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
This past week, I watched the first episode of A&E’s Undercover High. To the uninitiated, the show follows seven young adults who go undercover in an American high school. One of the things that struck me, among many, was the ubiquity of cell phone … Read more
One of the core tenets of SCM is to hold your students accountable for every rule violation. You do what you say you’re going to do. You follow through on your promises. Student breaks a rule and you enforce a consequence. It’s as simple … Read more
There are a number of reasons why you may not be as consistent as you’d like. It could be that you’ve gotten into the bad habit of trying to convince students to behave rather than relying on your classroom management plan. It could be … Read more
“Please, just give me one more chance.” “I’m really sorry.” “I promise, it won’t happen again.” “I know it was wrong.” “I messed up, and I’ve learned my lesson.” “Please . . .” They plead. They beg. They petition. They dramatize, beseech, and implore … Read more