Classroom management is really important.
No, seriously. I am going to write that again because it is that important: Classroom management is really important.
Teachers do a lot of things throughout the course of their days. It is often claimed (based on work reported by Dr. Philip W. Jackson in his book Life in Classrooms) that teachers make approximately 1,500 decisions a day. I get to work at about 7:30 am and am making decisions directly related to my classroom until 3:30 pm every day. That’s eight hours. In those 4 hours, I guarantee that I am making some kind of decision at least every 15 seconds, probably closer to 10. But let’s go with 15, or 4 decisions a minute. That’s 240 decisions an hour, which is a total of 1,920 decisions a day. So, really, I think Dr. Jackson was actually lowballing the number of decisions a teacher makes.
Every single one of those decisions impacts how the class is managed, or run. Classroom management is so important that, when searching the term, Google came up with 19,100,000 results in 0.73 seconds. If even just one-tenth of those were unique hits, that still gives us nearly 2,000,000 websites, books, articles, and other resources about this concept. Search just books on classroom management on Goodreads and you find 790 results in 0.15 seconds.
All of which is to say there is no way I could possibly address all the nuances and ideas and theories that abound when it comes to what classroom management actually is, how it works, how to do it effectively, and how to adjust to different situations as they arise. As an educator leader I recently listened to once said, when it comes to students, one size fits one; there is no magic cure that will address every need every time.
So what am I writing about classroom management for? Mostly because I wanted to tease out my own thoughts on four foundational components of running an organisation such as a classroom: rewards, punishment, consequences, and discipline. For me, these terms all have very specific meaning and very specific uses that need to be clearly taught, not just to students, but also to parents, teachers, and other adults.
The first two are fairly straightforward and have had long-standing definitions that are generally understood by everyone: do the right thing and receive a reward, one that is either tangible and extrinsic or intangible and extrinsic. Do the wrong thing and something unpleasant or undesirable happens to you: a punishment.
The second two, on the other hand, seem to get a bit messier when we try to discuss them with others. What I have observed in my years teaching and in general is that “consequences” are often equated with “punishment.” Teachers often talk about “natural consequences” but what they usually refer to are the negative ones; the punishment. But consequences are simply what happens as a result of a decision. Rewards are consequences for desired behaviour. Punishment is the consequence for undesired behaviour. If you are working quietly on your exam and you are focused on the questions, the consequence, quite often, is that you will perform at your best. If you are trying to talk to others and are easily distracted, the consequence, quite often, is that you will perform poorly. The point is that consequences, in and of themselves, are neither good nor bad; they simply are.
Discipline, likewise, is far too often equated with punishment. If a student receives an office discipline referral, it isn’t because the student has done something desirable. If you hear a parent talk about disciplining a child at home, it rarely means anything other than meting out punishment that, hopefully, matches the severity of the crime. But that’s not what discipline really is, even if that is the usage that has been around for over a thousand years. Discipline is, at it’s root, a word that refers to instruction given, teaching, learning, gaining knowledge. I find it incredible disheartening that we have, for centuries, taken the view that the only way to learn something is through punishment; that we do things out of fear of something unpleasant instead of a desire for something good. (A related word, disciple, incidentally, seems to have only positive connotations as it reflects the idea of being one who has taken hold of, grasped, or fully comprehended something.)
How does all of this relate to my classroom management approach? My practice is rooted in the belief that children are still learning how to be people, how to interact with other children, with adults, with peers, and with authority figures. They are learning, in short, how to be. Sometimes this learning results in punishment, yes. Sometimes it results in rewards. I hope that they always connect their actions to the consequences that follow and, in so doing, learn personal discipline, or self-mastery. Everything I do as a teacher, all of those thousands of decisions I make each day, all come back to one single question: what is best for the students? If I can honestly say that what I have done has been because I am putting the needs of my 23 individual students, and of my class, my school, my district, and/or my community first, then I am doing what I need to do: teaching my students to be masters of their own selves. But if I am focusing on just the first two and ignoring the second, then I am not teaching them how to be, I am simply teaching them how to do.
That’s not good enough for me, and, I hope, it isn’t good enough for them, either.