TheApple

I'm sure that there are many techniques and strategies that can be shared on good classroom management, and how to keep your classroom under control, but have any techniques or strategies that you would NOT recommend? or a discipline strategy that maybe only worked a few times, but not over the long haul? What methods have backfired on you? 

I taught our after-school teacher a technique that is fun and the kids love.  I tell them to freeze like popsicles where they can't walk, talk, or hold anything because popsicles don't have hands, feet, or mouths!  It's something silly children love.  Instead of using my technique as a fun thing the after-school teacher now just screams "POPSICLES!" in a militant voice.  Not only is it not fun for them anymore, I have to hear the word popsicles 20 times in an hour now.

MrHeffner says ...

 Raising one's voice can be a very effective technique is used very sparingly. 

 

I agree. I call it dropping the bomb and I use it once if necessary. The worst technique is to be too soft.

Teacher stares can be practiced! Use a mirror.

I think getting into an argument with students is also something to be avoided. I have done that before and regretted it. Let's not be petty, let them have the last word if it calms them down a bit. Tell them what they did wrong and leave it at that. Going over it again, in front of the whole class is doing nobody any good.

Which reminds me of another one. Try not to make examples of students in front of their peers. It just makes things worse. Deal with it one to one, or at recess if you have that luxury.

I have practiced in the mirror, with my own kids, and at school. The response is the same- Mrs. Dyer are u okay? and they then bust out laughing. Like I said some of us do NOT have the stare in us. Or maybe it is that I am the only one who did not sign up for the teacher stare surgery and now realize it. I do not need it anyway because my kids do fine without it. Respect works the best for me and I am not that stiff about every detail of behavior. If I explain my philosophy with them and we all understand what is expected then there is more room for acceptance and understanding in the classroom.

Dhastings,

Thank you, I must follow my strengths because my weaknesses would be a bad place to travel. I used to think that my inability to scare with a stare was a hindrance for me, but I use the stare for the opposite effect. It is quite amusing to watch when I do give them the stare. I can lighten the mood of my classroom with it.

It's really a tough question, and I think you should be very careful in choosing which responses you listen to. While I wholeheartedly agree that there are a few obvious things to avoid: yelling, idle time, sarcasm, etc., I think those things are obvious. It's critical to recognize that what might be an "avoid at all costs" thing for you might work very well for another teacher based on the quality of the relationships that they have with their students in their unique environment.

It drives me crazy when I hear about people promoting "generic" behavioral techniques (not that that's happening in this thread). Every interaction that takes place between a teacher and a student occurs within the context of the unique relationship that exists between those two people. IMO, that's the most critical thing to take into account: Is what I'm doing right now (or better yet, what I'm about to do) going to be perceived by the student as a threat? A negative challenge? How will it impact my ability to be effective with that student moving forward, as well as those who are observing the interaction? You've got to know your students. I've worked in some classrooms where "the look" will be perceived as a threat and met with absolute defiance and overt threats back to the teacher. I've worked with some students who, if I gave them "the look," would find themselves requiring therapy for the next six months!

If I had to offer a generic thought, though, this would be it: Avoid assuming that what worked for you, in terms of discipline when you were growing up, will work with your students. We can't apply the standards of our youth to the classrooms of today. They're entirely different environments.