Feature Article

Classroom management can be conflictive and confrontational, such as a martial arts sparring match...or, smooth and graceful, flowing and dynamic...like a Tai Chi exercise session.

Teacher mind set, i.e., attitudes, assumptions, beliefs, cognitions, ideals, images and self-talk; to name a few components, are the key to classroom management success.

Of course your definition of "success" is important, too.

Examine first the "Culture" of your classroom management approach

Strange question? Stop and consider that culture is the lens through which we perceive "Right and Wrong"...

In...

English and Italian, the child is "Bad"

"Be good," implies that the child was "bad"

French, the child is "Imprudent, Silly"

"Be wise" implies that the child was "foolish, imprudent or silly"

Scandinavian and Jewish, the child is "Unfriendly"

"Be friendly" implies that the child was "unfriendly, acting un-nice, lacking in hospitableness"

German, the child is "Out of Step"

Out of step implies that the child was "not marching to the correct drummer, out of line"

Spanish, the child is "Not showing good manners, not behaving appropriately"

"Pórtate bien, no seas mal educado" implies that the child is "behaving badly or is not well mannered"

Hopi Language, the child is "Not following the Hopi way"

"No, no, no, that’s not the Hopi way." implies that the child is "not living up to the Hopi tradition"

The Master Teacher

The master teacher recognizes that any one of these cultural labeling strategies is detrimental to building rapport with students, so the master teacher avoids any phrases that "devalue and deflate" students.

The master teacher says, "We don't do that here."

"We don't do that here," implies "Try another way." "Try another way" suggests that improvement is needed without affixing blame (and a negative evaluation) upon the student.

Sidebar

Many students carry enough negative evaluation baggage about themselves to keep themselves depressed for years, and they do not need additional reminders about their resident low self-concept, or reminders from their teachers about their limited and dimly lit self-esteem.

A master teacher focuses upon students' successes, and a master teacher centers thought and action upon positive outcomes. A master teacher looks forward to improvements, and glances backward at mistakes only long enough to show students how avoiding such behavior leads to success and personal payoffs in the future.

A master teacher communicates acceptance of each student, and avoids hinting that the teacher might harbor a hidden, condescending view of the child.

The rule is: "the more uncooperative, unfriendly, belligerent, hostile and noncompliant the child appears to be; the longer and more sensitive the child's antennae (that are tuned to picking up slights and slurs)" become.

Other Lenses for Viewing Behavior

Practitioners of Neuro Linguistic Programming (NLP) observe that all behavior is motivated by a desire for positive outcomes.

Of course, the goals and methods for generating these positive outcomes may be different than other people's goals and objectives, i.e., the street-wise students goals and methods may differ from the upper-middle class ethics...lower-middle class economic values of the teacher.

"What's the difference between lying to get elected and picking people's pockets through crooked lobbyist, and lying to sell them junk, or picking their pockets on a busy street?" the young thug asks.

The master teacher establishes rapport with each student, and frames the motivation to cooperate and learn in terms that resonate with each students.

Note: "One motivational phrase does not fit all."

Practice a Zen Attitude

Keeping a caring, but detached attitude and holding a belief in the innate value, dignity and importance of each student firmly in mind results in a day to day teaching experience that is characterized by...

• Agility
• Attention
• Attunement to both Overt and Subtle Communication
• Balance
• Calm
• Flexibility
• Intuition
• Mercy
• Patience
• Responsiveness
• Success for Each Student's Sake

Reigning in your "jumping to conclusions" horse, "keeping the hounds of blame" at bay, implementing a "Discovery before Remedy" strategy pay off in peace, happiness and success.

Pondering profusely before mobilizing a power struggle or waging a campaign of personal domination against any student. Classroom warfare is not an art, it is a dirty, grisly, repugnant business, a business capable of producing no profitable outcome for anyone.

Introspect now, and discover a more enlightened way to manage your classroom.

Feel, believe, receive and imagine the harmony and success that you desire as though it already graces your life in the classroom. The stronger and more vividly that you create (and hold to) these mental pictures, the more thoroughly you make intuitive decisions and intuitive statements that bring your mental intentions into reality.