I thought I was more prepared for the first week. I had such good intentions to do some “student skills” type lesson plans. HA! That didn’t happen. So I don’t know what I’m going to do on Monday.

The best part of starting this school year is that it is in a new building and a new classroom. Even better than that is that my expectations are not just imagined, but based on last year’s realities. I’m not nervous about anything regarding what’s coming. I think last year took away that nervousness. I realize that my military past has prepared me to be adaptive, flexible, and spontaneous. If I had to say I was nervous about anything, it’s my 4th block class. There are some strong personalities in that class and the middle school teachers had extreme difficulty with them last year. But 9th grade can be a long way from 8th grade. Additionally, I’m a man with prior military experience and they don’t necessarily know what to expect because of that. That can make a boy change his behavior. I’m a lot more permissible with cutting and acting up than those two teachers were/are.

I think the best piece of advice I can give any new teacher is: Relax. Things will fall into place. Just focus on maintaining control of the classroom.

The first one is to explain to students that teachers base their reality of student behavior and actions upon their perceptions of student behavior and actions. Therefore, the best thing students can do to make sure teachers don’t have a false perception of them is to not act inappropriate. My perception of you is my reality and until we can resolve that perception through either discussion or you acting appropriately that will continue to be my reality. This stays up in my room to remind students of that throughout the year.

The second one is to show students that when wanting to discuss something with teachers they need to consider the time, the manner, and the place of that discussion. Don’t confront teachers in public in the hopes of embarrassing them into doing something, don’t do it at a time during class when it will interfere with class time and do it in a respectful manner in hopes of “winning your case.”  I tell them that (bottom line) teachers will normally win in any confrontation between a student and a teacher. It usually doesn’t do either party any good. The teacher loses respect of one or more student and the student gets in trouble.

These are important lessons for students at an alternative school who usually were never taught necessary skills in talking to others or confronting authority figures in an appropriate manner.

The third one is one I made to celebrate U.S. history.

All of these posters are about 23″ x 19″ in size and 150dpi.

Hope you like them. I may start creating more posters for history and offering them for free. Not finding a lot of good FREE history posters.

This got me thinking, what do *I* do to create a learning environment conducive to those with behavior and/or learning problems?  This was my reply:

I teach in an alternative school, grades 9-12, ages range from 14 to 18. I have, on average, 20-30 students divided up among 3 classes. Some I have for two classes. These students are sent here for behavior problems or criminal activity.

To be honest, I don’t have any different classroom management technique than any other teacher (I think).

1) I treat each student with respect & I expect respect in return – that is very important with these students because most of them have been marginalized their entire school career.

2) I always address behavior issues in private, not in public. The old adage is criticize in private, praise in public. They respect that. So if I don’t have time or am unable to take a student outside the door to discuss inappropriate behavior or actions I try to tell them as quietly as possible.  For instance, if I have to tell a student to stop doing something I go right up next to them and whisper in their ear as quietly as possible to stop doing something or else (else they’ll be written up or some other disciplinary action will take place). I go out of my way not to embarrass them in front of their peers.

3) I always try to maintain a sense of humor no matter what’s going on. I enjoy making them laugh. (But then again I’ve been told I have the sense of humor of a 6th grader, so maybe there’s something to that!)

4) I remember that they have other issues going on: bi-polarism, ADHD/ADD, manic depression, meetings with probation or parole officers, court appearances, counseling, severe family problems. I take that into account and give them some breathing room. I try to recognize their bad moods (see #1). However, even during these moments, I let them know that we still have to try to keep going with learning. If they need a moment to collect themselves I give them that space and then encourage them to keep trying.

5) I let them know when I’m in a bad mood. If I’m going to respect their bad moods, they should recognize mine. I’ve learned that they appreciate this

6) I never yell. A calm voice goes so much further with these students than a raised voice. Indeed, a little humor injected into even criticism for inappropriate behavior is appreciated.

7) I always remind them that grades don’t mean anything.

8) I try to incorporate small anecdotes about character into many things.

9) I don’t allow them to talk bad about other students or teachers (in public). If they want to tell me something about another teacher or student in private, that’s different. I don’t go tell. If there’s a dangerous situation that could arise, I report it.

10) I allow them time to vent (see #4)

11) Sometimes, to break the monotony and/or tension (particularly if everyone just seems like they’re in a bad mood), I’ll show a funny video/commercial from YouTube (that I’ve downloaded). They make think it’s dumb, but they laugh. And laughter is important.

12) I rarely write a student up for the principal to take care of the issue. I’m a teacher. If I can’t take care of 98% of the problems in my classroom, maybe I shouldn’t be a teacher. I think I had around 10-15 or so write-ups last year – maybe (and a few of those were for being high, not a lot you can do there). Therefore, when I see inappropriate behavior or activity, my primary goal is to take care of it myself without sending it to the principal. With that in mind it means that I need to have a solution or create one immediately. The only time I send a student to the office is when he/she has become intransigent.

13) Finally (or maybe not finally), I tell them that I don’t care what brought them to the school, they’re all the same in my eyes. I make no judgments about their prior actions. They get a clean slate with me and we go from there. (see #1)

Feel free to post in the comments any thoughts you have on classroom management in an alternative school setting.