Class Calm

Although this blog site is about classroom management, the help that I can offer is mostly on the front end. When disorder sets in, it is hard to get back to calm. A quick internet search will turn up a number of videos that will illustrate this reality. Once things have deteriorate this level, there is little in the way of advice that I can offer. One of the main points of this blog is to keep things from falling apart in the first place.

There are a number of things a teacher can do to keep the ship from crashing into the rocks but this post will outline one of the most effective methods for success. Carl Rogers (1902-1987) was perhaps one of the most prominent American names in psychology. He wrote a number of books but a must-read would be Active Listening which he co-authored with Richard Farson. No mumbo-jumbo here. He gets straight to the point in this 25-pager. This book aims to improve the listening skills of those in positions of leadership.

In order to get the results you want from those under your command, you can often start by acknowledging them and their frustrations. Rogers demonstrates this expertly in his book but I will give you a brief example.

Sally confronts you because you took off a point from yesterday’s quiz due to the fact that she turned it in after you had called time. To minimize the distraction, you ask her to step out into the hall.

“You took a point off of my quiz even though I got all of the answers right.” “Okay”, you respond. “It sounds like you feel you aren’t getting a fair shake on the quizzes.” Before trying to resolve the problem, Rogers counsels that it is vital to make the other party feel assured that you are not going to contradict them. Start by acknowledging their frustration. As well, you narrow down the discussion to one item. The student is not allowed to tie up your time with a litany of frivolous complaints.

“I’m not getting a fair shake” Sally confirms. “Jennifer turned her quiz in after me and she got a perfect score.” Sally knows this because Jennifer is a friend and they discuss such matters. “To start with, could I ask you if you heard me giving time cues?” “Yes”, responds Sally. “Okay, and am I right that you turned in your quiz after the grace period?” “Yes. But so did Jennifer.” This step is important because you are establishing important facts.

“Well, I cannot discuss other students specifically but I will admit that you are not the only one who turned in your quiz after I had called time.” Notice that although you acknowledge every point that Sally makes, you are not giving in to demands. You are simply confirming what she has said. Rogers emphasizes this as key to conflict resolution. This way the student feels heard and it helps all parties to keep the facts straight.  “But”, you continue, “on the first day of class I mentioned that some students are entitled to extra time on their quizzes. That’s a state law.” Say this gently. A condescending, authoritative, or aloof tone will likely alienate Sally. At this point there is nothing left to discuss. She returns to her desk.

Getting into a back and forth with any student will not bring a lasting solution. Carl Rogers’ techniques are far better. The time saved in easy conflict resolution will be far greater than the time spent reading this short but valuable guide.