I'm in the process of reading Phil Beadle's book, How To Teach. Whilst I don't agree with Phil in all matters, it has certainly been food for thought and raises many important issues. One thing that has really resonated is the section on managing pupils, particularly the dealing with behaviour.
It strikes me that there are two ways of looking at behaviour. One is effective behaviour management and the second is controlling pupils. There is a line of thought that suggests if pupils are sitting quietly, not disturbing each other and doing lots of writing, the teacher is 'controlling the class' and by definition good at discipline. Over my 30 year career I have met many a strict teacher who can 'control' classes. Unfortunately, as Geoff Hannon pointed out in a school Inset I attended many years ago, if discipline is based on fear two things are likely to occur. Firstly, those pupils with a bit about them will look to 'get you back' i.e. take opportunities to show the teacher up or create win/lose confrontations that sabotage the lesson. Even if the teacher wins it is at a cost! Secondly, others are likely to keep their heads down to avoid the teacher's attention, rather than looking to make the most of the learning opportunity. That is to say, in educational terms, it's a lose/lose situation.
Effective discipline, however, is about facilitating appropriate relationships in the classroom, creating a positive climate for learning, and most of all self-discipline. I once glanced at a few pages of an American PSE book. Mostly it was not to my liking, except for one phrase which has stuck in my mind throughout my teaching life: 'Youngsters learn more from what you are as a person than from what you teach them.' That is to say in developing standards of behaviour, the teacher must be the role model and benchmark. 'Do as I say not as I do,' as a philosophy just doesn't cut it. What message are we giving if we control groups by bullying them into submission or perhaps worse humiliate, sometimes emotionally vulnerable pupils, with sarcasm and biting humour?
I am in no way suggesting that discipline should be lax and that teachers should be the students best mate. Appropriate behaviour is central to learning but it is there for a reason and where possible should be administered in a non-confrontational way. Principles such as respect, safely, work ethic, being properly equipped, and being punctual are important, and must be fostered.In my experience, when behaviour management is couched in these terms, most youngsters accept the need for teachers to address inappropriate actions.
In many ways behaviour management is a game. Most disruption is low level and teachers can deal with the vast majority of minor infringements without even having to talk to the miscreant. As Mr Beadle points out, a raised eyebrow, a nod of the head, a hand gesture, a mimed action of taking off a jacket, or simply praising someone nearby who is conforming to expectations, can be sufficient to gain the appropriate modification in behaviour. In general, pupils find security in having boundaries set and being pulled up for transgressing them. However, what they do not want or need is some form of ritual humiliation.
There will ever be behaviours for which these initial strategies don't work and discipline techniques escalated. In the face of increasing confrontation from pupils, it can be incredibly difficult for the teacher to remain calm, particularly if the student becomes personal in his or her comments. However, that is our job and exactly the time to be the ideal role model. That is when we are making the biggest investment of ourselves and youngsters are perhaps learning the most from us. It is hard, but epitomises why teachers come into teaching. We all lose it sometimes but with practice and experience we can become better at handling these situations and over time become experts at diffusing most confrontations.
Behaviour management starts with a person's motivations to become a teacher. You have to come into teaching for the kids not simply for the love of your subject. Predominantly, you have to like them, see the inherent good in them, and want to help them be better people. That way you will automnatic\lly lean towards effective discipline. If you see the job as about 'them and us' or a battle to be won everyday, you are creating a massive rod for your own back and for that of the pupils in your care. Teaching is still a great and rewarding job if you are the right person for it.
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