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.