Week Three: Tardiness and Student Recognition

Persistent tardiness keeps students from being exposed to all the instructional content offered during class time; disrupts instruction for the rest of the class; keeps the tardy student from achieving his or her full potential in the academic learning expectations; indicates greater issues in a number of areas in the life of a student. If I had a student who was consistently tardy, I would handle it using a number of steps designed to address the problem as it escalates.

Talking to a student about a problem gives the teacher an opportunity to build rapport with the student and learn about his or her family background. Once I identified a tardiness habit in a particular student, I would talk to him or her privately after class. I would let the student know that it is important to get to class on time, as it is a sign of respect to myself and their classmates, as well as an important step in making sure that they are able to achieve the academic learning goals for the class overall. I would also remind the student of the school rules in terms of expectations of timeliness in the classroom and consequences for deviation from that behavior. At Bishop Amat, those consequences are twenty-minute detentions that can lead to Saturday detention for frequent offenders. If a student misses more than ten class periods in a semester, that student is at risk of losing credit for the class.

Behavioral issues sometimes indicate problems at home. I would make an effort to discuss the student’s tardiness with their parent or guardian. If the problem stems from parent tardiness or other issues at home, discussing the behavior with the parent will inform them that the behavior has become a problem for their child. Of course, I would handle these discussions with professionalism and subtly, taking great care not to cross the line with a parent or offend them. If the issue persisted after I spoke with the student and the parent, I would discuss it with the relevant school authorities and allow them to address the issue as they see fit. I would be sure to remain apprised of the situation and advocate for my student as appropriate.

I recognize my students verbally for doing things that go above and beyond their typical expected behavior. I recognize students by thanking them individually as they add to a class discussion; congratulating them when they have an unexpectedly high grade on an assignment (though I don’t say it with surprise in front of the class); recognizing the class as a whole when they have met or exceeded my social behavior or academic expectations.

I do believe it is possible for a student to have too much recognition. Students need to learn to behave a certain way because it is rewarding to them intrinsically. If a student is rewarded every time he or she meets or exceeds expectations, they may get to the point where they only do that behavior for a reward. We want students to learn the inherent value in a behavior. To that end, we should reward students for certain behaviors, but reinforce the reason why we value the behavior in the first place.

Week Two: Setting Classroom Rules and Establishing Authority

The students in my class were taught from the first day and will be reminded throughout the semester that they are responsible to achieve certain academic goals and that certain social behavior is expected of them. I established rules for my classroom on my own before walking into the room then worked with the students to refine and add to the list of expectations. Once the list of classroom rules was finalized, I submitted an updated copy to the students. I also posted a list of the classroom rules in two places around the room for my students to reference as necessary. The primary set of rules for the entire school is available to the students and parents in various publications, including the student handbook and weekly planner distributed to each student at the beginning of the year.

The rules were established to create and support a safe learning environment where students will feel safe to take risks, share information and opinions, and actively engage in the learning experience. Students learn more effectively when they feel respected by the people around them and comfortable in their surroundings. I have found that students also learn more effectively when they know what is expected of them, in terms of academics and social behavior. I work with the students to create the list of classroom rules because I find it gives the students more ownership of their learning experience. The students worked with me to create the rules; they are less likely to break expectations that they set for themselves, and work harder to attain rewards that they helped to define.

Despite our discussions and the clear posting of the rules, there are still times when the students do not meet the expectations that are set for them. If the students decide not to follow the rules they are aware that there are consequences. I discuss the consequences for undesired behaviors with the students in much the same way that we discussed the classroom rules. I also work with students to develop additional consequences and rewards for behavior in our classroom. When a behavior problem arises, I address it using a number of steps. First, I take time to talk to the student privately after class, letting him or her know that what they did in the classroom was unacceptable, and offering desired behavior alternatives. If the behavior continues, I issue a teacher detention or referral to the dean of discipline. If the problem escalates, I discuss it with the parents or school administration as appropriate to the situation. In order for the students to really understand the expectations we constantly make connections to the real world; we work together to identify examples of the connections between the risks and consequences that we take in the classroom and those that we take outside the walls of the school.

I establish authority in the classroom a few different ways. First, I try to look the part. This means dressing professionally and carrying myself in a way that it is always clear to the students and faculty who the adult in the room is. Second, I clarify expectations with my students early on and remain consistent with enforcement. My next tactic for establishing authority is to treat my students with the same respect I want them to show me. This helps my students feel safe in my classroom. Respecting my students also lets them know that I care about them and their success. Finally, I work to establish a rapport with my students’ parents. It helps to establish my authority with my students when their parents are supportive of my actions in the classroom. Keeping the lines of communication open with parents helps ensure that they support the academic and social expectations in my classroom.