Dr. Doris Lee, founding Principal of Village Academy in Far Rockaway, Queens, NY, shares insight on how she introduced such an impactful school culture.
As a teacher, you need to learn how to read your audience. Just because you have created plans for your individual lessons doesn’t mean you can’t veer away from them if you think they’re not working. You may also find that your lesson goes off on a relevant tangent because your students are highly engaged with the topic.
The majority of adults have learned coping mechanisms for their emotions. These come in the form of taking a deep breath or going for a walk. Children, on the other hand, don’t have this form of emotional regulation. Couple this with the fact that, as teachers, we don’t know what challenges they face at home means that they’re more likely to lash out or react in a disruptive way.
Teaching students how to manage their emotions can help improve student-teacher relationships. Teachers involved in the social-emotional learning process are more likely to act with empathy. In return, students will engage with them better during their own learning process. This mutual respect can lead to a more orderly classroom with fewer disruptions. As a result, teachers experience lower stress levels during their time at work, thus allowing them to better educate and support their children.
Behavior management is essential if you want to maintain a level of order in your classroom. By managing behavior, you give your students the environment they need to learn, and in turn, succeed. But, what if none of the best practices you’ve learned actually work? What if the same student, or group of students, continues to disrupt your classroom?
Instead of establishing the rules on your own and telling your students about them when they first start their school year, design these rules together.