Classroom Discipline

I'm going to start this blog with that most under-exposed and crucial element of teaching:  Classroom Discipline.  Without a classroom in order, students can't learn.  It should be the first priority of every school and classroom that you are able to teach without stress and disruption.  If you are reading this and have trouble with classroom disruption, take heart: it is possible to get even the most unruly classrooms to behave well and be on task consistently--I know because I have done it, and have brought some of the wildest classrooms known to man to order.

New teachers sometimes feel embarrassed that their classrooms are not under control, and are reluctant to get help.  Especially when they've been fed nonsense by University professors who pontificate about warnings, rewards, cultural sensitivity, and the usual imaginary world of the University that little resembles reality.

I am well-known for having excellent classroom management skills, and I learned them the hard way.  As a young teacher I cajoled, yelled, repeated directions, gave warnings, and made every mistake I see repeated day in and day out--you know, what doesn't work.  I am here to talk about what works to get a quiet, well-behaved classroom in a 'tough' school.  

Rule #1:  Talk is cheap: Students only respond to actions and consequences.

Picture this:  You are cruising down the freeway at 80 mph singing along with your favorite song.  Suddenly there are flashing lights in your rearview mirror.  Instead of that sinking feeling normally associated with the ensuing traffic stop and unconstitutionally high ticket you get as well as raised insurance rates and/or a day in traffic school (precursor to hell, Dante's 8th layer, the 9th being a prolonged teachers' meeting), you smile to yourself as the officer approaches your car:

'Hello Officer Mike.'

'Seganti, you again!  I must have told you 15 times to stop speeding!'

'No you haven't sir!  Only about 7 times, why are you exaggerating!'

'Anyway, I'm warning you--stop speeding or you'll get a ticket next time.'

'Yes sir.  Sorry sir.'  And off you speed.

Obviously an ineffective way to control traffic--yet teachers do the classroom equivalent all the time.  Stop giving warnings.  Period.

How many warnings should a student get before there is a consequence?  One--the first day when you give the rules--after that there should be a consequence.  

I have an easy consequence that is fair and effective.  I run a 10 minute detention after school every day.  Think that is not effective?  I have gotten some of the most unruly classes in the city of Los Angeles to behave angelically with just that little bit of leverage.

I give my rules to the students the first day--I spend about a half hour going over them so that everything is clear (I will include the rules at a later date).  After that it's all consequences for breaking them.  Do you have part of your life to spend repeating rules?  I don't.

Mr. Seganti's classroom scenario:  Jane is chewing gum in class (I don't allow gum or candy or any other distraction--I will talk about this more later with the 'broken window' theory).

Wrong:  'Jane, I told you yesterday, there is no gum chewing in class, please spit it out'.

Right:  'Jane, spit out your gum--I'll see you after school for 10 minutes for detention'.

Next on Mr. Seganti's Teacher Talk:  What to do when they say 'I'm not chewing gum' and how to make sure they show up for detention (hint:  think 'consequences for EVERYTHING' and come up with your own solution.)

This is a start, there is a lot more I'm going to share.  But if you think 'Consequences for everything' you will be a long way towards getting your classes in order.