" It is a distinction that seems simple but has been proven effective.
Build Rapport
While it is essential to establish clear teacher-student boundaries, it is important for teachers to build rapport with their students. Guerico (2011) writes that teachers can be friendly without being a friend. Students do not automatically obey an authority figure, but will obey if they respect their teacher. Again, a calm demeanor and clear expectations are important to establishing a climate of respect. Guerico further suggests that teachers let students see them as human beings by putting a few personal items in the classroom (e.g., pictures of family or pets, banners of favorite sports teams). Likewise, teachers should find out about students' interests and, when possible, attend school events such as plays or games. Frisby and Martin (2010) found that teacher-student rapport was a predictor of classroom performance, even more that peer-peer rapport: "Only instructor rapport consistently predicted participation, affective learning, and cognitive learning." As with establishing structure and behavior expectations, it is clear that time is well spent developing rapport with students at the outset of the school year or term.
Determine the Needs of Problem Students
Some students continually misbehave, even when a clear, positive framework has been put into place. Poor behavior is often tied to circumstances or events outside the classroom. "Most teenagers haven't learned the skills to cope with stress and therefore exhibit inappropriate behavior when something is really bothering them" (Guerico, 2010). Younger students may have even fewer coping skills. Stress factors may include death of a pet, parent job loss, parents' separation or divorce, homelessness or abuse. These situations, especially serious ones...
Teachers should enlist the expertise of school counselors, social workers, or administrators, as appropriate. They will have resources and strategies to address these types of problems; improved behavior can be the result once problems are acknowledged and action is taken.
Conclusion
Clement (2010) points out teachers have not always had effective training in classroom management techniques. In her teacher training program, she was told "If you write a good enough lesson plan, you won't have discipline problems." Experienced teachers know it is not that simple! An effective classroom management plan must be thoughtfully designed before any lesson plans are written. Teachers must establish structure, expectations and rapport with students before learning can take place.
References
Clement, M.C. (2010). Preparing teacher for classroom management: The teacher educator's role. Delta Kappa Gamma Bulletin 77 (1), 41-44.
Denton, P., & Kriete, R. (2000). The first six-week of school. Turners Falls, MA: Northeast
Foundation for Children.
Frisby, B.N., & Martin, M.M. (2010). Instructor-student and student-student rapport in the classroom. Communication Education 59 (2), 146-164.
Guardino, C.A., & Fullerton, E. (2010). Changing behaviors by changing the classroom environment. Teaching Exceptional Children 42 (6), 8-13.
Guerico, R.D. (2011). Back to the basics of classroom management. Education Digest 26 (5),
39-43.
What is SWPBIS? (2011). Positive Behavioral Interventions and Supports. Retrieved February
27, 2011, from http://www.pbis.org/school/what_is_swpbs.aspx
