Strategic Moves
By Peter Barnes

Paints, brushes, salt-dough and toothpicks are piled neatly on each table. Group roles have been assigned. Students wait expectantly for final directions before constructing models of the ocean floor when, out of the corner of my eye, I see Jared roll a salt-dough ball and flick it into Sarah's hair. A quick decision awaits. How do I deal with Jared and console Sarah without losing the momentum of the lesson?

As teachers, you no doubt have at least one student who pushes your patience and sanity to the limit. Many of you have discovered strategies that work for you. Here are some strategies that usually work for me:

1. Act quickly. Some teachers advocate ignoring unwelcome behaviors, hoping inattention will cause the student to stop. This rarely works for me. I prefer swooping in quietly like a falcon on a mouse, taking away toys, moving a student to another desk or revoking recess privileges, leaving no time for argument. This method limits interruption time and keeps young minds focused on learning.
2. Find time for personal conversations. As soon as possible, I turn my full attention on the perpetrator, but this must come on my time and my terms. I take the student aside for a talk. Are you having a bad day? Is something going on at home, or are you throwing salt-dough because you are bored? Such an approach offers a three-way win. The student gets my undivided attention. I keep my patience. And the class stays focused on the ocean floor.
3. It's not personal. Classroom consequences must be given out as consistently as possible. But with the 117th time Tara calls out a question without raising her hand, she knows she can expect a tougher response. Students don't like to be treated differently than their classmates. They'll stop respecting me if they feel I am punishing them because I don't like them. That's why pointing out the classroom rule they've broken – and the consequence they must face – is essential every time.
4. Does blaming the parents really help? With the salt-dough ball in flight, it does little good to fall back on that old excuse, "If only his parents would help out at home." I try to always keep in mind that students with little parent support need extra help at school, a pat on the back and a kind word.

I hope these strategies become as helpful to you as they are to me.

Peter Barnes teaches fifth grade at Rawls Byrd Elementary in Williamsburg, VA.

April 2004, Vol.34, No.7