50 COROLLARIES TO CONTROL MEASURES

reflections by Carl Wenning, ISU Physics

1. Your physical appearance is important in making first impressions and forms, in some part, future respect students will show towards you.
2. If possible, learn the names of the students - especially the trouble-makers. Direct your disciplinary remarks to individuals by name. Half of the time, offenders don't think that they're the one you are addressing.
3. Don't chastise the entire class for the bad actions of a few. Never preface your remarks with terms such as "class" or "students" unless the whole group is involved in inappropriate behavior. Chastising a whole class for the misbehavior of a few only tends to build resentment and in turn may make the situation worse.
4. Let your body language work for you. Don't project an image of fear by hiding behind notes or podium. Move out among your students. Move behind rowdy students, thus creating an atmosphere of intimidation. Invade their "personal zone" if you can't garner their attention.
5. Show the students that your are in control at all times. Be there and begin class immediately on the hour. Dismiss the students at the end of the hour. Don't just let them get up and drift out at their whim.
6. Insist that students show respect toward you. They should address you as "Mr." or "Ms." or "Mrs." Don't let students read magazines, comics, or pass notes in class.
7. Glare and stare at offending students if they disturb the class. If students are causing a commotion, stop your lecturing. The silence ought to draw their attention. If not, ask the offending student(s) if they would like to share what seems to be an important discussion with the whole of the class.
8. Concern yourself with the students' physical welfare. Is the room too hot? Is the lighting poor? Is seating adequate?
9. Are the environmental conditions conducive to an educational experience? Is the hallway door open and people in the hallway making noise? This too can be disruptive to class.
10. Never threaten what you can't carry out. It ruins credibility.
11. Never use sarcasm, it's beneath you and may return to you.
12. Don't talk over group noise. Get their attention before continuing. Slam down a book or yell "HEY!" You'll be surprised at how well this works. Sometimes talking very lightly can encourage peer pressure which can have a calming effect.
13. Vary voice and actions. Students don't like to be bored. Speak loudly enough for students to hear -- enunciate clearly. Students become frustrated when they can't hear. This can manifest itself as trouble later on in the class room.
14. Deal with problem students immediately. Attentive students hate to waste time or have it wasted for them. If students are running a game on you, the good students realize it and may grow to resent you and/or your class. Remember, "A stitch in time saves nine."
15. Use the last few minutes of a period to recap what you feel the students should have gotten out of the class. Show them that what you are doing is worthwhile.
16. List objectives of that day's class at the beginning. That way the students have something to listen for and should focus their attention. Tell them that they can expect to see these objectives tested in exams.
17. Never argue with a class. "I am the teacher and I determine what happens in this class" Education is not a democracy.
18. You can place students in particular seats. You have that prerogative. If you need to do this, make sure that you know your troublemakers and move them far apart. Reserve a "hot seat" at the front of the classroom.
19. Students are likely only to live up to your expectations. Expect the best and you are likely to get it.
20. Be certain to acquaint yourself with school policies on discipline. Know your rights. It helps to know just how far the administration will back you in your efforts to maintain classroom discipline. Ascertain what type of support you will receive from the principal. Use this resource only in an absolute emergency.
21. What ever you have students do, make sure that you look at it. This makes them realize that what you assign them, and the work that you are doing, is important. Hence, they'll likely pay attention.
22. Give students homework based upon activities in class. This will encourage them to pay attention.
23. Never give an exam as punishment. Feel free, however, on giving unannounced quizzes at the beginning of class.
24. Never undercut school policy, other teachers, or your administrators. Support one another in supportable situations. If your students see an obvious injustice, correct it.
25. Don't forget that your rapport with the students will determine just how effective you will be at group control. If the kids feel good about you as a teacher, they'll be happy with the class and what you're doing.
26. Make your presence felt. Walk around the room as you lecture if at all possible.
27. Feel free to call on students at random. This will keep them on their toes.
28. Be sure to distinguish between simple horseplay and the more serious, malicious behaviors of students. Simple horseplay can be easily corrected; malicious behavior is cause for serious concern.
29. Consider involving parents in your more difficult discipline problems. This may or may not assist in resolving the problem and should be used with caution. In the worse case scenario, parents will come down fully on the side of the student making the situation worse than ever.
30. Know your options. Can you send the student from the classroom to the office or school counselor? Can you assign detentions?
31. Know your limits and those of your students. There is such a thing as too strict a discipline. Students will resist and aggravate any teacher who goes too far in attempting to achieve perfect discipline.
32. Engage your students' intellects by presenting stimulating demonstrations and providing good motivations. When students are interested in a phenomenon, they will be much less likely to be discipline problems.
33. Be certain you can distinguish between students' enthusiasm for a subject (which may result in a large amount of excited talk), and true discipline problems. The last thing a teacher wants to do is to extinguish enthusiasm for the subject matter. To do so is only to create more discipline problems.
34. Controlling cheating is a very important component of classroom control. Students who see or find out about uncensored cheating are likely to feel cheated and become discipline problems as a result.
35. Give an offending student clear choices. Instead of simply ordering a student to stop disturbing the class, offer a clear choice. "Jack, you can get down to work and stop disturbing your classmates, or leave now and finish you work after school, whichever you prefer."
36. During the first few weeks of class treat every violation of your rules immediately, even if it means interrupting your own sentence.
37. Cultivate the power of your voice and the ability to use it to stress important points. A thin or monotonous voice tends to convey an impression that the speaker is a weak or listless person.
38. Exhibit enthusiasm with voice and manner. A dynamic teacher conveys the impression that he or she has latent power.
39. Make decisions with the immediacy and confidence of a baseball umpire.
40. Be the first to admit it if you are wrong.
41. Be sensitive to the class tempo. Move along as quickly as common sense dictates.
42. Strive for a class period which is filled with a variety of ideas and activities recognized by the students as both interesting and purposeful. The students will not have the time to get into trouble.
43. Decide when to go along with a gag. There are not any real guides for this, but the result of your decision may be critical.
44. Be conscious of any forms of familiarity from students. First names and "buddy-buddy" arrangements are not acceptable. Any teacher wants to be liked, but there can be a difference between being liked and not being respected.
45. Do everything possible to achieve more than a "veneer" discipline. Try to achieve such rapport with a student that the mere fact that he has lost status with you makes a big difference.
46. Evaluate your group to determine which students will respond to class-pressure techniques. This may not work with extroverts.
47. Determine the dynamics of a group. Often when you have the leaders with you, they will be able to assist you in eliciting cooperation from a large number of students.
48. Try to develop techniques of instruction which achieve your purpose but which the students regard as fun.
49. Keep your eyes on the students and their activities. Make frequent checks on their work and avoid periods of unplanned or unsupervised time.
50. Start a class off with vigor and enthusiasm. Use a forthright approach and proceed immediately to the business of the hour.

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