| |
|
Visibility is EverythingHow to Increase Your Powerful Presence in the Classroom By Seeming Like You’re Everywhere All At Once*Or: How a Broken Window Changed My Teaching Forever.By Alex KajitaniAs a new teacher, I really struggled. All the typical “new teacher” clichés applied – students constantly off-task, I shouted more “be quiet or else” warnings than I had time to enforce, and I left each day feeling disrespected and, above all, that my at-promise students hadn’t learned anything that day. I’d excelled in all of my teaching theory classes in my credential program, and had been a pretty decent student teacher. But now, on my own in a real classroom, I was sinking. Then one day, my dad gave me a book that had seemingly nothing to do with teaching. And yet, it changed my teaching forever. The Tipping Point, by Malcolm Gladwell, outlined the work of two sociologists, James Wilson and George Kelling, and their “Broken Windows Theory.”
The Broken Windows Theory is quite simple. It is based on the belief that crime is the inevitable result of disorder. Thus, if you walk by a building with a broken window (or several), you make the connection in your mind that nobody cares for that building, and that if you choose, you are free to go into the building and commit more (and more severe) crimes, with very little potential for punishment. Gladwell paints the picture of New York City in 1990, where crime was at an all-time high, and 20,000 felonies per year were being committed on the subway system alone.
Believing that letting seeing seemingly small, insignificant crimes go unpunished for many years had created in peoples’ minds the perception that they were free to commit more serious crimes, the mayor and police chief decided to implement the Broken Windows Theory. They ordered the police to crack down on two of the city’s most visible crimes: graffiti and subway turnstile jumping. Though they received much criticism for pursuing the “small criminals,” by 1996, felonies in New York City had fallen by 75%, and murders dropped by 66%. Public perception changed from one of chaos to orderliness, and the health and productivity of the city was restored.
And that’s when it occurred to me: if the Broken Windows Theory could turn around one of the world’s largest cities, could it turn around my classroom as well? The next morning, I walked into my classroom, determined to change public (my students’) perception of what was happening in my classroom. I decided to crack down on the two most “visible crimes” in my classroom: chewing gum and coming in late to class. I announced to my classes that chewing gum or walking in late to class would result in an automatic detention, and I cracked down hard. I devoted all my energy to that day to “catching” those committing these two offenses. It was exhausting. The next day, I devoted about 50% of my time toward this, and the next, just a little. By the end of the week, my students were on-task, following directions, and dare I say, learning. The following week, when I announced that I would be gone one day and that a substitute teacher would be taking my place, I overheard a student say, “I’m not misbehaving when the sub is here. Mr. Kajitani will bust you for gum – just imagine what he’ll do if you act out for a sub!”
It was at that point that I realized that Visibility is Everything. When it comes to classroom management, our students’ perception of what is happening in our classrooms determines how they act while in our classrooms. And we can affect their perception of our omniscience with a few simple strategies.
Below are five ways to help increase your powerful presence in the classroom, while keeping your students focused on the learning at hand:
1. Make Phone Calls Home. Before the first day of school starts, I call the home of every one of my students (yeah, it takes a while, but the time I save not dealing with discipline issues throughout the year comes back ten-fold). I ask to speak with the students themselves, and I firmly tell them that I will be their (math) teacher this year, that they need to be in their seat in room 12 before the bell rings, that they need to have a pencil and paper each day, and that chewing gum is absolutely prohibited. Before they even step foot on the campus, I have created the perception that I am strict, organized an in control.
2. Honk and Wave While Driving to School. As I drive through the school in which my neighborhood is located each morning, I often see my students walking along the sidewalks. I often honk and wave to them as I drive past. Not too excitedly, but just enough to send them the message that my classroom extends far beyond its walls, and I’m looking out for them at all times. Would-be “ditchers” always have to reconsider, as they know I’ve already seen them, and know they should be in my class. As I walk onto campus, I always say a pleasant “Good Morning” to every student I walk by, just to remind them that I see them, wherever they are.
One of my best friends is a successful real estate developer. He makes it a point to attend every networking event in the area. He says, “The reason I go is not just to meet new people, but I want everyone in the business to know that if they cheat me on a commission, they’re going to have to see me everywhere they go.” Needless to say, very few people have ever tried to take advantage of him. We send the same message to our students every time we greet them outside of our classrooms.
3. Greet your students at the door. Nothing says “I’m in control” more than your initial contact with your students as they enter your classroom. As you greet them, insist on eye contact as well. This can be a tough challenge, especially in cultures where eye contact is considered disrespectful, especially while being reprimanded by a superior. Take the time to speak with your students about the importance of eye contact in our culture. Practice it, insist on it, and enjoy its benefits. Visibility works both ways.
4. Utilize the eyes in the back of your head. One of my absolute favorite classroom management tricks goes something like this:
• You see that two of your students (we’ll call them David and Ben) are off-task across the room. Instead of immediately correcting them, remain silent.
• Walk to the opposite side of the room, and begin helping another student. With your back completely turned, yell, “David and Ben, stop talking and finish your work.” Never look up or make eye contact with David or Ben. Continue helping the original student. David and Ben will be shocked, and will wonder how you knew they were talking. Again, you’ve created the perception that you are everywhere all at once, and affirmed that as teachers, visibility is everything. This trick works while you are working at the board, or sitting at your desk. Each time, continue about your business as if it’s a regular part of your teaching. Of course, use your best judgment when dealing with more severe cases of discipline.
5. Insist on a Clean Floor. One minute before class ends, I announce to my students, “This floor was spotless when you walked in – it needs to be spotless as you walk out.” I train the students to pick up any trash around the vicinity of their desk, whether or not they are responsible for it being there. Again, this helps maintain the impression that everything that is happening in my classroom is visible, and that everyone in the classroom is accountable. It also sets up the next class to be successful as it enters.
Just as the Broken Windows Theory cleaned up New York City, it can restore and promote order to your classroom as well. You just have to be willing to crack down hard on the most visible offenses in your classroom. What are they for you? Name them, crack down hard on them, and get back to teaching those at-promise students who need us the most.
Alex Kajitani is the 2009 California Teacher of the Year, and a top-4 Finalist for National Teacher of the Year. He is also known around the country as “The Rappin’ Mathematician,” speaks nationally about “Making Math Cool,” and delivers powerful keynote speeches about the importance of supporting and motivating teachers. Visit www.AlexKajitani.com to check out his ideas on education.
|
|
|
|
|
|
| 
at•promise: [at•prom’is]
adj. Belief that all students
can succeed
|
"Real Talk for Real Teachers"
|
Find out why more people are becoming valued members of RAPSA everyday.
|
|
|
