Setting the Stage for Instruction (Part 1)

For the rest of my teaching career, I will probably never forget my second semester English IV class.  It was full of mostly male students with a bunch of larger-than-life personalities and an epidemic of full-blown senioritis. To make matters worse, we started out the semester with a lead teacher on maternity leave and a first year teacher (me) as the "veteran." And seniors are tricky. They look like full-grown adults. They sound like full-grown adults. I even had two proud fathers in my first semester class who sometimes would miss because they were "up all night with the baby." As a mother of two, we could talk "teething" and "diaper rash creams"; so, I had a tendency to want to treat them more like peers. And after working with freshman the whole first part of my day, it felt like I should be able to let my guard down with these (some) fully bearded, sometimes gainfully employed, and bigger-than-me students who I even parked near in the parking lot or passed on the road driving to school. But, this was not the case. Just for the record..for the most part, seniors in high school are not full-grown adults. In fact, I had to pull out every bit of teacher in me to get any instruction done in this classroom.

Creating a productive learning environment and classroom management are critical to success in the classroom setting. A teacher can have all the "theory" in the world, spend four days on a lesson plan just to have a few students derail it in about four seconds. So, what does a productive learning environment look like, and what must a teacher do to maintain order in that environment? I am finding that some of it will depend on the class as each seems to have its own distinct "personality." And some of it will depend on the teacher as there are teachers who can "get away" with more than others. For example, some teachers seem to be able to "play" or "tease" with the class and not lose order while it does not work at all with another teacher. I can only guess that it may have something to do with the level of respect the students have for the instructor and how much credibility that they have with the class. However, going into my second year teaching, there are things that I believe are essential:

1. Enforcing Practical and Reasonable Rules: I once worked with an amazing teacher who had only a few rules posted. They made sense and they were respectful of the student and the classroom. They were enforced consistently without any noted "power struggle" or need to "control" the students...just for the sake of control. He had no problems maintaining order and was in-turn respected. 
2. Creating an Environment of Respect with No Exceptions: I believe that there are fewer things that are more infuriating to a student than unfairness and favoritism. As humans, we all have the tendency to have our "favorite" students and those that just "get under our skin." But I believe, as professionals, that it is critical that we treat all students as fairly as possible.
3. Minimizing Responses to Minor Disruptions: My experience has been that we truly have to choose our battles. If we become hyper-vigilant in the classroom, we begin to lose our effect and our credibility. If we spend the whole class time "harping", we soon get tuned out.
4. Building Relationship: I had a very effective teacher tell me once that she made a special effort at the door before class and after class to comment on haircuts, new tennis shoes, plays at Friday night's football game..or essentially anything that showed the students that she cared and noticed. I heard (more than once) this year, "I hate Mr./Mrs. "So in So". When asked "Why", they often said, "He/she hates kids." I believe that they students need to know that we like what we do... and we like them. 
5. Disciplining with Dignity: Be mindful and respectful of how we discipline. For example, speak to the student in private and with respect. Also, show the student that it is not "personal." For example, make an effort (after the discipline has taken place) to show the unconditional positive regard for him/her by calling on them to answer a question or giving a "pat on the back" or a compliment.

These are just a few strategies that I have found to be essential for setting the stage for instruction. Of course, there are many more. And there are situations that you encounter in the classroom that there is no preparation or "rule book." There are situations that are going to require simple common sense and good judgment.  But, I believe, that if we strive for consistency and respect, we will find that our challenges are mostly manageable. I also find that a healthy sense of humor is critical when teaching any grade level. Laughing with a student is bonding. It also shows the student that you are not just a one-dimensional figure in front of the classroom but a multi-faceted human being who is on this journey with them...and even enjoying the ride.