When it comes to managing its classroom, it is often the practice to set up a system of emulation or rules and to support all these rules by punishments. Very soon, we learn that it works (at least partially!), But it has the vicious lack of having to ask constant vigilance on the part of the adult in addition to considerably lessening the learning of the autonomy on the part of the students. Moreover, it reduces the behaviors that one wants to see disappear, without however permanently checking them. Result: We are exhausted and we fall asleep thinking about how we can better control the next day …
There are other ways (?), Less visible and especially less noisy (part of the gain of autonomy of the Pedagogy 3.0), but how much more paying in the long run!
PS Know that these methods take longer to demonstrate their benefits then persevere!
1-Respect begins as soon as you enter the classroom.
Every morning, no one can disturb me when the students enter the classroom. I place myself in the den of the room and greet each by his first name. It allows me to examine the pupils of my young people, to make sure that I have seen them all and to start the day well. So I can take the “pulse” and if one seems sadder than usual, I will also take a few moments later in the day to open a discussion.
If a colleague or even the management comes to speak to me at this time, I ask for an appointment later, because this moment is very precious to me.
The advantage for young people is also to see that no matter how the day before (I speak here of tanners), they are entitled to the same welcome and the same smile as the others. It sends a powerful welcome message while reminding everyone that he will have a new opportunity today to show his best. Thus, a portion of complicity is woven with the morning hello.
2.The individual door.
I believe this object in class is my best classroom management tool. Students can always come out when they feel the steam rising or, when I invite them to have a discussion that would not have to be in front of the whole class. Thus, in the quiet of the corridor, exchanges can be made with the utmost respect. Students greatly appreciate being invited outside to settle situations that would normally be “handled” in front of other students. Whether it is a behavior you want to see disappear, a student who is particularly excited or to speak for 2 minutes with the student who seemed sad at the beginning of the school year, the corridor is a place of exchange between them and me.
Sometimes 12 pupils can also be found outside the classroom. This is what happens when I mean things to some people, such as those who have not done their homework. Sometimes I also get out those who are “correct” by keeping only the others so as to always demonstrate and apply that I will not punish a group for individuals, regardless of the number of disturbing students.
I always do it the same way: I invite a student outside and I will join him 2-3 minutes later, the time I organize the rest of the class (or a productive hubbub , It depends on the moment) . I always leave the door ajar and students in the class see my arm and leg that remain in the classroom. So they know I’m not completely out. So I have the discussion with the student I want to see and this discussion rarely lasts more than 2 minutes. If it seems to go beyond that time, I ask that we continue the exchange later in the day. Normally, at the second meeting, the pupil has had time to reflect and the whole thing is facilitated.
In this way, no cry is thrown into the classroom, the student who is invited outside appreciates not being reprimanded in front of his peers and the latter work in a pleasant class atmosphere.
Screams from adults should be reserved only for situations that are physically dangerous to students and even more so. The last time I shouted in a classroom was June 6, 2004. I remember it, and I also remember that it was the first cry on my part that year and the last time I ‘Assaulted’ the class with an unnecessarily aggressive tone.
Strangely, when you have to make a tough intervention with a student or a group of students (or your children), try to do it by whispering, but with a firm tone. Actually, pretend that you are yelling after your youth, but the “volume” of your voice is only a whisper. You will see, your pupils (or your children) will be much more “stunned” by this way of doing, no stress will appear (or insecurity) after this kind of intervention and the message you want to pass will pass with unsuspected and Will be carried out with respect for the students.
4. The group door
When a discussion or a “chicanery” is addressed only to certain students of the class, it is essential to leave those who do not have to hear the message. For example, six students did not have their parents sign for a third consecutive week. It is important that you intervene, however the rest of the class really has nothing to do with this intervention. Name the 6 most interested people, ask them to come outside of the classroom and if necessary, use the trick 3, to have a very firm but whispering tone. The impact will be very great with the latter and the message will pass much better than if you had named them in front of the whole class.
Always in the same vein, another trick is to get the strongest out of a test result to keep only those who left no trace of their strategies in the test. For example, at the beginning of the year, the majority of my students should frame the action words of an issue and highlight the important aspects. In problem solving, this is very convenient. If I have students who get bad results and they have not demonstrated these strategies, then I keep them in the classroom and ask those who did the strategies or who had good grades. exit. Then I close the door and whisper to the students who did not do the said strategies. For example, some students who had poor results,
5. The 3-minute rule.
Strangely, without my being able to explain it, it is inevitable, within 3 minutes after a deposit, a pupil will automatically infringe the said order. This is no secret, yet beginners do not know this great truth. They will be heard saying, “Everything was fine in the classroom and all of a sudden, the brothel took.” The experienced eye could then see that after 2 minutes, so-and-so broke the instruction, then 2 others did, because they noticed that the first was not seen by the teacher and then, Is the domino effect. So no matter what you ask (not to exceed a certain line in the schoolyard, to respect the silence during an individual evaluation, to sit still, come to take the rank, To leave homework …) one or more students will be immutably drawn to the dark side of obedience. It is then essential that you catch the first one who will do so in order to show in your non-verbal that you reinforce the instructions mentioned earlier. Thus, the 3 minutes that follow a command could be only dedicated to trying to find who is not able to follow it. Already, you will increase your capital of respect with the students. The idea here is not to slave your pupils by constantly “sprinkling” them with instructions and consequences to finally teach them to have no initiative but to ensure that certain golden rules can be retained.
In addition to a few exceptions in a career, the overwhelming majority of students who do “bad deeds” know that they do. Frequently, it is not surprising to see that before a bad move is made, the student in question looks at whether the teacher is looking at him (in the classroom or in the court). Often also, after his bad move, he will look around to see if anyone was looking at him. If he crosses your gaze at this moment, you just have to keep his eyes so that everything passes (except in kindergarten). You will be surprised to see that you can avoid having to speak for a dozen interventions a day simply by applying this method.
Also, when you make an intervention with a small group of students in the playground (for example, 6 thwho will speak in a section reserved to another level), it is almost certain that within 2 -3 minutes after your intervention, they will return where they do not have the right. Often, before breaking the rule, one of the group’s people will look at you (it’s inevitable) and if you look at them out of the corner of your eye, your only look at them will do the rest. In addition to exceptional cases, they will not be able to continue doing “their bad luck” knowing consciously that you are watching them.
By doing so, students learn that they can not “get through” and communicate with each other (rumors are running faster than the Internet in a school). Moreover, they will know how to listen to you with respect, because they will know that with you, they do not get nominated before the whole group.
If the behavior is repeated (a student gets up in the classroom at an inappropriate moment or speaks in the library …), you revisit the look and the whole thing repeats again, then he wins a discussion in the hallway. I then name him the 2-3 times I had a visual contact to remind him, tells him that I count it as reminders and that I chose not to name him in front of the group for To “protect” it from others. However, since the student does not seem to understand my respectful method, the next time he repeats this behavior, I will not hesitate to name it aloud. The student then understands … If he does not understand, he will enter the class and repeat the bad behavior within 3 minutes. You will then have to make an intervention before all simply by naming his name without adding anything. You will be the only two to know the nature of your intervention, and you will have respected your agreement by showing that you are following what you said you were to do. If 70% of the tannants calm down with the gaze, 20% will calm down with the intervention in the corridor. You will have a 10% of toughness that will test you (or just overexcited that day) and will require you to intervene in front of others. Never mind, you’ve been quite respectful and the student can not be surprised to be named all of a sudden in the classroom. You will have given the student a chance to recover and he will see that despite everything, you remain constant,
As Pierre Poulin mentions in his Tedx conference (at 9min57 http://www.youtube.com/watch?v=QrSo_18JTQw ) humor is one of the elements that relieves the worst situations, but which, when badly used, can have Harmful effects.Mr. Poulin speaks here of the sarcasm that one can sometimes have and which, in the end, is not funny for anyone: “Well yes Philippe, everybody knows that 2 + 3 gives 6” To a bad answer from Philippe).
Exaggeration is a good way to have humor. However, it must be disproportionate so as not to induce an imprecise message. For example, here is an intervention with a student who refuses to tie his / her laces: “Well, let’s say you must avoid a fire truck that has run out of brakes and hits the class wall At the same time, the snow-covered ceiling sags down and you have to jump over 4 desks and dive out of the classroom window to avoid the worst, do you think that with your shoes so tied you would get there? “The student will not start arguing because it is too unreal as a situation and he is likely to laugh … If not, we will add and it will do the job. It will be important to add point 8 to ensure that the message goes well.
The ones that pay the most remain the positive jokes, but which can however carry a message. Like, my tanner is on the verge of exhausting me and making me lose my smile. I have practiced the previous points 1 to 7 without success … It is known that the majority of the tannants have a crying need of attention and that they do not know how to ask it otherwise than by attracting a mainly negative attention Of the adult in attendance. That is why if we can feed this need positively, they will have no other choice but to be appeased. So it is not uncommon to surprise me in the class running, with arms wide open towards one of these numbers. I say “Come here my … you need a hug”. Most of the time, The pupil runs away and can then be asked to intercept him (still jokingly), so that the class laughs, without being insulted or hurting the person who could not calm. However, if the student wants this hug, it is certain that it will be done by keeping our distance … Contacts between adults and minors are always to be avoided. On the other hand, it is necessary to add the element of point 8 if we want to ensure that a joke pedagogic can still have a scope at the level of the behavior.
8. “We understand each other”
It is very important, when using humor, to add an “One understands” then. This ensures that a clear message is sent and the student who finds it funny will know that he has just got a good chance of getting back on track. Thus, by adding the “One understands” (after the examples of point 7), we remind the student that we have just given him a chance, we remind him that we hold the rule omitted and at the same time , We strengthened the bond of complicity with the student! This point also works with students who do not know you (a messenger who runs in the corridor to go and wear absences …).
9. Avoid the following murderous words: always, again, never …
These words, when used with others, hurt. We then find ourselves with a more frustrated or jostled student, rather than with a student who truly understood the information the adult wanted to convey … “We know it well, Philippe never brings his homework” or “Julie has YOU NEED TO REMEMBER YOUR SHOES “or” MUST YET I repeat that you do not … “and” You’re ALWAYS late … “These words also benefit from being taught to the students so that they avoid using them between them . Cooperation councils and classroom discussions can be a good place to put these “relational hygiene” methods into practice, as Jacques Salomé said. However, they can be replaced often, regularly or rarely. Although these are subtleties, it leaves more room for the chances of progress than murderous words.
10.Pay a delay in responding to a behavior.
Sometimes too much happens at the same time, or there are no ideas on how to solve a problematic situation when it happens. For example, when working as a team, one does not work. We do not want to go out with her in the corridor because we know very well that others will stop working if we do that. Doing nothing with the latter is likely to poison the atmosphere the first time because teams 2 and 3 may see that Team 1 does nothing without receiving anything from the teacher … In short, Do not do anything until recess (if you do not watch).
When the bell rings, clearly name the people on the team and say calmly that they have to stay during the recess because they do not have to go to rest since they have already done so during the period. Thus, you have just communicated to the whole class that it is not because you do not intervene on the field that you will not intervene in time.
I also happened to realize in the evening that I had forgotten to intervene with a pupil. The next day, be certain that he was called to the other side of the door to remind himself of the event. It is certainly more breathless in September than to bully the student before the class, however, the complicity and respect thus woven will pay the rest of the year.
Fun Fact: I have already told a student to stay at recess (during a period of work). When the recess arrived, I forgot and he too … In the evening, the memory came back to me the next morning, I summoned him outside to remind him that he had forgotten to stay at the recreation And that as a consequence he should remain at the recreation and explain to me why he had done so the day before. Without giving him time to speak, I invited him to enter the classroom. Once the recess arrived, he explained to me somehow … A few weeks later, the same scenario recurs, that I invite him to stay inside at the break. When this happens, I will lead my students outdoors by forgetting it (I slept little, Because I was working late at night on the Super Bolide project ). What was not my surprise to find him in the class when I returned! I was going to scold him by telling him that he had to be with others when he told me he had stayed because he wanted to explain to me what had happened earlier!
11. Making silent encounters
You asked Philippe to stay at the recess. You take out the other students and come back to Philippe, telling you how much you are as punished as the latter, because you would also greatly need this break for yourself. However, you know that by investing time, it will be a paid day. Upon arriving in the classroom, the latter looks at you. The normal logic would be that you start and direct the interview from A to Z, even putting words in the mouth of the young person to “speed up” the process … Philipe is not in his first intervention and knows very well That if he repeats the words of the teacher, he will then make him believe that he has understood, and will be able to disappear more quickly … However, if the teacher sits before Philippe and looks at him without saying anything, Philippe will have to pronounce The first words and so, Involuntarily, to invest in the solution. And hop, the trick is played! Certainly, he will start by complaining about others in style: “It is not my fault, it is Pierre who spoke to me and you scolded only me” … If it is 2-3 minutes to To be seen without saying anything on your part, he will begin to really seek what he has done wrong. After all, he does not like it being there and will try to find what it takes for you to speak. As soon as Philippe gives himself a little bit of responsibility, you can talk, but as soon as he comes back in accusations (essentially that he is the victim of a great injustice, it often comes down to that) silence. It’s Pierre who spoke to me and you only scolded me. “If it is 2-3 minutes to be watched without saying anything from you, he will begin to really look for what he has done wrong. After all, he does not like it being there and will try to find what it takes for you to speak. As soon as Philippe gives himself a little bit of responsibility, you can talk, but as soon as he comes back in accusations (essentially that he is the victim of a great injustice, it often comes down to that) silence. It’s Pierre who spoke to me and you only scolded me. “If it is 2-3 minutes to be watched without saying anything from you, he will begin to really look for what he has done wrong. After all, he does not like it being there and will try to find what it takes for you to speak. As soon as Philippe gives himself a little bit of responsibility, you’ll be able to speak, but as soon as he comes back in accusations (essentially that he is the victim of a great injustice, it often comes down to that) silence.
The success of these meetings is staggering. When he seems to want to repeat the same behavior, you will only have to remind him that the consequence will be a silent encounter on your part and you will see him change drastically as if you offered him the worst of the unimaginable consequences when in fact , You will have “nothing” done!
12. have less “guidelines”
In Pedagogy 3.0, problem cases are much less apparent than in a more traditional pedagogy, because my “leadership” changes from one period to another. In my day there is a time when I am more directive, another where I let the students work together, another where it is individual work, one where I am in the position of a guide (permanence) and Finally one where I am almost erased (Pangea). I noticed the whole thing, because my turbulent students are much less in my presence than with the others, and the reason is very simple … A tannant is an expert to react to a command. This is how he gets what he most needs, either attention. At a time when the teacher is less directive, he has less reason to contradict and necessarily, He sees that he must work harder. In addition, if he stops working with the unconscious intention of having your attention, he will have to receive natural consequences to “treat” him once and for all, like losing a recess because of his behavior that led to Incomplete work or falling behind, thus preventing them from participating in more challenging stages of a project .
By positioning your role clearly at the beginning of each period, you clearly indicate your expectations and the work they will have to do, which will calm the atmosphere. For example: “During this period, I am a guide, you will find the steps on page X of this booklet,” at another time: “In the next 10 minutes I will demonstrate how to solve such a number, those who understand, I invite you to start the exercises “or another one:” During this period, I will be present to answer the questions of the students who will post a yellow card on their desk “.
13. Approach yourself without doing anything else.
In the yard, you suspect a group preparing a bad shot. No need to bustle you, just make you stick on the group. In the classroom, a team is scattered. Take what you are doing and continue to do so, but sit next to this team. No need to do anything else, it’s funny and it works. If not, we add a “We understand each other” and we leave.