Why Threats and Punishments Don’t Work

My second grade teacher took the authoritarian approach to classroom management. She had lots of rules and lots of penalties when the rules weren’t followed.

For a long time I lived in fear of getting in trouble. The threat of having to stay in at recess and write sentences was enough to make me stop doing whatever fun thing I was doing, such as making fingernails out of Elmer’s glue.

But then one day it happened. I got the penalty. I had to stay in at recess and write sentences. And guess what? I realized it wasn’t the end of the world. Sure, I would rather go to recess, but staying in wouldn’t kill me. In fact, I actually like writing, so it really wasn’t that bad.

What Happens If I Don’t?

After that I started weighing the consequences of my decisions. I started asking (either out loud or to myself) “What happens if I don’t?”

If I was late to class I would have to write the sentences. But my friend had a new toy that I wanted to play with before school. Which was worse, not getting to play with the toy, or having to write sentences? Hmmmm.

Bigger and Bigger Threats

My teacher noticed her consequences weren’t working as well anymore, so she upped the ante. Now I would have to miss TWO recesses. Then THREE. When that wore off, she threatened to call my parents, which worked for awhile. Then she tried to force me to do something I thought was totally stupid and wrong. She told me I had to do my assignment over again, because I colored the sky gray instead of blue. And any fool knows that the sky isn’t blue in November in Portland. It’s gray.

At that point, I decided I wasn’t going to comply, and I didn’t care what she did to me. I decided I would rather die than lie about the color of the sky, and I felt I was justified in taking my stand. She had just lost control of me, because I discovered that I always have a choice. If I want to do something, I will do it and if I don’t, I won’t.

This is why, as teachers, we look weak when we resort to threats. Sure, there may be a surge of power for a minute or two if the threat initially works, but if that’s our only strategy, it will eventually fail.

So What Do You Do Instead?

7 Things You Can Do Instead of Threatening a ConsequenceTell the truth. Acknowledge that students have a choice, and help them make good decisions. Let them know the reasons behind what you are asking them to do. Build a positive relationship with your students so they will trust you and do what you ask. Help them feel great when they make a good decision. Make sure any consequences are logical, reasonable, and teach a lesson instead of merely causing pain and suffering. Listen to them. Maybe they had a good reason for making their choice. Or maybe they didn’t. Either way, help them clarify their thinking so they can make a better choice the next time.

What have you noticed about threats in the classroom? As always, I would love to hear your thoughts, so feel free to share either by email, or in our Awesome Teacher Nation Facebook group.

Now go create a great day for yourself and your students!

Gain Instant Access to the Awesome Teacher Nation Resources Library

With Solutions for Administrators, Classroom Teachers, New Teachers, Substitute Teachers, and more

Why Ignoring Misbehavior Won’t Extinguish It

Students who misbehave to get the teacher's attentionI had just about had it with one of my 3rd graders. All day long it had been one thing after another. Shouting out, clowning around, throwing things, making faces and fart noises, wandering the room… you name it, this student was doing it.

Students who get in your face while you are talkingI finally just about lost it when he walked up to me while I was addressing the class and interrupted me mid-sentence to show me his new watch. Couldn’t he see I was busy? And then I finally realized he was acting out to get attention.

Common wisdom says the way to “extinguish” attention-getting behavior is to ignore it. In my experience, this doesn’t really work. I find what usually happens is the attention-getting misbehavior will keep accelerating until you finally snap and react in some way. Once the misbehaving student gets a reaction, the misbehavior is reinforced, making it more likely to happen again.

Preventative Attention - attention you give a student to prevent attention-getting misbehavior
If you have students who tend to act out to get attention, shower them with attention the moment they arrive in your room, before they’ve had a chance to start misbehaving. Say hello when they walk in. Ask their opinion about something (anything!) Ask them to show another student how to do something. Notice and comment on something they are doing right. Do not be fake and weird about it, but keep it going as consistently as you can for as long as you can.

If your students are already acting out, do what you need to do to stop the misbehavior, then start the positive attention routine as soon as possible. For example, when the 3rd grader tried to show me his watch during direct instruction, I smiled and said, “Show me during recess, honey,” and gestured toward his desk for him to sit down. Then I quickly called on him to answer a question I knew he could answer.

It may seem like this takes a lot of time and energy, and it does. But it takes even more time and energy to deal with all that attention-getting misbehavior all day long while trying to stay positive and maintain your sanity.

Do yourself a favor and give your needy students a little preventative attention. It couldn’t hurt, right?
Why You Can't Extinguish Misbehavior by Ignoring It

PS – If you enjoyed this classroom management hint, you may want to join the Awesome Teacher Nation tribe so you can get weekly positive teaching strategies, hints, and tips delivered straight to your email inbox. Join us now – it’s totally free!

Get your very own weekly positive teaching strategies, hints, and tips delivered straight to your inbox. It’s free! Subscribe here.

Gain Instant Access to the Awesome Teacher Nation Resources Library

With Solutions for Administrators, Classroom Teachers, New Teachers, Substitute Teachers, and more

Saving Time on Paperwork and Grading

Watch Saving Time on Paperwork and Grading on YouTubeWhen my class was out of control, I didn’t get much work out of my students. I was wasting so much time on power struggles, warnings, arguments, and waiting for the class to be quiet that there wasn’t much time left for class work.

Stop Taking Grading HomeOnce I got my class under control, I started to have another problem – how to keep up with all the work my students were turning in! Maybe you’ve been there, too – you give your students a few assignments, and suddenly, you have a huge pile of papers to sort, grade, and record.  It looks like hours and hours worth of work, and your weekend is looking like another boring round of sitting on the couch, watching TV and trying to get through it all.

Use Notebooks to Collect Student WorkOne way to cut through the clutter and possibly reclaim at least some or your weekend from the Paper Mountain of Doom is to have your students work in spiral notebooks or lab books.

For elementary classrooms, I recommend a different color notebook for each subject, say one for writing, one for math, and one for science or social studies.  For secondary, you can have one color of notebook for each period of the day.  That way you can tell at a glance what the notebooks are, and you don’t have to spend lots of time sorting all that paperwork out.

Kids can copy assignments off the document camera or board, or out of workbooks.  If the students are too young to do that, or if you need worksheets with lots of detail that would take forever to copy, the students can glue the worksheets into the spiral binders.

When you want to check work for completeness (but not for correctness) have the students open their spirals or lab books to the correct page and lay them flat on their desks. You can do this for homework at the beginning of the day, or at the end of the period as a dismissal procedure. The teacher, an instructional assistant, a parent volunteer, or student volunteer can go around and check for completeness while the students are occupied with the next activity, such as a reading assignment, small group discussion, or lab.

To check work for correctness, collect the notebooks from a quarter of your students every day, Monday through Thursday. Have the students stack the notebooks in a pile on your desk, open to the first unchecked assignment.  Then between classes, or when you have 5 minutes here or there, check one, make corrections to it, and close it up.  You’ll be surprised how many notebooks you can get done if you don’t have to get them out at put them away every time you want to work on them.

Katrina Ayres, PositiveTeachingStrategies.com

Gain Instant Access to the Awesome Teacher Nation Resources Library

With Solutions for Administrators, Classroom Teachers, New Teachers, Substitute Teachers, and more

Should Students Sit Where They Want?

No. End of story. Have a nice day.

Haha! Just kidding. I can actually think of two good reasons for students to choose where they sit:

  • As a reward or incentive.
  • So the teacher can learn which students are dysfunctional when they sit together and separate them when making a seating chart.

Use a seating chart, or let the students choose where to sit? http://www.positiveteachingstrategies.comOn the other hand, I can think of a whole bunch of reasons to assign seats. A few of the reasons have to do with making things easier for the teacher, but most make it better for the students in some way. Here they are, in no particular order.

  • Reduces anxiety for students – Most people like knowing what to expect. Your students are no different. When they don’t know where they are going to sit, they can feel insecure.
  • Cuts down on bullying opportunities – Some students intimidate other students to get preferred seating. Having a seating chart makes this less likely to happen.
  • When given a choice, the more eager students are likely to sit up front and the students who struggle will sit in back. The students who struggle will then struggle even more.
  • It’s real world practice for your students –In the real world, you don’t always get to sit by who you want (particularly on airplanes) and your students need to learn how to cope.
  • Allows for differentiation for multiple special needs, including:
    • ADD/distraction
    • Left-handed vs right-handed
    • Vision
    • Hearing
    • Movement needs (such as standing at their seat or walking around)
  • Saves steps for the teacher – Putting students who need extra help near the teacher saves steps for the teacher and allows the student to get help faster. (That’s really two reasons.)
  • Is usually perceived by the students as more fair than letting dominant student get the best seats.
  • Helps the teacher learn students’ names, a great way to develop positive relationships with students.
  • Helps a sub (assuming the students actually sit in their seats).
  • Makes attendance easier – No need to call out names or ask students to report who is absent. Just look for empty seats.
  • Can facilitate efficient paper passing – If you can create a seating chart that is aligned with your grade book, it can save you hours.
  • Can help students make new friends – I discovered one of my best friends in high school when we were assigned seats next to each other.
  • Tardy students don’t have to disrupt class to find a seat – They already know where they belong.
  • Can make sure desks and chairs are the appropriate size – Have you ever sat in a too-small chair or tried to write on a too-tall table? You can make needed adjustments when the student uses the same chair each day.

Do you agree that assigned seating should be the norm in a well-managed classroom? Why or why not? Feel free to email me with your comments, or go on over to www.Facebook.com/PositiveTeachingStrategies and leave your comments there.

Katrina Ayres, PositiveTeachingStrategies.com

Get your very own weekly positive teaching strategies, hints, and tips delivered straight to your inbox. It’s free! Subscribe here.

Gain Instant Access to the Awesome Teacher Nation Resources Library

With Solutions for Administrators, Classroom Teachers, New Teachers, Substitute Teachers, and more

Avoid Teacher Burnout

As any educator can tell you, the beginning of the year is the most time-consuming, crazy-busy time there is. It’s like moving in to a new house, starting a new job, finishing up your Master’s thesis, and hosting a big party all in the same week.

I’m not sure there’s any way around it. Everyone is busy the first six weeks or so, and everyone puts in extra hours – even educators who’ve been at it for years. But for some, the busyness becomes more manageable as the year goes on, and for some it doesn’t. And you don’t need me to tell you that the first-of-the-year level of activity just isn’t sustainable, especially if you want to have what’s commonly known in the non-teaching community as “a life.”

So how do you convert the crazy-busy time into a sustainable schedule? I believe it all comes down to habits – actions we take automatically in response to a situation.

Play Video ThumbnailThe cool thing about habits is they don’t require a lot of thought once they are learned. They just become what we automatically do. That’s why I believe the most important thing to do in the first six weeks of school is teach the students (and ourselves) habits that will automatically save us time. If we do this, we will eventually have a sustainable schedule instead of a burned-out-train-wreck schedule.

Think about it. If the students have the habit of running around for 15 minutes before class starts, you will be wasting time getting them to settle down – time you could be using to take care of all those little administrative tasks you need to do, like checking in homework.

If the students instead have the habit of putting away their things, preparing for the day’s activities, and getting started immediately on the first learning task, you won’t have to use your prep time for the administrative tasks. And the students will feel more in-control and successful, too.

So use these first weeks of school to create good habits and enjoy the benefits for the rest of the year.

Now go create a great day for yourself and your students!

Katrina Ayres, PositiveTeachingStrategies.com

Get your very own weekly positive teaching strategies, hints, and tips delivered straight to your inbox. It’s free! Subscribe here.

Gain Instant Access to the Awesome Teacher Nation Resources Library

With Solutions for Administrators, Classroom Teachers, New Teachers, Substitute Teachers, and more

Cell Phones in Class – Yes or No?

There are lots of great uses for cell phones in school, if we can just get students to use them without distracting themselves.

As part of the Classroom Management Strategies That Work seminar, I ask teachers to brainstorm a list of student behaviors that drive them crazy. Cell phones are always on the list. Always. In fact, I think cell phones may now rival pencil sharpeners for their ability to annoy teachers.

Cell Phones Off and AwayLast week I subbed in a middle school. As I walked through the halls, I saw lots of notices about cell phones – everything from “Keep your electronics off and out of sight” to “No phone zone” to this hilarious Top 10 list.

At this school, there is no rule against cell phones, but plenty of teachers are banning them anyway.

As the students arrived in my class, several of them asked if they could listen to music on their phones during work time. “Our teacher always lets us,” they said, which is middle school code for anything forbidden by the regular teacher that the students sneak around and do anyway.

I realized I needed to come up with a cell phone policy, ASAP. So I said, “I’ll explain my electronics policy after class starts,” which of course was my way of buying time to figure out what I was going to say. Ban cell phones and risk power struggles all period? Allow them and face constant negotiations and monitoring to ensure acceptable use?

My Highly Thought-Out Cell Phone Plan

The thing is, there are lots of great uses for cell phones in school, if we can just get students to use them without distracting themselves. Aha! Sounds like a Teach-To to me! And just like that, my Highly Thought-Out Cell Phone Plan was born:

  1. Taught the students the command “Electronics Away!” I told them specifically what I wanted – laptop lids completely closed, earphones out of ears, and phones completely out of sight in a backpack, pocket, or binder. If they followed this command, they would be allowed to use their electronics during appropriate times, such as independent work.
  2. Explained I would revoke individuals’ cell phone privileges if what they were doing was a distraction to me, other students, or themselves. Followed through when needed by saying, “Looks like your phone is distracting your neighbor. I need you to put it away, please.” (No warnings.)
  3. Before independent work time, explained very specifically what was okay, such as music with earphones, and what was not, such as texting. Requested they ask me if in doubt.

It’s true cell phones can be abused by our students. But so can rulers, pencils, glue, markers, paper, scissors, books, and every other educational tool. It’s our job to teach students how to use all tools effectively, including cell phones.

Now it’s your turn. Do you agree that cell phones are appropriate for the classroom? What is your cell phone policy? Feel free to email me, comment in our private Awesome Teacher Nation Facebook Group, or post in the comments below.

Now go create a great day for yourself and your students!

Katrina Ayres, PositiveTeachingStrategies.com

Gain Instant Access to the Awesome Teacher Nation Resources Library

With Solutions for Administrators, Classroom Teachers, New Teachers, Substitute Teachers, and more

Should Teachers Take Away Fidgets and Toys?

Whirling, twirling gadgets with levers, switches, and knobs

Troll-doll pencil toppers with fluffy pink hair-dos

Modeling clay that snaps, pops, and bounces

Spiky neon squeeze toys that light up and flash

Fidgets and Toys... Should Teachers Take Them Away?If you’ve been a teacher 2 minutes or so, you’ve certainly run across similar items in your classroom. Or if by some miracle you haven’t seen any of these, I bet you’ve seen the Artistic Water Bottle Flip, the Fabulous Ruler Spin, or the Paperclip Deconstruction Project.

A week or so ago I was assisting in a 2nd grade math class, moving from student to student to help them with their work. One cute little guy suddenly zoned off while I was trying to help him, distracted by his panda eraser. Without thinking I said, “If your eraser is going to keep you from listening, I’m going to have to take it away.”

He immediately pulled the eraser protectively to his chest and shouted, “No!” I realized I had just made an empty threat. There was no way I was going to wrestle Mr. Panda away from him, and it wouldn’t have helped him concentrate if I did. So I apologized, assured him I wasn’t going to take the eraser, and kept trying to help him with his math.

But now he was even more distracted. Even though he was trying to listen, his hand still curved protectively around Mr. Panda and he kept glancing at it while he was doing his work. Congratulations, Katrina, you just took a small problem and made it into a big one.

Taking stuff away can cause some of our students to fight us and others to withdraw or shut down

Is Taking Stuff Away a Good Practice?

This incident got me thinking about the common classroom practice of taking away distractions from students. I admit, I do it all the time, sometimes even without warning. That twirling ruler suddenly disappears off the pencil and reappears on my desk. The neon squeeze toy magically lands in my hand when it’s thrown into the air. Sure enough, taking away the distracting stuff makes the problem go away – most of the time.

Sometimes the cost can be high, though. Taking stuff away can cause some of our students to fight us and others to withdraw or shut down. Trust can be violated. Parents may become involved. Confiscated items (especially phones) can be lost or stolen. And what seems to be a little trinket to us may have an important emotional significance to the student.

Just to be clear, I never keep students’ possessions very long. I always give them back with a little lecture about putting them away or using them appropriately.

Still… is this a good solution? Even if the offending object is banned by the school, is it a good practice to confiscate it? Probably not.

What Should Teachers Do Instead?

If you don’t take the distraction away, the student is likely to get it out again, right? Is it fair to the other students who may be unable to pay attention while the distraction is going on? And what about our inability to teach effectively if we are worried about whether the fidget toy is going to spin off the desk and hit someone in the eye?

I think there are 3 reasons to take away distracting objects:

  1. When it is an immediate safety issue,
  2. When it has been specifically banned by the school, or
  3. When it pops up like Whac-a-Mole after you’ve asked for it to be put away.

Even then, we need to be careful how and when we take things away from students. Have the students been made aware of the problem and given a chance to fix it? If you must take something away, try to do it with as little drama as possible and be clear how and when the object will be returned. Then make every effort to keep your students’ belongings out of sight in your desk or other safe place.

What About You?

Do you take toys or other distractions away from students? If so, how do you handle it fairly? As always, I’d love to hear from you either in an email, in our Facebook group, or in the comments below.

Now go create a great day for yourself and your students!

Katrina Ayres, PositiveTeachingStrategies.com

PS – Would you like more practical classroom management strategies that work? Check out the Monday Morning Sanity Boost archives. If you like what you see, you may want to gain access to even more strategies that I only share with Awesome Teacher Nation members. You can join here. It’s free!

Gain Instant Access to the Awesome Teacher Nation Resources Library

With Solutions for Administrators, Classroom Teachers, New Teachers, Substitute Teachers, and more

Helping Students Manage the Social Cost of Doing the Right Thing

How many times have you heard thank you after you correct a student? Not many, I bet.

Have you ever had to separate students because they were distracting each other? Me too. In fact, it’s a rare day I DON’T find myself saying something along the lines of “Do you think you two can stay focused if you sit together? I hope so, because otherwise I’m going to have to separate you.”

That Was a Surprise!

So the astonishing thing that happened the other day wasn’t that I had to separate two students who were goofing around. The astonishing thing was what one of the students said after I moved her. She said, “Thank you, Mrs. Ayres.”

Thank you? How many times have you heard thank you after you correct a student? Not many, I bet. Now, it’s true this student is a teacher’s child. And it’s also true we had a respectful, problem-solving-focused discussion before I moved her. But still – thank you?

I wonder how many other students are thinking thank you even though outwardly they may be saying something very, very different.

I wonder how many other students are thinking thank you even though outwardly they may be saying something very, very different. How many are relieved someone intervened, set a limit, and changed the situation so they could course-correct without losing face in front of their friends?

Social Risk

It’s risky for students to tell their friends they want to work instead of talk. They may be afraid of looking like the teacher’s pet. Or they may be worried about hurting their friend’s feelings. By enforcing the rules and following through, we don’t just keep order in our classroom. We also give students a way to make the right choices in a socially acceptable way.

Even if my students sigh and complain when I correct them, I intend to help them out anyway. Who knows how many are silently saying thank you?

Now go create a great day for yourself and your students!

Katrina Ayres, PositiveTeachingStrategies.com

PS – Would you like more practical classroom management strategies that work? Check out the Monday Morning Sanity Boost archives. If you like what you see, you may want to gain access to even more strategies that I only share with Awesome Teacher Nation members. You can join here. It’s free!

Gain Instant Access to the Awesome Teacher Nation Resources Library

With Solutions for Administrators, Classroom Teachers, New Teachers, Substitute Teachers, and more

Ready-to-Go Lesson Plans – 7 Ways They Can Backfire

As classroom teachers we sometimes get bored with the same old lessons. But trying new ready-to-go lesson plans can backfire. Here’s why.

Lesson Plans BackfireA million years ago when I first started teaching, I spent way too much time and money at the Teacher Supply Store hunting for teaching ideas and ready-to-go lesson plans.

Today it’s Teachers Pay Teachers, Pinterest, Education World, and other on-line databases instead of the Teacher Supply Store, but the idea is the name – fresh new activities to do with your class.

We tend to think we need to keep coming up with brand-new ways of presenting information to our students so they won’t get bored. And that’s true, as long as we don’t overdo it.

But changing things up all the time in our classes may not always be the best strategy because it can waste valuable instructional time and undermine our classroom management.

Here are seven ways ready-to-go lesson plans can backfire:

Backfire #1 – You Won’t Be as “With-It”

A key to great classroom management is “withitness” – the ability read the room and take the right action to prevent problems before they occur. When we are concentrating on following an unfamiliar lesson plan or leading an activity for the first time, some of our attention will be used up and we won’t be as “with-it.”

Backfire #2 – Boredom

This lesson plan backfire is counter-intuitive. After all, aren’t we trying to keep it interesting by doing things differently? But when we are using a new teaching method, we will need to give more instructions, directions, and explanations to our students, which many students find boring. Bored students sometimes misbehave just to keep things interesting.

Backfire #3 – Lost Confidence

Many students enjoy feeling capable. It gives them confidence to know the “right” way to approach a learning task. When we change it up too much, some students can feel uncertain or lost. And unfortunately, sometimes this feeling causes them to act up in an attempt to feel better.

Backfire #4 – Avoidance Misbehavior

Some of our students use misbehavior to get out of an activity if they perceive it as “too hard.” And learning a new procedure at the same time they are trying to learn new content can be too much.

Backfire #5 – Rocky Transitions

Misbehavior MagnetSmooth transitions are crucial for good classroom management. Transitions that are confusing or that take too long are student misbehavior magnets. This is why effective teachers spend weeks developing systems around transitions, and teaching them to their students. When you introduce a new type of lesson plan, even a ready-to-go lesson plan, there will be new transitions to learn, and they will not be as smooth.

Backfire #6 – Teacher Stress

Even if you are excited about a new type of activity, leading it for the first time can be stressful. Stress can make it difficult to respond well to your students.

Backfire #7 – Choppy Momentum

One of the best ways to avoid behavior issues in the classroom is to keep things moving. Even if the ready-to-go lesson comes with great directions, you may need to pause and refer to them from time to time. This can stop momentum and cause student misbehavior.

What To Do Instead

When you find a cool new activity or idea on Pinterest, see if you can fit it into the learning routines your students already know. Or if you decide to try a brand-new learning method, use that method for more than one lesson. Not only will you make it less likely for the lesson to backfire, you will be able to shift more of the responsibility for learning onto your students, go deeper academically, and save yourself tons of time.

How about you? Do you agree that changing routines can lead to behavior problems? I’m always interested to hear what you think.

Now go create a great day for yourself and your students!

Katrina Ayres, PositiveTeachingStrategies.com

PS – Would you like more practical classroom management strategies that work? Check out the Monday Morning Sanity Boost archives. If you like what you see, you may want to gain access to even more strategies that I only share with Awesome Teacher Nation members. You can join here. It’s free!

Gain Instant Access to the Awesome Teacher Nation Resources Library

With Solutions for Administrators, Classroom Teachers, New Teachers, Substitute Teachers, and more

Poor Results From Your Classroom Management Plan?

Results. We all want them, and if you’re like me, you want them NOW!

Are You Sabotaging Your Classroom Management Plan?“I put Alicia on a behavior plan, but she still acts out constantly. Why haven’t I seen any results?”

“I work hard to build rapport with my students, but they still challenge me from the moment they walk through the door.”

“Teaching behavior expectations doesn’t work. We go over procedures again and again with no results. The students STILL do whatever they want.”

It’s frustrating when you try interventions that are research based and/or work for other teachers, but don’t seem to generate the same results for you.

Too often, we either blame the students, the intervention, or ourselves. No results? I must be a bad teacher.

One year I borrowed a classroom currency program from another teacher. She swore it was like magic for her. I borrowed her masters and printed up the class money and checkbook registers. I thoroughly studied the program. I set it up exactly like she did, only to find that my students’ behavior was still out of control. Not only that, but I had to deal with a few additional problems, like counterfeiting, extortion, and theft. Not exactly the results I was looking for.

Reasons For Poor Results

There are many reasons a system can work for one teacher or class and not work for another. For example, you may be trying to implement without understanding the underlying principles. (This was the problem with my classroom currency. I was trying to use it to manipulate or “bribe” my students, while the other teacher was using it as a celebration of their achievements. Looks the same on the surface, but the kids can feel the difference.) Or maybe the students aren’t developmentally ready for that particular intervention. Or possibly it’s not culturally appropriate. The list goes on and on.

But one thing I find again and again is that educators don’t give the system time to work. We put Alicia on a behavior plan, and if we aren’t seeing results in a couple of days, we’re off to something different. We think greeting students at the door or creating a “lunch with your teacher” program will instantly generate rapport. We think we’ve reminded them about the pencil sharpener enough times that by now they should get it.

And then we either blame the students, the intervention, or ourselves. No results? I must be a bad teacher.

Here’s the truth. Changing habits is hard, and it takes time. Whenever you implement a something new, you are not only trying to change your students’ habits, you are also trying to change your own. Sometimes you even need to increase your effort to maintain your program after the initial novelty wears off, both for you and your students. And that takes effort. A lot of effort. When you focus only on results, it’s easy to become discouraged and give up too soon.

Focus on Effort, Not Results

So at least initially, try focusing on effort instead of results, for both you and your students. Is Alicia turning in her behavior card, even if she hasn’t instantly transformed into an angel? Celebrate! She’s developing the habit that will eventually help her learn more effective behaviors. Give yourself credit for changing your habits and greeting your students at the door. Rapport doesn’t develop instantly, and it sure won’t happen if you have the attitude that you are only doing it for the results you’ll get. Are you still teaching those behavior expectations? Good for you! The habit of continuing to teach until it’s learned will pay off with academics, too.

Celebrate and focus on your actions and efforts, and the results will flow naturally.

Now go create a great day for yourself and your students!

Katrina Ayres, PositiveTeachingStrategies.com

PS – Would you like more practical classroom management strategies that work? Check out the Monday Morning Sanity Boost archives. If you like what you see, you may want to gain access to even more strategies that I only share with Awesome Teacher Nation members. You can join here. It’s free!

Gain Instant Access to the Awesome Teacher Nation Resources Library

With Solutions for Administrators, Classroom Teachers, New Teachers, Substitute Teachers, and more