I Wish Someone Had Told Me
Practical suggestions were few and far between when I started out. I was an English teacher, with an AP who spent hours describing the difference between an “aim” and an “instructional objective.” To this day, I haven’t the slightest notion what she was talking about. She also spent a good deal of time describing the trials and tribulations of her cooking projects, and other utterly useless information.
Neither she nor any teacher of education ever advised me on classroom control. The standing platitude was “A good lesson plan is the best way to control a class,” but I no longer believe that. I think a good lesson plan is the best thing to have after you control the class.
I also think a good lesson plan need not be written at all, as long as you know what you’re doing. If you don’t, neither the lesson plan nor the aim will be much help. (Note--neither the DOE nor your supervisor accepts that, so have a lesson plan available anyway. I do.)
The best trick, and it’s not much of a trick at all, is frequent home contact. It’s true that not all parents will be helpful, but I’ve found most of them to be. When kids know reports of their classroom behavior will reach their homes, they tend to save the acting out for your lazier colleagues—the ones who find it too inconvenient to call. You are not being "mean" or petty--you're doing your job, and probably helping the kid. If you want to really make a point, make a dozen calls after the first day of class. Or do it the day before a week-long vacation.
Now you could certainly send that ill-mannered kid to the dean, to your AP, to the guidance counselor, or any number of places. But when you do that, you’re sending a clear message that you cannot deal with that kid—he or she is just too much for you. You’ve already lost.
And what is that dean going to do anyway? Lecture the child? Call the home? Why not do it yourself?
You need to be positive when you call. Politely introduce yourself and say this:
“I’m very concerned about _______________. ___________ is a very bright kid. That’s why I’m shocked at these grades: 50, 14, 0, 12, and 43 (or whatever). I’d really like __________ to pass the class, and I know you would too.”
I’ve yet to encounter the parent who says no, my kids are stupid, and I don’t want them to pass.
“Also, I’ve noticed that ___________ is a leader. For example, every time ___________ (describe objectionable behavior here) or says (quote exact words here—always immediately write objectionable statements) many other students want to do/say that too.”
"I'm also concerned because ________ was absent on (insert dates here) and late (insert dates and lengths here).
I certainly hope you will give _________ some good advice so ___________ can pass the class.”
If the kid’s parents speak a foreign language you don’t know, find someone else who also speaks it, and write down what you want that person to tell the parent.
If you’re lucky enough to have a phone in your room, next time you have a test, get on the phone in front of your class and call the homes of the kids who aren’t there. Express concern and ask where they are. If the kid is cutting, it will be a while before that happens again. If the kid is sick, thank the parent and wish for a speedy recovery.
The kids in your class will think twice about giving you a hard time.
Kids test you all the time. It’s hard not to lose your temper, but it’s a terrible loss for you if you do. When kids know you will call their homes, they will be far less likely to disrupt your class. The minutes you spend making calls are a very minor inconvenience compared to having a disruptive class.
If you’re fortunate enough to have a reasonable and supportive AP, God bless you. If not, like many teachers, you’ll just have to learn to take care of yourself. If you really like kids, if you really know your subject, and if you really want to teach, you’ll get the hang of it.
But make those phone calls. The longer you do it, the more kids will know it, and the fewer calls you’ll have to make.
Your AP, whether good, bad, or indifferent, will certainly appreciate having fewer discipline problems from you. More importantly, you might spend less time dealing with discipline problems, and more helping all those kids in your room.
Originally posted June 5, 2005
See also:
Ms. Cornelius with everything they forgot (or more likely, never knew about) at ed. school. Here's something from Miss Malarkey. And whatever you do, don't forget Miss Eyre's excellent series on what no one will tell you about working for the DoE.
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