Sticking to the Rules

To be honest, I never really jumped into this assignment wholeheartedly. I knew I wouldn't be abel to do it from the moment it was assigned. I think the main reason is because my classroom management isn't necessarily based on a cool, calculated, detached commitment to consistency, but rather keeping the students appeased with my sense of humor and always having something to do. I spend more of my time staying on top of individuals and breaking any tension with humor than always applying the "fair" consequence. Not that my consequences aren't fair, but I let student's know when they're getting a favor from me (I hold onto a referral form and let them know I'm keeping it for the next time, or I allow them to turn in a writing assignment late occasionally while making them feel guilty and fortunate). Now this isn't every time, but I feel like if the student feels that I like him/her or I'm trying to give him/her the benefit of the doubt, then he will be more apt to remember it in the future and try and cut me some slack. Coming down hard EVERY time creates so much antagonism between myself and the students. And I want my students to know that I like them -- and they do. Now this doesn't mean I don't get onto students for talking, I don't hand out writing assignments often, and I don't turn in referrals. I do. Every single time a student refuses to do something I ask (whether it's changing seats, not handing over a cellphone, etc.) they get a referral. But I try not to go to that extreme for talking or disrespect, unless it's extreme. I try to talk to them individually and then let them know I'm not upset with them, and I've found that this works. I had a nice feel-good moment the other day when I gave a lecture to my seniors who were compaining about a test they just took. I told them they have to take responsibility for their actions, and that the minimum I expect from them is to come into class, follow along in the reading, and pay attention. Do that, and you'll pass. I gave them an opportunity to tell me if they thought I was being unreasonabe and it started out brutal. But one by one, the students came to my defense against the ones that were attacking me. I could tell they appreciated my jokes, appreciated my going the extra mile to let them make up tests when they failed, appreciated my proofreading essays they wanted to turn in early. I finally see it starting to pay off. And it feels good.

Classroom Management Blog

I guess I probably should've done this reflection even if I wasn't being forced to, seeing as how I was told by my principal that I needed to watch a model lesson of a retired teacher. (A little perspective is needed -- my principal expects everyone to have complete control of his/her students at all times and sticks his head into my room probably at least an average of 2/3 times a day. I am the first room down from his office.) Needless to say, things could have been going better. I went into the school year with somewhat of a false perception about my own classroom management skills. During summer school, we had about 22 students and six teachers. Anyone comes out smelling like roses in that situation. I think I put too much stock into trying to get my students to like me and into trying to be funny at the beginning of the year and I had to learn that these students are not mature enough to make the distinction between likeable teacher and authority figure. Not that things necessarily went bad, but I could've done better. Much better. Particularly with a couple of classes. I found myself several times throughout the first term purposely avoiding giving consequences to students with whom I knew I'd have a confrontation. And I still occasionally run out of writing assignments some days so I let the later periods get away with way too much shit. But I'm doing better. I've started deducting daily participation points for speaking out of turn, sleeping, not bringing materials, etc. I think it's working. I have a strange relationship with my students in that virtually every single one likes me outside of the classroom (I make lots of jokes), but I somehow get respect within it. This has come after sending multiple students to the office for saying things that would normally get me to laugh outside of the classroom environment. I guess overall I'm still following my consequences, just not perfectly every single time. I have detention every Thursday for students that don't do writing assignments (I usually have about 2-4). I still pass out writing assignments. I give referrals to any student that refuses to do what I ask, regardless. But I still could use work. I still joke around too much, let students talk too much, don't come down hard for inappropriate comments all the time (it's hard when I'm laughing with them), etc. But I'm trying. And it's not out of control. It makes me feel good when I have other teachers coming up to me saying, "Mr. Peetie, you're students REALLY love you." And I can tell. I just need to show them my tough love a little more often.