Recently, a student asked to speak with me privately. He was outwardly calm. But clearly distressed on the inside. He wore an expression that said: “I’m done. I can’t do this anymore.” After a few deep breaths, he relayed a story about a run-in … Read more
Here at SCM, we talk a lot about the importance of building rapport. And how it’s best to focus on your entire class rather than individual students. Because, trying to build rapport one student at a time is . . . time consuming. awkward … Read more
The objective of a warning is to curb misbehavior in the moment. As well as long term. It’s to prompt understanding, reflection, and resolve not to make the same mistake again. In this way, it works like a consequence. It looks like a consequence. … Read more
It’s a common frustration. You know you’re a good teacher. You’re calm and friendly toward your students. You prepare interesting lessons and never threaten or yell. And yet, you’re still struggling. Your students aren’t terrible, but they’re often rambunctious. They seem immature for their … Read more
It’s thrown around a lot. “You must have high expectations.” “High expectations are the key!” “Keep your expectations through the roof.” But what does it really mean? It seems obvious, but the term has been repeated so often and for so long that its … Read more
There is a mountain of misinformation about how to manage difficult students. It’s on a never-ending loop. Cycling through every school. Wafting down every hallway. And passing from teacher to teacher. At best, it’s confusing, contradictory, and difficult to apply consistently. It also does … Read more
They’re sure used a lot. Visit just about any classroom and within minutes you’re likely to hear one. “Remember to walk.” “Hey, keep your hands to yourself.” “No talking while I’m talking.” But are reminders effective? Do they actually improve behavior? Well, like much … Read more
There is a common trait among teachers who struggle with classroom management. Not every struggling teacher has it. The vast majority, however, do. I’ve mentioned this trait before and its effect on giving consequences. But the problems actually go much deeper. So deep, in … Read more