According to a National Center for Education Statistics survey, 56 percent of school leaders believe the pandemic has led to an increase of student misbehavior.
And they’re not even in the classroom. Ask teachers the same question and that percentage is likely to go way up.
Why is this happening?
Well, I don’t believe that the pandemic itself has caused increased misbehavior. Yes, students fell behind academically and often socially. They were more immature and less engaged.
All true. But the the increase in misbehavior has only continued to grow despite returning to in-person learning almost two years ago.
There is no doubt that disrespect, aggression, fighting, cursing, bullying, vaping, and extreme misbehaviors are all up and work habits and interest in learning are down.
The cause, however, falls right in the laps of those same school leaders.
In an effort to be “understanding,” they lowered standards. They loosened dress codes, ignored discipline policies, capitulated on phone use, allowed abhorrent language in the hallways, and removed consequences.
Which, of course, trickled down to the classrooms. Dangerous behavior, in particular, is being swept under the rug.
Thus, if a teacher gets threatened or a student gets assaulted, and the teacher reports the offense—which they must do—the perpetrator is right back in the classroom hours later.
Other than a gentle talking-to and questions about what might be bothering them, there is no consequence.
Teachers, in turn, in order to survive, feel as if they must lower their own standards. They must allow ear buds, cursing, talking in class, disrespect, and sexualized, gang-related dress and behavior or else it would be total chaos.
So, what to do about it?
There are two courses of action.
First, you must gather as a staff and speak up. You must decide as teachers that enough is enough and you’re going to have each other’s backs. You’re going to create—or recreate—a school-wide discipline plan and present it to your administrator.
This should include:
Precise rules for every classroom.
In-class consequences.
Hallway, recess, and lunchtime rules and consequences.
Strict policies on phone use and dress code.
Exactly when, how, and under what conditions a student is referred to administration.
Exactly what consequences will be given by administration.
This last one is a sticking point for many principals. They have been told from on high that they must limit, or completely eliminate, suspensions. (As an aside, school districts then tout this ridiculously as proof that behavior is getting better.)
Therefore, if this is the case, then you must come up with alternatives. Some examples:
Pick up trash after school or at lunch.
Silent, days-long, in-school suspension.
Daily behavior groups—not to talk about feelings, but to learn, practice, and be tested on the school’s discipline plan.
Work as cafeteria aides and safety officers.
Loss of privileges, which can include sports teams and school clubs.
Finally, the threat of expulsion.
On this last point, every school district has a policy on expulsion. Find out what it is and include it as part of your plan.
The whole plan, of course, must be taught at school assemblies and as part of every classroom. It must be modeled explicitly and adhered to strictly and consistently. This, and this alone, will save your school.
It will bring back purpose and responsibly and allow you to begin making progress academically.
Second, if you’re left to your own devices, if your school is a lost cause and your efforts to rally your colleagues fails, you yourself must bring discipline and purpose to your own classroom.
Yes, it’s possible.
You don’t have to be special or gifted with the right personality. You don’t have to look a certain way or be willing to put in long hours. You just need two things:
Expert classroom management.
Mental toughness.
Classroom management is knowledge-based. It’s a skill you can learn. Mental toughness simply refers to the dedication it takes to learn and the commitment to following it.
In both cases, we’ve got you covered. Everything you need is right here on this website. SCM has simple, effective classroom management figured out. There are nearly 700 articles covering every classroom management topic and challenge imaginable.
It’s all free. Nothing is held back. You can use the Search bar at the top of the page. The archive can be found along the bottom right sidebar.
We also have books and e-guides available (at right) if you want a systematic approach right at your fingertips.
Bottom line is that what has happened since the pandemic is wrong, every which way. It’s tragic. We’re losing kids and great teachers and it’s only going to get worse unless we do something about it.
I encourage you to share this article with your colleagues, your school, and anyone else who has an interest in saving education, public or otherwise.
PS – We welcome your comments. However, those that are mean-spirited or misrepresent the article will not be approved.
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Well done, Michael.
You have hit the nail on the head. This is exactly what is happening in education these days and yes, it’s getting worse. Your solutions are spot on, too.
Well well well. If this ain’t the truth. Common sense: will it prevail? I have students leaving public school to a more sensible academic schools where it is safer, students are held accountable, and solid education and extracurricular activities.
It’ll be a while before the public school system does an about face but I am in it for the students. SCM is a big reason too. Thank you Michael.
Private schools have declined enrollment since the 2008 economic downturn. Since they need students to keep the school open, most private schools have also lowered their standards of student behavior.
With the exception of, I assume, Arizona! Even less financially well off families can send their kids using State Tax Credit from others. (The school I teach at also waives tuition for kids in the foster system) Families or individuals can donate their state tax money directly to a school to send a specific child there on scholarship. Granted, at least for the school I teach at, this has come with other behavioral challenges. Mostly because small schools have grown at a massive rate, and the disciplinary systems have not quite caught up.
To get everyone on the same page…that would be difficult But a game changer!
The cart is leading the horse in our intermediate classrooms!
Thank you for your consistent input, Michael. It is so appreciated!
Kindest regards from South Africa
Gail
School Management Team
As a second grade teacher last year, if I used the words “rules” and “consequences” I was frowned upon. I was considered not to be doing what was best for each individual student if I didn’t use many extra warnings or understand that one student’s “baseline” was different from others and should be considered in classroom management. I was not allowed to send the SCM letter home, even. A natural consequence of a child sitting separate from his partner, but still inside the classroom I was left to defend on my own in a meeting with administration. Schools aren’t allowing this straightforward management plan. So then what? I left the classroom.
There is a huge push nationwide to allow the students to write the rules so that they will have buy-in. Maybe in second grade there is some wisdom to that because they are not as sure how to “do school,” but here in 8th grade, it seems to be a huge waste of time. They already know the rules, and when I ask them what the rules should be, they intuit that I’m holding up a hoop for them to jump through. I’m abandoning this practice next year in favor of a discussion of the purpose of school and how the rules will enable us to achieve our purpose. I have more and more students who seem to have no idea.
I think there is a lot of parenting not happening at home and the pandemic lockdown separated vulnerable kids from some of the stop-gaps that were in place. It’s not just misbehavior I’m seeing more of. I’ve never had so many students without special needs or medical issues starting school in diapers. Also more 4th and 5th graders than ever with bathroom issues, accidents in class. More often than ever before my coworkers and I are having to stay later and later for kids with completely unreachable parents to come pick them up. Kids are reporting to us that they don’t sleep at night.
All that said, a HUGE part of the problem is an inflexible or even delusional administration. Times change and we need to be realistic about our population. My district had a large influx of muslim children. There is a month long window for schools to administer the state standardized test. Do you think anyone at the district level considered our population when they scheduled us to take the test during Ramadan while children are fasting instead of pushing it to the beginning of the testing window to avoid it all? The new suspension guidelines you referenced cause issues as well when extreme behaviors (knife at school) are basically ignored. Furthermore incentivizing schools to take in out-of-zone transfers with funding and sometimes even bonuses for principals means that students who have been all but run off of their old campus are being plopped into an unsuspecting and unsupported teacher’s classroom while admin turns a blind eye to every red flag so they can keep the money coming.
You are completely right.
Here in Holland most schools can be regarded as ‘lost causes’.
Teachers are begging for a stricter school wide discipline plan, but school management don’t consider it as important enough.
Instead they focus on ineffective staff meetings, individual student approaches, marketing and promotion and individual teacher and student relations.
Sometimes they try, when our cries have become compelling enough, but as soon as enough parents start complaining, they lower their standards again and force us do to the same.
I agree. This is what is happening in our school.
I do believe there is a time to talk about feelings, because this may help EXPLAIN behaviors. However, it should NOT EXCUSE behaviors.
The things you described were already happening at my school in California before the pandemic. The moment that schools were told that they couldn’t suspend kids and that the data showed that more kids of color were being disciplined than white kids, discipline went out the door. The problem was that there was no plan. It was very obvious that our school had no government and the teachers joined together and demanded that we had a school governance that was transparent and available to all students, staff, and parents.
We defined the school rules, consequences in the classrooms, and consequences in the office. It made a huge difference on our campus and we continue to refine it every year.
The one thing you didn’t mention is that everything is reliant on consistency from everyone and that is where the weaknesses take hold. The administration continues to be “softer” than the staff desires. Also, because of the pandemic, we lost many veteran teachers who either quit or retired. We have many new teachers who don’t have good classroom management and really need some coaching, but we don’t provide them enough support because that would cost money and time that no one seems to have.
This year we have a few veteran teachers trying to mentor some of the new teachers, but I wish the admin. would be brave enough to provide some coaching through informal observations. Inconsistencies in classroom management and follow-through on school rules continue to plague our school governance.
I appreciate your website providing good solid thoughts to those still struggling with classroom management. Without good management, you will never be the best teacher you could be. Great teaching is a combination of providing a productive learning environment and having great techniques to make learning fun and interesting. Most students fight to socialize in class, but most also appreciate when you provide an environment that promotes learning and when given a choice they report to me that they prefer a controlled, quiet environment compared to loud and out-of-control classrooms.
Lee,
You are spot on. I am worried as we continue to lose veteran teachers and get newer teachers in more positions this problem becomes worse and worse. We have quite a few new teachers this year and I am frustrated that our school doesn’t have enough systems in place to support and mentor these teachers.
Thank you. Absolutely nailed it! It goes all the way down to kindergarten! I cannot believe what has happened in our schools. I come from a community where I was proud to say I teach here. Not so much anymore. Kids who kick, scream, all of it…returned to the classroom after they have “regulated” themselves. This term the common buzzword now. Oh I could go on and on. Sadly, I fear things will just keep getting worse until teachers have completely burned out (those in the generation who know better).
Thank you for stating our problem so precisely. The pandemic simply shined a light on what was already there. I follow Smart Classroom Management daily and often times it fails because I have no administrative support and the students know there are never consequences. I do the right thing management wise because it is the right thing to do. I hope I am positively affecting one or two along the way. For the first time in twenty years, I want out of education. I am hoping a change in schools next year will help.
I agree with Gary, this article is spot on. I am kind of in a difficult place and wonder if you have any suggestions. My school, unfortunately reads true to your statement “Second, if you’re left to your own devices, if your school is a lost cause and your efforts to rally your colleagues fails, you yourself must bring discipline and purpose to your own classroom.” which is what I do. However, I teach kindergarten and my students have 8th grade buddies which they interact with on a weekly basis and our middle school students are out of control. I dread every interaction because although our school on paper and verbalized by our principal has a “a school-wide discipline plan” with pretty bee posters (Be responsible, Be respectful, blah, blah, blah) hung around the school, only the primary and one elementary teacher adhere to the school-wide discipline plan with consistency. The rest of the elementary teachers and the middle school teachers or the principal do not. I love teaching kindergarten and being amongst the primary teachers and their students but as I said, I dread having to interact with the middle school on a weekly basis. Opting out of the buddy program is not an option. I have addressed my concerns with both our principal and the 8th grade middle school homeroom teacher and it falls on deaf ears. Do you have any suggestions on how best to deal with this situation?
Hi Suzanne,
I am a Kindergarten classroom aide at a charter school that has grades K-8th. We also have have a buddy program every Friday where our K students meet with a fourth grade buddy for 40 minutes. Both grade levels seem to love the interaction and look forward to it; the 4th graders are very loving and nurturing with the younger students. If opting out isn’t an option, maybe ask if they can be paired with a different grade level that could be more receptive and better role models? Just a thought!
Hi Karyn. Thanks for your response. It is definitely something to consider.
Great article Michael! Bring back the good “old days” of respect for teachers! But let’s not forget the role of the parents and how they must reinforce the rules of school and home to change students’ behavior. Keep up the terrific work!!!!!!
Jim
Perfect! I totally agree with your ideas
I look forward to every article you post. Unfortunately, California Ed Code is our greatest problem. By 2025 schools will be forbidden to suspend or expel students except in the most extreme cases. You are correct – management and mental toughness are what is needed. However, the mental toughness needed causes exhaustion to the point young and veteran teachers alike are leaving education at alarming numbers. The laws in California need to be changed before behavior will change in schools.
I live in Spain. The situation is the same here. Thanks for this article. I feel alone in my school, so your words help me a lot.
Sharing with our Union-We need to have more deliberate, meaningful and transparent conversations school wide w the administrators rather than focusing on the decline in data that will not change until we get a handle on the school and classroom environments (that they turn a blind eye to until it all breaks loose) and teachers STAND UP & stop knit-picking about menial things like lack of toilet paper and soap in bathrooms…
The biggest challenge at my school is the misbehavior of students who are autistic or in some other way handicapped. We need more support in the classroom so that these students can be successful. These students are high functioning enough to be in the classroom, but not high functioning enough to not be disruptive. I’ve brought this to the attention of my principal but she says there is not money for additional IA’s. And we have been hiring all school year for a teacher and that position remains unfilled.
Hi, need some advice, my daughter is a 1st time teacher and is teaching 1st grade. Over half of her students have out of control behaviors. The stay out of the seats, will not listen to her, they yell, and are disrespectful and laugh at her. She has has tried every tactic anyone has thrown at her. And some things on her own. Nothing works, rules and consequences has no affect on them.She is at her whits end. She has a beautiful personality and loves kids and has grown so much as a teacher. She can’t just quit her job in the middle of school year. What do you suggest???
She needs to spend time on this site, make a plan, and start over again with a classroom expectations reboot. Super hard mid-year but what does she have to lose? I hope she is able to turn things around.
Just this week,, a teacher was shot by a 6 year old who brought a gun to school…several teachers contacted the principal several times…who ignored their concerns..
It is difficult to get the administration to take behavior seriously as they don’t want to “offend” particularly a minority. In the district where my niece teaches, the principal’s wrist was broken when a kindergarten student beat her with a broom. Repeated calls by the staff and principal to the “higher ups” were ignored. This was the school where they shuffled all the “difficult” students. No counselor, no assistant principal…although the “elite” school in the wealthy part of town with half the student population has both. In my elementary school (Chicago Public Schools), we have handheld metal detectors but the new principal thinks they “take up too much time and might scare the kids”. Most educators I know and work with love their students and want the best for them, but how do we retain quality compassionate teachers when this is considered the norm and excused as a result of covid?
I taught in a school where the teachers got together and put forward a plan to the principal and v.p. for consistent standards for discipline and examples of consequences that could be applied. Once the plan was implemented there was a notable improvement in behaviour in a matter of weeks.
Thanks Michael
Never use cleaning or trash pickup as a punishment! This makes kids resist cleaning up after themselves.
I notice you say “present it to your administrator” with regard to implementing a school wide behaviour plan. It seems to me the plan should come from the administrator. This issue is part of the problem in schools. There is not enough leadership from the top and each teacher must develop and implement their own plan, which good as it might be, may not be consistent school wide.
👍
I like the idea of having students pick up trash around the school. Students like to know they are a part of something and having a group help out the schools and feel accepted is essential. I think this activity teaches students responsibility and work ethic for your hands on learners. It also redirects their attention and teaches them something instead of disciplining them in other unlearned ways.
Mike, you’ve once again explained it clearly and accurately!
In CA, more counselors are being hired to coddle and reduce suicide rates, which is good. However, that combined with our political leaders mandating lower suspension rates, principals can’t enforce the rules. Therefore, teachers are actually encouraging the growth of narcissist, indifferent, and confused young people.
Your website is such a valuable resource! I wish I’d known about it when I first started teaching. Over the years, I’ve had to figure out classroom management on my own.
Your guide for saving schools is great with detailed, doable, specific steps.
I love the idea of daily behavior groups as one consequence for misbehavior but I would talk about feelings a little bit with an emphasis on managing emotions and not letting “feelings” excuse behavior. But I agree that the bulk of the activities for any behavior group should be focused on learning, practicing and being tested on behavioral expectations and the discipline plan.
I wonder what you feel the role of parents should be? I think a big part of the lack of discipline from administrators is fear of the school district being sued by parents. After all, if a student shows up to school or arrives home from school dressed inappropriately, shouldn’t the parent bear some responsibility for that? In the past, I’ve worked at a school that would call the parent and have them take the student home if they were dressing inappropriately.
Thank you for you insight, Michael, and sharing with teachers. You have been an inspiration for my work as a teacher. I have followed your classroom plan, and my class follows rules and consequences quite well. In fact maybe too well. They know the consequences for not following the rules, and they abide by them. However, what happens next? I feel like the students behave because they have to and they toe the line because they don’t want the consequence: but they fail to make apologies, and to show respect and kindness. I am not a perfect teacher by any means, but I have worked hard to be fair and consistent. I have good connections with my students, but I feel frustrated and lacking because good behaviour hasn’t translated into caring for each other, despite the work we have done around social skills and teaching. Can we dive into that area some time? I would love to hear your thoughts. Thank you!
Oh, please shout this from the rooftops!
Spot on!
I teach at the elementary level. During Covid, I discovered it’s the environment and the choices the adults make that either set our students up for success or set them up for failure. Because of the covid changes we made of half the students attending alternate days, one classroom at a time at recess, kids going straight to their rooms when they arrived, etc., our discipline reports and graph dropped significantly almost to zero. Now that we are in full swing with big class sizes and 100’s of kids on one playground, our discipline problems are high again. We were definitely able to meet kids’ needs and give them better attention with small class sizes and small numbers of kids at recess. Maybe that is why one room schools thrived in the past so much- the kids got the attention they deserved.
Just throwing in my personal anecdote here: I’m a high school art teacher, and I had a student who would continually talk when I’m speaking to the entire class. Even after I’d speak one-on-one with the student, the behavior didn’t change. I finally call home and spoke to the parent/guardian. When I spoke to the student again later on, he told me his parent gave him $50 so he wouldn’t misbehave.
While this student doesn’t talk when I’m talking anymore, he’s on his phone constantly when he is supposed to be working on the current assignments. I’ve asked him several times to put it away but he tells me “it’s important”.
If I call home again, will he be given more money? (*shakes head in disbelief*)
Dear Michael,
I love your insights and guidance, and ability to get to the heart of the matter concerning good teaching. I look forward to your emails and follow their advice. I have been teaching for 35 years, and still love it, and I endorse everything you say.
Julia E, Geelong, Australia
The problem at my school (K-2) is that the kids with the worst behaviors get the most and biggest rewards. They are seen as “needing” the positive attention. For example: they act out, throw fits, do whatever they want at school—and then get pulled out to go to a Christmas party with gifts and snacks at the high school. When they return the vicious cycle begins again (including one kid who threw his gift/toy away because it wasn’t “good enough”). These are the kids who get positive office referrals for the tiniest thing, yet the kids who are always following the rules never get a positive referral because they’re always doing the right thing. It’s frustrating.
I would add to this list, the lack of trained teachers that have entered the classroom due to teacher shortages.
Absolutely! And there used to be targeted training for certified teachers at the begining of the school year. Classroom management and Crisis Intervention needs to be a universal training for all new teachers and for all who request.
I can definitely understand the statistics! Do you have any articles with tips for supply teachers in middle or high school?
My admin sent out a survey asking what rules, procedures, policies to keep for best year. I’m like keep dress code but beef it up. Right now I feel like everything is a paper tiger. Kid comes to school high and caught vaping, he should not be able to play in a sports game. Now we have to decipher if it’s weed or thc to place them in the right consequences. Like what!? It shouldn’t be at school at all. I also said let’s add silent lunch or lunch clean up because our custodians are quitting because the kids are purposely destroying and just being being outright mean.
As a long time, and now substitute teacher I can say with all certainty behavior has gotten far worse. Aside from parents refusing to parent, the greatest problem is State Legislatures, and State Boards of Education. The article spoke of consequences like picking up trash, helping in the cafeteria, etc. At least in my state, activities such as those are considered corporal punishment. ISS has become a joke. The only thing mentioned that does any good is taking away extra curriculum activities. In most cases those kids are not the problem. They know better than to embarrass the coach or the team. The others have no problem embarrassing themselves and their parents. Many seem to enjoy it. The more vulgar and disruptive they can be, the more they like it.
I am also a substitute teacher. While I try to implement Michael’s know how and plans in the classroom for the short time I am there, I often fail. Not for want of trying and teaching my heart out, but because of the dynamics which surround being “just a substitute teacher.”
Behaviour is out of control. There are no consequences we can implement other than shortening or working during recess. This is barred in some schools because “kids need recess and it cannot be used as pinishment.”more often than not, the teacher sets their substitute for failure. Poor lesson plans, no seating charts or even names of students. (Once the attendance list goes to the office, names are gone. Attempting to get students’ names is met with lying about their name.)
It is getting si bad in the Florida school district I substitute in that I am extremely selective in the schools I go to. Yes. It is a loss of income* to me, but I don’t tolerate bullying. Period. Especially when it is directed at me.
*Teachers cry that their pay is pitiful. They should see what substitute teachers receive. I have my BS degree in English. I have 14 years experience. I once sat with a group of teachers who were deciding what quarter they were going to do the 36 hours after school of mandated tutoring for students. They were scoffing at the $29.00 per hour pay for that tutoring. WOW! That amount is $18 more an hour than I make! I would jump to tutor after school groups at $29.00 an hour.)
And, there are no unions who advocate for us. Even our employer, Kelly Educational Services, does not advocate for their substitute teachers. The school district is their “gold laden” client.
Well, I know the problem is real. However I have not been impacted by it. This may help should you not have this system in use. The district I substitute teach in has a policy. Some of the activities include: A word of importance each month, it is up to “Respect” and I found it in all the schools I have substituted in this school year. Also, each class of students sign a Social Contract which is their agreed code of conduct for that class period. It is working well. However, AS YOU MAY WELL KNOW, YOU MUST FOLLOW THE INSTRUCTIONS YOURSELF, REMAIN CONSTANT, BE CALM AND RESPECTFUL AND EXCUTE THE PLAN OF STUDY.
Good insight!
This is precisely why I am retiring a year early!
Thank you thank you thank you for yet another spot on, common sense approach to classroom management. I do so hope that along with struggling teachers that admin also takes a good look at this article. And that they too will pass it along.
What consequences? Detention does not phase them, going to ISS is just a place to laugh and draw on the desk and play video games. Calling home, and phones go straight to voice-mail. And if they don’t like the consequence, well they keep acting up until they are sent home, and then play video games to all hours of the night. Sometimes I have had kids come to class, with 2-3 hours of sleep, they are like teaching a drunk.
Last week, I had a 7th grade boy, let his pants fall to his knees, they were below his skin tight boxer shorts in neon green. In years past, a boy would have died of embarrassment. Now, he is laughing his head off, and basically ignoring my telling him to get his pants up, until I stepped to the hall to get a witness.
We as a school are trying to do something, but frankly, traditional consequences are not working.
All I have to say is,”PBIS has to go!”
Most kids that have behavior issues at school are because of a diagnosis. ADHD, anxiety, Sensory Processing Disorders, learning disabilities like dyslexia. Structure and consistent routines would be good for all kids but singling out the “bad” kids that likely has some kind of diagnosis (or missed diagnosis) is ablest and damaging to the children with the disability. Schools need more supports and staff that is educated to help with these issues instead of trying to create punishments.
The classroom can be a joy and the time to improve is very useful. But the power of example is the most important in a community and everyone needs to understand the good and bad things. So taking a look at the most popular pupils in class is a good point of view to understand behavior. From time to time, schools bring back the hard talk about the time to do the right thing and how harmful it can be if this is ignored.