Book Review: Take Control of the Noisy Class - Chaos to Calm in 15 Seconds
Think of the best teacher you’ve ever had. What makes them the best?
I’ve always said that my 6th grade teacher, Mr. Magnusson, was my favorite. It’s hard to pinpoint exactly why. I don’t remember much about what I learned that year (other than Math was hard). I do know that he was my first male teacher (and was very handsome), 6th grade is a time when adolescents enter puberty and it was a VERY awkward time for me, in addition I was new to the school and just meeting my classmates for the first time. My best guess as to why he’s the teacher that always comes to mind is that he was supportive of me during a difficult time of transition and for that he is imprinted in my mind.
“People will forget what you said. People will forget what you did. But people will never forget how you made them feel.”
-Maya Angelou
Often, the answer to the question above is related to feelings and emotions. Humans have basic, essential needs that must be met. If a teacher is meeting those needs, they will no doubt be remembered.
Take Control of the Noisy Class: Chaos to Calm in 15 Seconds by Rob Plevin
How do you turn a chaotic class to a calm one in 15 seconds? You’ll have to read the book to find out. But in the meantime here’s a few other key ideas that resonated with me.
Noisy Class begins with a description of Maslow’s Hierarchy of Needs and how those needs relate to the classroom.
We typically think of Maslow's needs as they are related to our personal lives. But as teachers, we must also think of meeting the needs of the students in our classroom. These needs go beyond the academic. We have no control over what happens in a student's home, but we CAN control what happens once they walk through the door of our school and our classroom. Three essential needs that must be met are:
EMPOWERMENT - recognition, freedom, autonomy, achievement, contribution, choice
Humans do not function well without adequate control, choice, autonomy and freedom. We need to be and feel empowered.
FUN - curiosity, interest, growth, learning, adventure, surprise, variety
We can’t live happy lives without some variety, humor, activity, and fun.
BELONGING - accepted, valued, appreciated, needed, connected
We feel isolated and alone if we are not valued or appreciated by others or connected to them in some way - we need to belong.
If these needs are not met - students feel frustrated and discontent.
If a teacher does not provide a means to meet these needs as part of the regular day to day routine, students will seek satisfaction in other ways.
If you don’t give them empowerment, they will assert themselves.
If you don’t give them fun, they will make their own.
The first chapters of Take Control of the Noisy Class: Chaos to Calm in 15 Seconds gives common sense reminders for classroom management:
Having the right attitude about challenging students; teachers who lead with empathy see “students with a problem” rather than a “problem student”.
Be vigilant; PREVENTION is the only way to stop behaviors. Jump on any problem ASAP. Deal with problems when they are small. Or they will be big.
Be consistent; ALL students need to see you being consistent. They need to know you will deal with anyone who is not doing what they should be, every time. You must treat everyone the same. You will ALWAYS have students that will push the boundaries. You MUST do what you say you will do in the same way, every time.
Remember SHORT TERM PAIN FOR LONG TERM GAIN. Struggling teachers fail because they give in to whining and complaining. They let students off even though they have given a warning. They make repeated warnings but don’t follow through. They make over the top threats they can’t follow through on. They look the other way and ignore rule breaks to avoid confrontation.
This is no different than the parent that gives their screaming child the candy they want just to shut them up in a store.
Doing the hard work at the beginning of the year builds your reputation. Students will learn you don’t give in - you follow up every time and this will save you time later on in the school year
And some more strategies...
75% of our communication as teachers is non-verbal. It is often the silent message we send that has students decide if they will comply or not.
Tone of voice, pace, and volume are also key in your communication of expectations..
When giving instructions...
Give instructions in a calm, assertive manner. Explain specifically what you want.
Have students confirm they heard instructions correctly. Have them repeat or answer questions to confirm understanding.
Give students a reason. Explain the reasoning behind what you are asking them to do.
Say Please and Thank you. Model for students the respect and manners you expect to see and hear from them.
Remind students how their actions effect others. When you … this happens.
Don’t ask questions. "Can we sit down now?" Give commands. Please sit down.
We need consequences to enforce boundaries. Students need boundaries to feel secure and learn appropriate behavior.
EFFECTIVE CONSEQUENCES
Start small. A consequence doesn’t need to be BIG to be impactful. It just needs to HAPPEN.
GIVE A WARNING. MOVE TO ANOTHER SEAT. TIME OUT IN THE CLASS. .
When giving a reminder, keep your cool. Deliver consequences calmly. Leaders don’t lose control, they keep calm. You don’t control the behavior, let the consequence control the behavior. “If this continues, this will happen” then walk away.
Be firm but fair. Make sure the consequence fits the crime. Use logical consequences as much as possible. Examples: Clean up a mess, temporary removal of an item, limited access to something.
Be consistent. Follow through every time.
DELIVERING A CONSEQUENCE
Give a clear warning. State clearly what the student is doing wrong and what they have to do to make it right. Calm. Let the consequence do the job. Walk away.
Give think time. Let them process and choose if they will behave or not. Don’t make them decide in front of you.
If the behavior changes. Give praise.
If the behavior does not change. Give a consequence.
If behavior continues, repeat step 1 and 2. Increase consequences as needed.
Teachers who have poor behavior management, focus more on the negative than the positive. The BEST teachers spend more time looking for and acknowledging good behavior.
The power of praise works at the emotional level. Remember when giving praise that it is the quality of the praise that is more important than the quantity of praise. One lengthy behavior specific comment will carry more weight than 10 quick, "Nice job!"
Give behavior specific praise.
Praise effort over achievement.
Be sincere.
Give praise one-on-one to the student.
Have students reflect on their efforts.
TYPES OF PRAISE
Proximity Praise - Praise kids sitting together. Stand next to a student as you praise them.
Indirect Praise - Give the praise about a student to others, “Bob did a great job on this, you could ask him for help.” “Have him share with you.”
Written Praise - Leave a post-it note on a student's desk or write a note and leave it in their cubby, mailbox, work folder.
Have students praise each other! Students certainly need to hear praise from their teacher, but praise from their classmates is GOLDEN!
There is no magic to successful classroom management other than making positive relationships your foundation. Build positive relationships with all students. A relationship account is like a bank account. Make little deposits with praise. The more we put into a relationship, the more we get back out. Show students you care and communicate it frequently.
Often we have poor relationships with our most challenging students. Find out what they like and make a connection and be intentional about it.
Start a conversation. Ask a favor. Ask advice. Give them a compliment. And most importantly,
USE THEIR NAME.
The book continues with a TIME TO TEACH section focusing on strategies from the start of the school day to the end: Morning Greeting, Starting the Day, Starting a Lesson, Engaging Lessons, and Lesson Flow.
This book is thorough in that it covers a full classroom management plan including the prevention of students behaviors and engaging instruction. The author, Rob Plevin, taught in classrooms with children in crisis...and FAILED. Through trial and error he learned the essentials to effective classroom management and helped his student SUCCEED.. Information from teachers working in the trenches, just like us, is the BEST.
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