As Mr. Ryback is lecturing, he notices two students, Jenny and Steve, in the back of the room talking. He stops his lecture and calmly walks to the back of the room. He looks at them, says their names, and asks them, "What are you doing?" Jenny replies, "I just had something quick to tell Steve! I was afraid if didn't tell him now, I would forget before your lecture was over!" Without changing his tone of voice or the expression on his face, he asks, "Is talking while I'm lecturing helping you learn Algebra?" Steve quietly replies, "No, it's not." "What could you do instead that would help you learn Algebra?", Mr. Ryback prompts. "We could wait until after class to talk!" Steve says. "I could make a quick note to remind myself of what I had to say, so I didn't forget, and then pay attention to you again!" Jenny adds. "Those are both excellent ideas. Can you follow these ideas in my class?" "Yes", they reply in unison. "Thank you. Not only are you increasing your chances of leaning algebra, but you are helping those around you. Now they can pay attention to the lesson too, without the distraction of other students talking during the lesson."

This is my idea of classroom management. So many times teachers have a strict chart of "this is what happens on your first offense, this is what happens on your second offense,..." etc. Sometimes they have those kinds of charts on the job, but life is generally not that way. In life, we need to be able to evaluate our goals, evaluate our behavior in attempting to achieve those goals, and adjust our behaviors if they do not seem to be helping or if we find more efficient ways to achieve our goals.

I believe that one of the objectives of teaching is to help children learn life skills, which includes skills in decision making and understanding that they alone are responsible for their actions. With this type of classroom management, there is no room for excuses, just room for improvement. Excuses are usually reasons why their objectional behavior is someone else's fault. This method conveys the message, "This is the objectional behavior. This behavior is interfering with learning. What are you going to do you change it?" They are now in control of themselves and their situation, and they are to make a decision as to how they will change that behavior.

Really, why are students in the classroom? To learn a specific subject. Why do we insist on certain rules in our classrooms? To make the environment conducive to learning. Students need to see that connection every time they are talked to about an objectional behavior. Most students just somehow know that a classroom with rules is a good thing, but they don't necessarily make the connection that a classroom with rules is good for their learning, which is their reason for being there.

What about the unreasonable student? With this type of management, I believe these students are few & far between. This technique gives students dignity, and lack of dignity is one of the main causes of discipline problems. But occasionally there will be students who will not listen to reason, and will not respond to requests. These children need more help than I can give them. I acknowledge that I cannot do it all myself, I support the system of help, and would gladly assist them in getting the help they need. They would be much better off getting help so that they can learn to function in class, than to remain in my room, constantly involved in futile power struggles.

This method of classroom management emphasizes the students' power to control their own destiny, and gives them opportunities to practice decision making. To me, these are two of the most important skills for survival in the real world. If I can help teach them this through my method of classroom management, I have accomplished my goal.