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You
are here: Whose Classroom is it?
Building Student Responsibility and
Self Management in Our Classrooms
The art of developing and sustaining a responsible and self-managed classroom is a valued and common goal among educators. Indeed, it is seen by many in the profession as an essential component of effective teaching and learning. Notwithstanding, teachers' models of classroom management and control are most often derived from their own prior schooling experiences. Hence a frequent sense of frustration and confusion when it becomes obvious that these older models no longer work in today's classrooms. Effective classroom management practices are based on intuitive experience, research and word of mouth 'tried and true' strategies.
For new teachers entering the profession, the thought of instituting a self-managed classroom is daunting. For veteran teachers, the opportunity to experiment with alternatives to the 'old school' method of classroom discipline is challenging and often just as fraught with trepidation. We must first decide whose classroom it is. We must seriously reconsider the notion that the teacher is in command of the learning environment - a benevolent autocrat, so to speak. The purpose of this work is to introduce teachers to the theory and practice of sound classroom management through democratic principles and practices. On a deeper scale, it is about changing their beliefs. The way to do this is twofold -firstly, through long term integration into the curriculum and secondly, through engaging strategies and activities that can get the ball rolling.
SAMPLE ACTIVITY #1
"Three Truths and One Lie" - an activity to help students to get to know another classmate and introduce her or him to the rest of the class.
Materials: Index cards or recycled scratch paper, pens or pencils
Directions: Teacher distributes index cards to each student and asks them to write their names on the card and list 4 interesting and little known facts about themselves, but one of the facts must be untrue (fictional). When this task is completed, students turn to someone next to them and trade cards. The task now is to try to guess which fact is the lie while at the same time learning more about the person. E.g. name, former school, siblings, pets, job, and summer experience(s). Finally, each student in turn introduces their partner to the rest of the class.Debrief: Teacher asks, "What did you like most about this activity?" "What if anything, made you feel uncomfortable?" "What some other ways we could get to know each other in this class?" "Why should we get to know one another?"
Time: Allow 10 minutes to explain the activity and write on the cards, another 15 - 20 minutes for students to exchange information and to prepare their introductions. Allow 1 minute per student for the introductions and finally, 3 - 5 minutes for the debrief.
Results: As a result of this activity, students begin to sense that personalization is a key component of their learning. They practice both communication and presentation skills and begin to lose their fear of anonymity. Furthermore, the class as a whole is exposed to a myriad of individual differences and commonalties. This comprises a first step is the full appreciation of each one's uniqueness.
SAMPLE ACTIVITY #2
"Compliments" - This activity is gratefully borrowed from Positive Discipline in the Classroom by Jane Nelson, Lynn Lott and Nan Miller. Its purpose is to engender a positive environment and to boost self-esteem.
Materials: A soft item to pass around
Directions: Seat students in a circle (on chairs or on the floor). Invite them to think of a time when someone said something complimentary to them that made an impression and made them feel good. Ask them to take turns to share their examples or to volunteer.
Next, ask them to think about something they would like to thank or compliment others for, such as loaning money for a phone call, helping with homework, being a loyal friend. While sharing their memories, encourage students to be specific about these deeds and not to be focused on clothing and superficial attributes.
Discuss with students how to receive and accept compliments. Provide examples and conclude that a simple and sincere "Thank you" is all that is necessary in most cases.
Finally, once students understand how to give and receive compliments, invite students to take turns passing around (or across the circle) the soft item to give a compliment to another student. Depending on the size of the group, teachers (or student facilitator) may establish a time limit or co-create a system that ensures that everyone gives and receives a compliment.
This activity can be repeated regularly as part of class meetings. The authors of Positive Discipline in the Classroom suggest that teachers also ask, "Think of something you wish someone would compliment you on," and then ask if someone else in the class would like to give that "compliment" to their classmate. They also warn about "backhanded" compliments and criticisms, both of which should be addressed and rephrased.
Debrief: Teacher asks, "What did you like most about this activity?" "What if anything, made you feel uncomfortable?" "What kinds of compliments did you not hear?"
Time: The first time this activity is attempted may take longer than anticipated to hear from everyone. Allow 1 minute per compliment or allot 15 - 20 minutes total and students can volunteer or pass.
Results: It took several times before all students became open and thoughtful with their compliments. Notwithstanding, the sense of community and goodwill increased noticeably and several students received recognition and support from their peers for the first time. In very large classes, teachers are advised to divide the students into smaller groups.
Interested practitioners are encouraged to get hold of the annotated bibliography in "Beyond the Silence: Listening for Democracy" edited by J. Cynthia McDermott (Heinemann, 1999)
The following is a list of the author's favorite authors and their books:
Canter, L., and Canter, M. 1992. Assertive Discipline: Positive Behavior Management for Today's Classroom. Santa Monica, CA: Lee Canter and Associates.
A scripted formula approach based on rules and rewards.Curwin, R., and Mendler, A. 1999. Discipline with Dignity. Alexandria, VA: ASCD.
Respectful, coherent, and relevant.Dewey, J. 1916. Democracy in Education. New York: Macmillan.
Essay on the elements of a democratic education.Jay, T. 1996. What to do When Your Students Talk Dirty. San Jose, CA: Resource Publications.
Strategies for controlling and curtailing unacceptable language in the classroom and hallways.Kohn, A. 1993. Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise and Other Bribes. New York: Houghton Mifflin.
Anti-behaviorist, philosophical, ambitious, and controversial.McDermott, C., Ed. 1999. Beyond the Silence: Listening for Democracy. Portsmouth, NH: Heinemann.
A collection of thoughtful articles on democracy and education.Mednick, F. 1996. Rebel Without a Car: Surviving and Appreciating Your Child's Teen Years. Minneapolis: Fairview Press.
Entertaining, genuine and practical guide for understanding teens.Neill, A.S. 1961. Freedom: Not License. New York: Hart.
Promotes self-discipline and intrinsic motivation to build democratic instructional
practices.Nelson, J., et al. 1997. Positive Discipline in the Classroom.
Creating positive classroom climate using class meetings and other strategies.Rohnke, K. 1984. Silver Bullets: A Guide to Initiative Problems, Adventure Games, and Trust Activities. Hamilton, MA: Project Adventure, Inc.
A wealth of activities to bring kids and teachers together.
Dr. Judith Gray is a mother of four and an experienced teacher, lecturer and dancer. She has written several books for parents and teachers and has tested all of the ideas and strategies that she presents to her students and workshop participants. Her books have been featured in professional journals plus Family Circle and Parenting magazines. Judith has supervised experienced and student teachers in schools across the country and is now involved with the Small Schools Project, working with school leaders, faculty and students. She has published over 15 research articles and 3 books on dance education. Judith has a Ph.D. from the University of Arizona and a MA in Curriculum and Instruction from Northern Arizona University. She is a former Assistant Professor in the School of Education at the University of Wisconsin-Madison and is currently teaching in the Center for Education at Antioch University-Seattle. Judith has developed strategies for self-managed classrooms and student empowerment and is successfully integrating them into school reform and renewal efforts. Her e-mail address is jgray803@aol.com and she welcomes questions, comments and suggestions.
Copyright © Sept. 2001 New Horizons for Learning, all rights reserved.
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