FITB- Chapter 3: Classroom Behavior

As seen by the first quote in the chapter, “A lot of people are afraid of teenagers. They think we are these freak humans”, many students and teenagers feel misunderstood not just by their peers but by their teachers. Those teachers who want a classroom that works in every aspect need to help the students’ wants and “needs” by knowing and caring about the material, treating kids with respect and fairness, paying attention, and playing by the rules, and every once and a while letting go to allow for more freedom. From the first class meeting the students and teacher will be looking for information on each other and any hints towards what sort of learning or teacher they might be. It is important for the first step taken in the classroom to be on the right foot. Students need to know the plan for the class and the expectations and/or guidelines/rules for behavior. A teacher should know what the school expects and make students aware of those policies that are and have to be upheld in your classroom. Having routines or practicing habits that create and continue a good classroom tone can make the students feel more comfortable. Another important part of your students understanding and interaction is to keep the student learning as the top priority.

Many times the problem behind classroom disruptions is simply that students want to be heard and want to make a point. One behavior or attitude can have a variety of meanings. Therefore, understanding your students’ attitude, behavior, and signs of certain emotions will help when disruptive behavior happens to occur. Many times a kind word or simple gesture can help that student who was previously uninterested or disruptive. This means taking the time to listen to both sides of any situation and establish the facts for them to understand where you are coming from and for them to understand where you are coming from. They need to be treated as individuals giving them the benefit of the doubt and learning not to overreact and helping students understand that there are times for quiet and times for talking. When students do not respond to verbal communication or the rules within the room, consequences can be used to help them learn.

Every student will want something different from the class, from learning, and even from the teacher but one thing they may all want is to be happy with whatever they are doing. There were many important tips at the end of the chapter and a few that I found helpful were: don’t joke with your students until you know them very well, give the students physical breaks from sitting and working, keep an eye on all students not jus the disruptive ones, and don’t let them work with their friends all the time. As teenagers, clothing is a representation of who they are and what they like, being too strict or critical of their choices may hurt some feelings or even diminish their self esteem. Finally, calling parents should not just be about any problems that are experienced, but calling to “reward” a student is helpful to the parents’ understanding of their child in the classroom. Establishing communication on many levels is important to the student and teacher and even parent and teacher relationship.