Back to Basics

“Gather around”

“Can we go inside?” one eight grader asks.

“No, gather up, I have a few ground rules to go over first.” I am adamant about setting the class straight before we even enter the class. With one hand on the locked door and one hand in the air as if to signal me desire to proceed, I wait for a critical mass of students to gather around.

Last week, I learned that benchmark students may be intelligent, but they will not behave unless ground rules are laid out ahead of time and enforced. I like benchmark students because they are bright. I dread benchmark students because they expect your left kidney in return for their supposed brilliance.

“Here are the rules: No cussing. No threats. No hats or hoods. No getting up out of your seat without permission: that includes getting up for water, pencil sharpening, or to throw away trash,” I pause and try to think of anything else I might have missed, “Well, that is it–Come in.”

The flood gates opened, but the flood never came.

Over the course of two hours, this English and social studies class–notorious for treating substitutes like single-serving condiment wrappers–was well behaved. Hands were raised to ask for bathroom and movement privileges. Students were quiet during the class readings and cooperated during the group work.

For those students that got out of line, I simply wrote there names on the white board. No games this time, I was going to employ the lessons I had gleamed from the last benchmark class. Those lessons worked like a charm. Once the cumbersome students were on the detention list, they quickly settled down and began to cooperate. The wind (hot air) had been knocked out of them and they were down for the count.

Since I refused to crack a smile–a necessary evil into order to maintain order in the class–I decided to loosen up by the end of the period. As the students were wrapping up some work, I approached all four students who were on my detention list. Since all four had straightened out, I asked them if they had learned there lesson. After receiving an automated “yes” from all, I erased their names.

It felt good to walk into a class, teach material, and expect students to follow my directions. It could have been a number of other factors, but I was definitely on my game today. I refused to compromise and the students actually respected me for it. Also, I did not have to be the bad guy. I forgave them for acting up when it was warranted: after each had made appropriate reparations. In doing so, each knew that I was not out to get them, I was just trying to maintain order.

Mission accomplished, finally.