QUESTION:
I teach special classes—most of my students come from juvenile hall and alternative schools—ones for students with behavioral and emotional problems. I took on these classes because I thought I would be able to help the kids who need it most. But now, I’m the one that needs the help! I’m having trouble using this system of discipline with the group as a whole, but I’m encouraged because at least individual meetings with the students are good. Do you have any suggestions?

DR. MARSHALL’S RESPONSE:
These students will have more discipline challenges than the average—as indicated by their backgrounds and by their being placed in the special class you are teaching. Most of them probably have little structure and/or attention at home. Some will behave respectfully and responsibly ONLY if they do not have negative feelings about the teacher. Hence, it will be necessary to talk positively to them by emphasizing their strengths and continually telling them of your confidence in them.

Here are some suggestions:

1. Learn the names they would like to be called by you, mentioning not to give “street names.” Some will want you to use nicknames, instead of the name listed on official records.

2. Start greeting students at the door each day, calling them by their preferred name as they enter. A simple, “Hi, Malvern,” will do.

3. Post the levels in the front of your classroom so that when students are looking at you, they will also see the poster in the background.

4. Inform them that what they do, or do not do, affects them more than you. Have a discussion on the topic.

5. Read aloud to the students, the section on victimhood thinking from DISCIPLINE without STRESS, PUNISHMENTS or REWARDS.

6. Have a sponge activity when they first come into the room and have another activity ready when they complete the first–dead time is deadly!

7. Relationships are critical with these students. Give them “talk time.” Plan on using the last ten minutes of every period for a “Reflection and Interview Time.”

• Reflection: Ask them to relate to one other person what they learned in the class. After each learning partner has shared, have them interview each other.

• Interview: Each day put three questions on the board and let students choose one question to ask the other person.

• What is your favorite movie and why?
• What to you like to do most?
• What do you think is your strongest asset?

8. Ron Clark’s book, The Essential 55, would be an excellent
resource for you.

Finally, remember that your greatest contribution to these students will not likely be in terms of academic performance. It will be in having them LEARN (and WANT to learn), how to act in socially acceptable ways.

Persevere! You are the best thing some of your students have in their lives.

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Posted In: I. For High Schools, J. For Middle Schools
posted On: May 5, 2007: 2:16 pm: By Kerry Weisner
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