One of the most effective methods of classroom management is triple A treatment:
- Acceptance
- Approval
- Affection
Students want to like you as a teacher, but even more, they want to know if you like them.
Acceptance happens as students recognize they belong in your class. Give them this sense by greeting each student at the door every morning and thanking each one at the end of the day, putting their work on the walls around the room, giving them jobs that help the class to run smoothly, and designing class rules and procedures together. A class meeting once a week does wonders for building acceptance in the teacher-to-student relationships and among students.
Approval is communicated first and foremost through your words.
“I’m glad to have you in my class.”
“You add such good ideas to our discussions.”
“Your assignments are always in on time.”
“You’re so good at making your classmates smile.”
Extending extra approval to the students early in the year will give them the sense that you really like them and you really enjoy being around them. Calling a student’s parents to tell them about a good test score or other achievement will go a long way with that student. Students on the teacher’s good side will bend over backwards to stay on that good side. Of course, it helps when you actually like your students. When a student misbehaves, focus on the sin, not the sinner. “You’re a good student, and you made a bad decision this time. I know you’ll do better next time.” Don’t withhold punishment, and don’t punish by withholding approval.
Affection seems difficult to express in school these days. Use strategic touches like a pat on the shoulder or a high five to incorporate affection into your interactions. I give my students the choice of a high five, hand shake, or fist pound every morning as I greet them at the door. Special connections during the year like birthday notes to individual students and stickers on good test scores let a student know that you notice him and care about him. Again, don’t punish by withholding affection. Affirm the student after she completes her consequence so that you end the interaction on a positive note.
Consider a student’s emotions like a gas tank. A student running on empty is a management crash waiting to happen. We have to fill up that tank with positive emotions and experiences, because students (and adults) often make decisions based on emotion. If their tanks are filled up on positive emotions, students will be more likely to make positive decisions, even in tough situations.
