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You should poll the students sometimes to ask their opinion about behavior management. I did. Their responses were amazing - and they are WAY more strict with their philosophies of behavior management than we are!! There are so many kids in this school who want to learn - and to read their words describing the impact of a couple "disruptors" in the class would break your heart. I feel like they stress out completely when we (the adults) do not appear in charge of a situation. And in the heat of the moment, there are times when we need back-up. Not all these situations should be settled in full view of a class full of peers - but often, that's the only option available. 

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You should poll the students sometimes to ask their opinion about behavior management. I did. Their responses were amazing - and they are WAY more strict with their philosophies of behavior management than we are!! There are so many kids in this school who want to learn - and to read their words describing the impact of a couple "disruptors" in the class would break your heart. I feel like they stress out completely when we (the adults) do not appear in charge of a situation. And in the heat of the moment, there are times when we need back-up. Not all these situations should be settled in full view of a class full of peers - but often, that's the only option available. 

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Restorative justice takes major investment:  time, money, staffing, buy-in.  It can have amazing results if done correctly.  I've only seen it done correctly once. 

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Restorative justice takes major investment:  time, money, staffing, buy-in.  It can have amazing results if done correctly.  I've only seen it done correctly once. 

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"Compassion must be accompanied by healthy boundaries and consistent consequences...otherwise it's an invitation for abuse and re-abuse." This was something I caught on NPR. It was an ex-con lamenting the lack of structure in his teenage years.  I feel that it also can apply when we discuss the underlying weakness in managing student behavior:  We got the compassion; we need the boundaries and consequences. I think we DO have a lot of compassionate teachers. Everyone wants to "be someone's someone."  But until we recognize that the boundaries and consequences ARE the critical part of "compassion"....well, then it's like having no  behavior management system at all.  These middle school students are just like the littlest learners:  Boundaries and "systems" and consistent consequences are actually very comforting. It is the lack of follow-through that causes stress (both to the kids tagged "behavior problems"  AND the "rule followers.")  

# data[].attributes.subject
"Compassion must be accompanied by healthy boundaries and consistent consequences...otherwise it's an invitation for abuse and re-abuse." This was something I caught on NPR. It was an ex-con lamenting the lack of structure in his teenage years.  I feel that it also can apply when we discuss the underlying weakness in managing student behavior:  We got the compassion; we need the boundaries and consequences. I think we DO have a lot of compassionate teachers. Everyone wants to "be someone's someone."  But until we recognize that the boundaries and consequences ARE the critical part of "compassion"....well, then it's like having no  behavior management system at all.  These middle school students are just like the littlest learners:  Boundaries and "systems" and consistent consequences are actually very comforting. It is the lack of follow-through that causes stress (both to the kids tagged "behavior problems"  AND the "rule followers.")  

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My greatest strategy is to get to know what the students like and constantly ask for their honest opinion on how information was relayed to them. I give student feedback surveys (I want to switch to google drive so they can just rate their favorite unit and tell me what worked well for them and what they wish they could have had). I like to use music, pop culture, videos, and give them a creative outlet to try something new without judgement. I constantly let them know how I relate to them and let them show me things I haven't seen or heard to broaden my knowledge.

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One of my largest struggles at the beginning of the year was implementing ideas and classroom management techniques that were not universally used. Sometimes the kids didn't know how to react to my teaching style because it is very different than what they are used to at home or in other classes.

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I find it very difficult at times to accommodate students who have trouble with attention or have issues with the way I structure my lessons.I have been told at times to leave them out of an activity, but how do I keep them engaged if they can't participate in group learning?

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I get frustrated when students do not listen.  I have tried lowering my voice, but it is definitely not natural for me.  I talk loud and get excited, so it is something I really have to think about to do.

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I know it’s a teacher’s job to make a subject as engaging as possible but when you have tried to do that and students remain unwilling to engage and learn what do you do in the middle of teaching that lesson?

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I know it’s a teacher’s job to make a subject as engaging as possible but when you have tried to do that and students remain unwilling to engage and learn what do you do in the middle of teaching that lesson?

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It is hard as a special educator to mold to the management philosophies of my co-teachers (especially when they could improve their classroom management, too).

In my classrooms I am noticing a need for attention-grabbers for students, need a greater use of motivational strategies (stamps, points, etc.), a need to hold students accountable. When I take the lead in the room I attempt to model these strategies for my co-teachers, but they don't seem to be catching on.

It is hard to suggest ideas as a newer teacher. However, I have many ideas and suggestions as a new teacher.

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I get frustrated when I don't feel like i'm being listened to. I don't want to raise my voice but sometimes my non-verbal cues are ignored. It's exhausting to be consistent.

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it's hard reading about classroom management strategies in a book and then trying to figure out exactly how to implement them in the classroom

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it's hard reading about classroom management strategies in a book and then trying to figure out exactly how to implement them in the classroom

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I learn so much from the 'get to know you' activity at the beginning of the year, I pull details from that regularly to start conversations with students. This always leads to developing better relationships and gives me a 'softer' angle from which to approach them when a more serious issue needs to be discussed.

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I learn so much from the 'get to know you' activity at the beginning of the year, I pull details from that regularly to start conversations with students. This always leads to developing better relationships and gives me a 'softer' angle from which to approach them when a more serious issue needs to be discussed.