Ringmaster or Conductor

I love to read about my profession. How do I get better? How do I battle high stakes testing? How do I engage students more fully? How do I get conversations started in class? These are just a few questions I grapple with every day.

One of my favorite areas of professional development is the excellent professional library and publications our media specialist maintains for us.

I just got my article from Phi Delta Kappan. One of the articles that piqued my interest is entitled, “From Ringmaster to Conductor: 10 Simple Techniques Can Turn An Unruly Class Into A Productive One.” (But for whatever reason, they article only lists FIVE of the TEN techniques).

I had high hopes for this article, but the first tip contains this educationese (and dashed my hopes): “#1. Behavior Modification Systems. The Cornerstone of any classroom management system is an established behavior modification system. This system, no matter what form it takes, should clearly communicate to students when their behavior is inappropriate.”

Really? The author is in the doctoral program at Harvard and came up with that brilliant bit of advice?

I just wish there would be a practical (Survivor’s Guide) to teaching that foregoes such foolish prose and just cuts to the chase.

Unfortunately, the author begins to explain that his behavior modification system involves grading students on citizenship. If they speak out of turn or are rude, he grades them accordingly and factors that in to their overall grade.

Now, I’m all for teaching manners, respect, and etiquette in the classroom or school, but I’ve never felt comfortable grading on citizenship.

As much as I loathe high stakes testing, the one thing they certainly don’t measure is citizenship. Now, I suppose one could argue without proper citizenship in a classroom, it makes it harder to attain real learning or become engaged.

But after a recent PLC meeting, I’ve begun to entertain the idea that I grade or evaluate just on what students know and learn. Isn’t that what college is about? Do people get paid on their citizenship or what they produce at their jobs?

The second point, “Avoiding Public Confrontations” is a very good point. And much more practical than his initial point. I honestly think every public feud I’ve ever gotten into with a student has ended poorly, even when I came out on top.

None of us like to be embarrassed or called out in front of others. If I had to give a tip to beginning teachers, this would be toward the top of the list.

Earlier this year I was stuck in a sticky situation with a disrespectful student. I had coached him in the past, so we knew each other. However, the joking soon degenerated into him insulting me and snickering about it.

In turn, I initially simply insulted him back or ridiculed him - often in front of his friends. But he would neither back down nor cease.

Then I just began to ignore it, but that didn’t improve the situation.

I began to think about a way to resolve this. Then I happened to notice that he had some pretty cool artwork hanging in the display case next to the art room.

I inquired about it and told him how much I’d like to have it in my room. I also added that I’d buy it from him.

Sure enough, he was eager to sell it and thought it pretty cool that I had taken an interest in him and would display it in my room.

Well, before I knew it, the boy’s attitude had totally shifted. The disrespect was gone, and he has been quite pleasant.

Now, I suppose you could counter that I bribed him, but I won’t go that far. I would have bought the art work regardless of the artist. But I was fortunate to find another way to resolve the confrontations.

Tip #3 - “Private Conversations.” Again, a great point. Take a student aside and talk to them. Or rather, listen to them.

I once read a book where the author, a teacher, recommended for students whom you gave detention simply listening to them. Don’t have them do chores or sit and stare. Make them talk. Straight for the 30 or 45 minutes. You’ll be amazed at what you learn about them. And they’ll be amazed at what they tell you.

Now, if you pull a kid aside during class or ask them to step out in the hallway, then you’re treading into public confrontations since every kid in the class will know what is really going on. But asking them to stay a moment after class or stopping them in the hallway, that’s a different story.

But I have to attest that this works very well for me. A few years ago I had a helluva time with a student - behavior issues and late work and rudeness. It was a nightmare.

I had given this kid a dozen breaks. Then one day he fell asleep in class while we were listening to an audiobook. I nudged him awake and ushered him into the hall. I read him the riot act like never before. I used language I’m horrified about. I have never spoken so bluntly to a student before. He could have told his parents, and they’d have raised a row, and I’d have been in a world of hurt.

But he didn’t. I don’t know why it worked - I suspect that ‘leveling’ with him had something to do with it. I imagine that he maybe knew he deserved a bit of an ass chewing.

I knew I had hurt him when he said, “I know I had it coming, but you didn’t have to let me have it like that . . .”

Later, after I calmed down, I asked him to stay after and I apologized and leveled with him in nicer tones.

That too worked. He wasn’t a model citizen, but we had a mutual respect. He’d make a better effort, and I’d not read him another riot act. Maybe he even liked the idea of having the knowledge that he could have reported me and gotten me into a sling. Maybe there was some kind of trust or respect there. Whatever it was, it worked.

#4 “Overcome the Discipline Myth” - now this one I like. Though it’s not for what the author suggests -- “In this paradigm, the unrulier the class is, the more power the students have.”

Ironically, I was just talking with some students about this. It took me a long time to realize a hard truth - I don’t control the class. I don’t know what adult could control a group of 30 people (especially teenagers) - if they aren’t armed!

The truth is the kids control the class. Though it took me a long time to realize that, once I did, it changed the way I taught. I spent much of my student teaching and first year thinking “If I could just control them. If I could just make them do what I wanted them to. If I were a coach here, I’d slash their playing time. If I were their boss, I’d fire them.” All these thoughts haunted me.

But then it hit me - I can’t control them. All I can try to do is create an atmosphere and environment where they will want to partake and engage and learn. (I hope that isn’t too educationese). Some want to be part of that environment; others don't. That's part of education. You can't drag every kid along nor more than you can make sure no one gets left behind. But you can't hold them hostage or control them.

Even if you could, would you want to? How much do adults like being controlled or forced or coerced into doing something?

The author of the article goes on to give some ludicrous advice - “Convince the students that you hate disciplining and are willing to ignore the behavior modification system if they’re able to check their own behavior and work productively.”

This just doesn’t make sense to me. Why be so subversive about discipline? Why be afraid of it. Don’t get me wrong, I discipline in class. When a kid is rude or missing work or slacks off, I address it. Sometimes (though rarely) it’s in the freak out style. Most often it is just in one on one situations or comments on their papers or call or emails home.

I like the idea of making the behavior and work a key part of the classroom environment. And not tolerating anything else. Better yet, get the kids to buy into that. But you achieve that by treating them with respect and by being interesting and engaging and listening to them. Not by making secret deals under the table like we’re trying to jam the health care bill through congress.

Tip #5 - “Communicating About Moods” - The author advises teachers to allow students to voice their moods. If a kid is disgruntled, let him work individually and so on. Not a bad idea. But I like the idea that once you step into my room, we have expectations to learn and work and have fun doing it. Let’s all adjust our moods and check the drama of the outside world at the door and focus on learning and working and having fun.

That is easier said, though, than done.

When we can’t check the moods, I try to tap into them. One day students were worked up about an issue they read. We talked about that at length. Then I used it as a springboard into “The Lottery” (as I recall). And it was one of my best lessons. We tapped into their frustration, and then channelled that into a story that totally spoke to them and what they were feeling.

That’s what’s great about being an English teacher - we can relate what we do to everything.

A final word - I don’t know if I like either metaphor (a ringmaster or a conductor) for how I run my classes. I’ve heard many different metaphors - chef, cartographer, guide, sage, fellow learner, and I don’t know what else.

I think when classes are going really, really well, I’m running with the natives. That’s a term I coined - if you call it that - in grad school. What I mean by that is if you walked into my class when it’s really humming, it’d take you a second or two to find me. I’m right there with my kids, sleeves rolled up, and having fun and engaging right a long with them. There is a barrier that ceases to exist . . . or at least breaks down a little. They let their guards down and I let mine down and we get some great things done. And the connections that get made during those moments, well that’s the good stuff and why I have the greatest job in the world.