Classroom Management:
Thinking Outside the Box
By Brenda Dyck
I entered my classroom, looking forward to planning some lessons in a
quiet, orderly environment. As I walked through the doorway, however, I
tripped on a backpack, one of many strewn across the floor. The classroom
I surveyed was cluttered with binders, gym shorts, odd papers, and wrappers
from lunch. Grade six had done it again!
Moving into action, I hauled all the backpacks into the hall, along with
every stray binder. I collected each wrapper and stray piece of paper for
evidence. Mentally, I composed what I would say to these irresponsible 11-
and 12-year-olds. Just as I proceeded to tape a curt note on the door, I
stopped in my tracks. "This isn't the way to do it," I told myself.
"There must be a better way."
There is. But for many educators, the better way often is the road less
traveled. To solve problems such as disorder in our classrooms, we are more
likely to settle for the quick fix than to search for the root of the trouble.
Without knowing the cause, we end up revisiting the same issues because
we never figure out why they occur and, therefore, we fail to find effective
strategies that will eliminate the problems.
"Students are volunteers, whether we want them to be or
not. Their attendance can be commanded, but their attention must be earned.
Their compliance can be insisted on, but their commitment is under their
own control."
-- Phillip Schlechty, president, Center for Leadership in School Reform
Viewing students as partners in problem solving is one of the most significant
paradigm shifts an educator can make. It not only removes the us-versus-them
mentality, it challenges both students and teachers to accept ownership
for their actions.
I often use tools such as Bone Diagrams and Fishbone diagrams (see
David Langford's Tool Time Guide ) to identify root causes of classroom
problems, such as bullying. Identifying the causes of our messy classroom
seemed to be a good way to use a graphic organizer, called a Quality Tool,
to teach my students effective problem-solving strategies. Secretly, I expected
to discover that the mess had everything to do with my students and very
little to do with me. Was I in for a surprise!
The Process
·
I drew a huge bone shape on the dry erase board in the front of the classroom.
In the left circle, my students and I identified the state of our classroom,
including all the problems. In the right circle, we identified a more desirable
state. We labeled the center of the bone the transition period.
·
Above the bone, we wrote a list of behaviors that we thought would move
us toward the more desirable state. Below the bone, we listed the behaviors
that were keeping us from attaining it. (Note: These are not
pictured in the graphic below.)
·
Next, students identified two systemic problems that had prevented them
from achieving the goal. This was an illuminating process for me because
I discovered that the mess wasn't my students' fault alone. I had arranged
their desks in such a way that it prevented them from hanging up their backpacks
on the wall hooks. And the corner of the room where we stored the microwave
didn't have a garbage can, so they didn't have any place to put their lunch
wrappers. We made plans to rearrange the desks and get a garbage can. Such
an easy solution!
·
We also discussed how each member of our class had a role in shaping a quality
learning environment. Several students acknowledged that they had not followed
classroom cleanup routines or bothered to pick up after themselves. Someone
pointed out that I had not been consistent in requiring students to follow
procedures. It was time to eat humble pie! One student insightfully observed
that it seemed more important to me than to them that we have a neat classroom.
So, we talked about the importance of respecting the needs of those who
share our space, cooperating, and compromising. If I bend a little on my
standard of neatness and the students pay more attention to their messes,
together we can create an environment in which all of us will feel comfortable.
This exercise taught us that we could isolate the root causes of problems
without blaming each other. We used the graphic organizer to visualize where
we were and where we wanted to be. And we discovered that the road less
traveled can lead to solutions we might not find by taking the quickest
and most obvious path.
Brenda Dyck teaches grade six math, social studies, and language arts
at Master's Academy and College in Calgary, Alberta, Canada. She also is
one of the teacher editors of MidLink Magazine and co-author of a monthly
column for Microsoft's Classroom Teacher Network. You can reach her at dyckba@home.com.
Brenda is also an active member of the MiddleWeb
discussion listserv.
(Reprinted with permission from April 2001 Middle Ground, National
Middle School Association)
System Problems
1. We can't get to the hooks to hang backpacks
2. Garbage can is needed near the microwave
Present Organization
1. Backpacks on the floor
2. Chairs left in middle of room
3. Disorganized desks
4. Unprepared students
5. Garbage/food on floor after breaks/lunch
6. Mess in/around microwave
7. Off task
8. Distracted
Future Organization
1. Organized desk/binders
2. Clean up microwave area as we use it
3. Chairs pushed in
4. Backpacks on wall
5. Backpacks stay with students in between classes
6. Come prepared for class
7. Pick up mess on floor
8. Focus our attention
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