Classroom management: 2. Positive verbal rewards go a very long way, no matter how small

When I was new to teaching, I jumped on the bandwagon of rewarding kids with 15 minutes of free time, pizza parties, and prizes.  I created elaborate reward systems with tickets and weekly drawings.  In some instances, it was very successful.  However, I found that I was taking time from preparing instruction by preparing for rewarding at the detriment of student learning.  And I questioned what the kids were really learning from the rewards.  Are they concentrating on the material they are supposed to be learning, or are they focused on that pizza party?  Would their grades really be lower if they didn’t have these rewards to shoot for?  Is a ticket for an eraser teaching them that hard work and good character really pay off?  Or am I just bribing the kids to make my classroom management easier? “If you all don’t work quietly, no one gets the pizza party.”

I started a new approach.  I got rid of ALL rewards and started verbally rewarding good behavior.  What were the results?  Not only can I see an increase in intrinsic motivation, but I also see better grades. With positive verbal rewards, students are not motivated by tangible things but by the inherent feeling of success, which, in turn, becomes addictive.  I see students working hard to please me and get that verbal reward while noticing that they have the power within themselves to be successful.  It’s rewarding for me because I feel like the kids are empowered and really learning something. Not to mention, it’s cheaper and less stressful to organize. 

I also used verbal rewards as a disciplinary strategy.  After reprimanding a student, I make it a point to tell him or her that I noticed that he or she is making an effort to do the right thing, and I’m very proud of them for that.  Boom!  Discipline problem gone!  This shows the student that I have forgiven him or her, I’ve noticed his or her efforts, and I really do care.

I found, too, that when I verbally reward one student, other students took it as a cue and race to do the same thing.  In that way, I never have to raise my voice.  When the kids say, “I’m doing it, too!”  I say, “I’m so happy!  Thank you for doing that!  Maybe next time you can be the first to do it?”

Another form of verbal rewards includes messages to parents.  Every month I call, email, or send postcards to 15 or so parents letting them know how well their student is doing.  This is great for those quiet students who are awesome everyday but slip through the cracks because I’m so busy concentrating on the more attention-demanding kids.  Parents are so appreciative, and the kids feel good, too.  They feel like I really do notice how good they are even though I don’t always say it.

When students are told that they are good, that you’re proud of them, or that they are good at something, they are more likely to maintain that behavior, or do it better.  I can remember early in my career when my principal told me that I was a good leader.   I never thought about it until then.  Afterwards, I did everything I could to show him, and everyone else that I, in fact, AM a good leader.  I volunteered to be the department head, I put together social activities, I checked in with everyone to make sure they were doing okay, and let them know that I was willing to help in any way.  All in all, I became that person that my principal said I was.  I wouldn’t have unless he gave me that positive verbal reward. 

Kids are like that, too.  They will become the person you think they are.  Always make it positive.

Examples of positive verbal rewards:

• You all did a great job making that transition quiet.  I really appreciate that because then I’m not forced to talk over you.  Let’s see if we can do that the rest of the period.
• I can tell that this group is really focused and working hard on their project.
• I never have to remind you to be quiet in the halls, and I’m so proud of you for that.  It really says that this class is mature and knows how to be respectful.
• Everyone in this class wrote very thoughtful answers.  Keep up the good work.
• I am so proud of all the students who turned your work in on time.  That really shows good work ethic. 
• I noticed that you are working hard to focus on class rather than distract others lately.  I am so proud of you for your effort.  You are giving me better work as a result. 
• I can tell that you are working on being more respectful.  Yesterday instead of tapping my shoulder, you waited politely with your hand raised and asked very kindly if you could go to the bathroom.
• You really did a great job on your report.
• Thank you to those of you who remembered to work on your grammar after the test.
• If you remembered to read your novel after you are done with your work, you are doing the right thing.  Thank you.

Classroom Management: 1. Set up expectations and routines on DAY ONE

On the first day of school, I play a game I call, “show me how to…”  It begins with a quiet, eager line of curious students standing outside my classroom door. This is a school-wide expectation, so on the first day students line up naturally. 

“Show me how to enter the classroom appropriately.”

Students file in quietly, respectfully, as I greet each one with a smile and simple phrase: “Good morning… Welcome back to school… Good morning…” 

They choose a seat and sit, respectfully waiting for my next cue.

“You did a great job coming in to the class.  You were quiet and respectful to me and each other.  You chose your seat without arguing, pushing or shoving.   When you were seated, you quietly waited for me to give you your next direction. That is exactly the type of behavior I like to see from my eighth graders.  I expect that you will enter class like this every day.”

After I’ve introduced myself and welcomed students back to school, I give them a list of classroom procedures: how to respond to questions, raise your hands, speaker courtesy, etc…    The students copy them down on the first page of their notes.  The next thing I do is practice each one of the procedures:  “Show me how to respond to a teacher’s verbal question.”    The entire class participates.  I also want students to show me how to do the opposite.  I verbally reward students for knowing what is appropriate.  I tell them that now they know what is not appropriate, and what the consequences are.  I use this technique throughout the entire year.  For example, if the kids come into the room noisily and are not settling down right away, instead of yelling, “Sit down and do what you’re supposed to do!!!” I calmly annunciate, “Show me the right way to enter the class.”  Or “Show me what you do when you enter my class.”  Saying thank you when the kids respond appropriately, and verbally rewarding them is essential. 

Next, I distribute my class syllabus.

Tips for an Effective Syllabus

It is common for teachers to give students a syllabus on the first day, but it is important to implement the following:  1. Write a concise, bulleted syllabus.  2. Avoid wordiness and describing too much.  3. Don’t read the syllabus to your students, and don’t expect them to read it themselves.

For example, when I distribute my syllabus, students work with a partner to complete a “syllabus scavenger hunt,” which is a worksheet that highlights major classroom expectations:  class rules, grading scales, absences, homework policies, procedures for checking out books etc…  I give them an allotted time (about 15 minutes), and then I give them the answers while they make corrections on the worksheet.  I also verbally elaborate on the bulleted points, asking students to make notes as I go.  The worksheet is the students’ study sheet for a syllabus test on the following Friday.  This procedure ensures that students are familiar with classroom rules and expectations.  Students and parents sign it and turn it in.  This comes in handy when a student says “…But I didn’t know…”  I reply with something with, “Well, I know that’s not exactly true because you signed the portion of the syllabus that states you understand and comply with all expectations.”

It is very important that students understand expectations and consequences.  It is also important that educators teach students how to take responsibility for their actions.  Of course, students are human, and they forget, so I usually go over rules and expectations periodically throughout the year.  A concise, bulleted syllabus helps students memorize key information.  Also, post that key information in the room.  That way you can point to it as reminders throughout the year. 

Classroom Management: How to Bring Peace to Your Classroom, and Eradicate Nightmares

“Wake up. You’re grinding your teeth.” My husband’s groggy voice relieved me from my dream, and he pulled me closer. “Are you having a nightmare?”
“Yes.” I grogged back.
“Wanna tell me about it?”
“I dreamt that I lost control of my classroom.”
“That constitutes as a nightmare?”
“It sure does.”

You, fellow educator, know exactly how that constitutes as a nightmare. You’re probably grinding your teeth right now in anticipation of the upcoming school year. Kids can be brutal. It is hard for anyone who has never taught to imagine what kind of a horror it is to lose control of a classroom. All you have to do is watch To Sir With Love with Sidney Poitier, or read Teacher Man by Frank McCourt , and you’ll get the idea.

YouTube is rife with student cell phone recordings of teachers flying off of the handle. Check this one out: http://www.youtube.com/watch?v=4AwN2nc4zOI

or this one: http://www.youtube.com/watch?v=8aZ6bj_EO_o

Did someone get a visual recording of your nightmares?

Sometimes kids act like extreme brats, and they deserve a good tongue lashing. However, teachers can avoid verbal combat with adolescents by establishing good classroom management. It doesn’t matter if it is your first year teaching, or you’ve been teaching for twenty years. Anyone who has been in the business long enough can tell you that kids these days are different. They are not as complacent as they used to be. They are likely to challenge your authority now more than ever. The reality is that the kids won’t change. Sometimes we have to change our approach.

After ten years of teaching, and a lot of trial and error, I finally have an approach to classroom management that I love. My classroom is very peaceful, and the frequency of  nightmares has ebbed. There is a mutual respect between teacher and student that colleagues and administrators have complimented. Below is a list of management rules I live by.

1. Set up expectations and routines on DAY ONE

2. Positive verbal rewards go a very long way, no matter how small

3. Chill out!

4. Thwart Arguing
5. Whisper Loudly

6. The power of the look

7. Questions?

8. Build relationships

9. Be stoic

10. Be prepared. And over prepared

11. Address problems immediately

12. Treat the kids like adults

13. Recognize when you’re at fault, and apologize for it.

14. Set high expectations

15. Pick your battles. Don’t sweat the small stuff, and recognize when to just let it go.

Stay tuned for more details!

Introductions

Hello! Nice to meet you! I'm The Daily Educator. Welcome to my blog!

I graduated from the University of Pittsburgh with a BA in Secondary English Education. I began my career teaching high school English in a small town in North Carolina for two years, and later taught seventh grade language arts for three years, and 8th grade language arts for 2 years in various states across the country.  I got my master's degree in Secondary English Education at Valdosta State University, and I taught ninth grade for one year before the Air Force moved us to Arizona.

Here, I'm teaching eighth grade language arts, coaching cross country and track and field, and loving every second of it.