
For me, it would look like this:
Being familiar with the content that I sub for. (This may not be necessary, but my preference.)
Showing up early to review plans.
Taking 2 minutes at the beginning of the class to introduce myself and share my expectations: raise your hand to share and be respectful and kind.
Then following through.
In today’s classroom, great subs are a precious commodity. Own it. And use your experience as practice.
I have subs in my building who model SCM principles. They are the ones the kids are excited to have return. Subs who are pushovers and besties get groans and complaints before or after they sub.
What do you have to say, Michael?
Love the gorilla in the title. I initially saw it as representing the first two weeks of school, haha, but upon reading the article realized it might be the “King Kong” that future students will be fighting in my defense.
Anyway, love the beg o’ yr pep talk. Always appreciated!
This is a GREAT post, thank you! It’s a solid reminder, even for those of us that teach at behavior schools with well established school wide behavior plans. Sometimes things happen that are unpredictable and shake us in the moment, especially at the start of the year when we haven’t had time yet to build relationships. Your words of advice and encouragement are much appreciated!
Michael is absolutely right-on on this topic. So sorry to hear about Kim’s situation. As an experienced sub in the public schools for 8 years in a variety of schools, I’d bet that Kim’s situation was due to a weak and unsupportive admin.
This is a great, positive, and encouraging article to start the school year. I’m a high school English teacher and have been reading Michael’s ideas for years and implementing them successfully. It’s really about the mindset he talks about in the article. You have to believe that you are the factor in changing these caterpillars into butterflies. They fly because you had a hand in raising them to greet the world. Best wishes, everyone, for a wonderful school year!
It’s interesting, this year I started with enforcing very rigidly and wrote quite a few letters in the very first lesson. I also called parents on day two, explaining that I wasn’t angry with their kids but that I needed to follow through and that behavior was important. The students accepted it and parents were supportive.
I will need to remain attentive in week two to continue this, “enforce” while remaining friendly and doing cool stuff during lessons. A lot of cool stuff was not possible last year because of so many outrageous behaviors. I ended up unable to keep track which would have been essential for turning the class around.