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The role of responsibility in classroom management

Accountability is critical to the effectiveness of any family, business, political system, or classroom. To maintain a positive environment in your classroom at all times, you will need to hold students accountable for every action or behavior that does not contribute to that environment; And what responsibility really means is that there is a significant consequence for not behaving properly.

The first step in this direction is to be sure exactly what you consider acceptable and unacceptable. Have a list of rules that cover every behavior, positive and negative, that you require of students. Anytime a student deviates from this acceptable behavior, be ready to hold him or her accountable. Every time!

Do you let certain behaviors “slip” from time to time and at other times do you try to give consequences? This kind of inconsistency will lead to constant confusion in the classroom, whereas if a student knows in advance the response they will receive for undesirable behavior, they will not try it in the first place, that is, IF they have the leverage to back it up. .

If you spend your time warning students, telling them to be quiet, reminding them to focus on homework, and you find yourself repeating directions endlessly because you don’t follow them, it means you haven’t built responsibility for your standards; there are no significant consequences. for not performing the unwanted behavior, so the student repeats it.

Develop an accountability system: Know in advance the consequences of any undesirable behavior, positive or negative (in other words, it is not good enough that a student does not speak, you must also exhibit the positive behavior of being focused).

Some ways that teachers try to control classroom management that DOESN’T work are lecturing, scolding or repeating directions, yelling, calling parents, and giving warnings.

These don’t work because they don’t really hold the student accountable.

You need to find a consequence that the student cares about, not a consequence that you think MUST matter to him, but one that really matters to him.

Once you find something that matters to the student, such as having to come after school, you have influence. This means that when you give an address, the student will now listen, because they don’t want to lose something they value most: their time.