The gray area occurs when you witness behavior you don’t like. —But are uncertain whether or not it breaks a class rule. The problems associated with gray areas are legion and profound. They . . . cause you to be inconsistent. compel you to … Read more
It’s common for teachers to have blind spots. —Areas they’re unaware of but have a negative impact on classroom management. Being perceived by students as a pushover is a prime example. They all know it. But the teacher doesn’t have a clue. This is … Read more
It’s a common practice. One teachers have been doing since time immemorial. A student breaks a class rule and you write their name on the board. Check marks follow any further transgression. It’s a simple way of keeping track of consequences that also acts … Read more
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
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
Readers have asked this question again and again over the years. And I can certainly understand why. It’s a decision that can cause you to second guess yourself either way. Darned if you do and darned if you don’t. However, there is a third … Read more
It’s a question that has been brought up again and again among SCM readers. And now sits near the top of the article suggestion list. Should you or shouldn’t you enforce a consequence when you notice a student daydreaming? Or staring off into space. … Read more
So I ran this experiment. And enough time has passed that I can now share it with you. Here’s what happened: I was halfway through the semester with a class I really enjoyed. I had prepared them well to start the year by employing … Read more