CONSEQUENCES AND ACCOUNTABILITY

Clint Eastwood as the Man With No Name in "Fistful of Dollars," 1965
photo source: Wikimedia Commons

 “When I let go of my authority ….., I am abdicating my responsibility to protect the environment in which the rest of the students live and learn - and thus their right to a quality education.” Doug Lemov, Teach Like a Champion

This article is about discipline and the teacher's role of "protector." Are you willing to do what it takes to protect your students and their right to the best art education possible? 

In all honesty, when I was a new teacher I really needed someone to make the invisible visible - to help me with specific ways to hold kids accountable with consequences. Like, what do you DO when the kid refuses to do what you ask? Really? I had no idea! 

Where can you go to learn about effective, compassionate, and fair discipline strategies? How do you hold kids accountable without ruining relationships and making the classroom feel like a boot camp? Unfortunately, the idea most of us associate with "discipline" has a lot to do with punitive strategies and threats... "You better straighten up OR ELSE!"

Recently, I was called in to help a first year teacher at a local middle school. This teacher was experiencing some classroom management problems, so I observed one of the classes and then sat down to talk a few days later. 

Whenever I try to help a teacher solve problems, I think about the four main areas of classroom management; Discipline, Instruction, Motivation, and Teacher Attitude. What strategies can I suggest within these areas that will pack the most "punch" for this unique situation? What can the teacher do a little bit differently that will help their students achieve more? 

Classroom management is about creating an environment that maximizes student achievement - this is the end goal, every time.

Well, after hearing this teacher out and asking a few questions, I was very surprised that the biggest problem in the classroom dynamic seemed to be a simple lack of follow through in discipline. I was shocked - usually classroom management issues stem from inconsistency, disorganization, a lack of teacher confidence, or even a negative attitude. This teacher had a great attitude, was calm and caring, and had clear, understandable lessons. 

Why was discipline such a problem? The reason was that holding kids accountable carried a ton of anxiety for this particular teacher. What if a child got hurt? What if the teacher called a parent and then the child got a beating at home later that day? Apparently, the very idea of giving any type of consequence was really scary to this first year teacher! 

Now, nobody taught me about accountability in education training, and I have heard lots of other teachers state the same thing. Of course, discipline strategies are cultural and many times are used in highly negative ways - a lot of teachers use intimidation tactics to get kids to behave and we know this is a mistake. 

However, neglecting to hold kids accountable for their behavior is just as big a mistake. Michael Linsin demonstrates this truth: I Stopped Holding Students Accountable and Here Is What Happened.

There is a balance we all seek; to be taken seriously and respected but at the same time to be likable and maintain the trust of our students. We want them to know that everything we do is for THEM; we truly do have their best interests at heart. How do we get the kids to take us seriously... how do we communicate to them that we really do "mean business?"

The answer is leverage - the words we use need to have weight behind them. Otherwise they are just "hot air!" 

Having a discipline plan is one aspect of that leverage, that weight - it is like a ship's ballast. This is extra weight at the bottom of the ship that acts as a stabilizer when the wind and waves try to push it around. The ship will not capsize if there is a counter-weight in the form of a ballast! Many years ago, ships used large rocks as a ballast. Nowadays, there is a complex system of water pumps and tanks in the bottom of the ship. This is adjustable, and can be changed according to the movement of the water. 


The classroom discipline plan should also be adjustable; what works with some students will not with others. Many kids will respond immediately to a teacher who "means business," and will settle down just because they were told to. Others need a reason to settle down.... why should they? Having a plan of action decided ahead of time helps with this. Kids who see that a teacher will consistently and kindly hold them accountable, time after time, eventually WILL settle down. Teach them that you love them too much to allow them to behave badly. Holding kids accountable, using discipline in the form of consequences, is one way of loving them. You are there to protect them and their right to learn.

One final note before getting into specific discipline strategies: use as many proactive POSITIVE strategies from the beginning as you can. Dr. Fred Jones says to do anything and everything you can do to avoid using this "backup system!" For example, teach your classroom rules and procedures from day one. Get students to practice little things like entering the classroom calmly and quietly! Also, make sure you are constantly working to earn your students' trust by treating them with respect and compassion at all times. In addition, it doesn't hurt to have some kind of system in place for rewards! Finally, make sure you are offering engaging lessons that are both fun and challenging.  

DISCIPLINE STRATEGIES
1. Non-verbal Expressions or Gestures
2. Verbal Correction or Warning 
3. Consequence
4. Parent Contact
5. Referral
Here is a step by step outline of strategies you could follow the next time one of the students crosses that line (after you have been absolutely clear about your expectations and you are consciously looking for positive behavior). This guide is for normal, everyday classroom disruptions and should not be used if the behavior is severe. If this is the case, ask for help. 
Step One: 
Non-Verbal Expressions or Gestures 
 Give the student your "Teacher Look" then use "Teacher Proximity" if the student doesn't respond. This YouTube video illustrates one way to give the "Teacher Look:" 
                                                                                  
Many times just going over to stand beside kids who are starting to get off-task will serve to deter the misbehavior with no formal warning being necessary. You can also "Camp Out" beside the student. Stand there as long as it takes for the student to get back on task! Don't stop your lesson to deal with disruptions unless they are so severe you cannot teach. Most disruptions can and should be handled non-verbally, or so quickly that the flow of the lesson is not interrupted. Think about Clint Eastwood's famous glare in those old spaghetti westerns - he could make those bad guys squirm just by looking at them!
screenshot of the famous glare in "Fistful of Dollars," 1965


Dr. Fred Jones, author of Tools For Teaching, has a pretty good step by step strategy for the body language of "meaning business." It involves a slow, regal turn, maintaining eye contact with the misbehaving student, and walking over to stand in that student's space. Check it out in this YouTube video: 

Here is a screen shot of an online poll I ran last October. At the top of the list is the "Teacher Look!" 
Art Teachers Facebook Group, October 23, 2018


Step Two:
Verbal Correction or Warning 
It is preferred that a correction or warning be given quietly and privately, but that is not always possible. It is necessary to communicate to the student that s/he is about to earn a consequence. Michael Linsin (author of Dream Class) refers to this as a "courtesy" to the student. A great strategy from Doug Lemov's Teach Like a Champion is to say, "I need two people....," or, "I have Margaret and Olivia, but not Tim and Braden..." 
Teach Like a Champion: 100%

Another way to provide a warning without stopping the flow of instruction is to write names on the board or on a Post-It note/clipboard. When students know you are documenting behavior, they will magically fall in line! Follow up with something positive; acknowledge the kids who are doing right! Then, as soon as possible after the misbehaving student starts to behave, acknowledge that as well. Thank them. Note: I do not think warnings are always effective, especially with middle school students. Sometimes, skipping the warning is necessary with repeat offenders or with defiant, argumentative students. (Doug Lemov, author of Teach Like a Champion, does not recommend giving warnings at all.)


Step Three 
CONSEQUENCES
Below is a list of possible consequences for students who continue to act up past the initial warning... the best consequences are designed to TEACH the child appropriate behavior and to get the child to THINK about his/her actions. Michael Linsin of smartclassroommanagement.com is famous for saying, "Less talk, more action!" when it comes to consequences. Many teachers make the mistake of lecturing to students, ineffectively fussing at them instead of giving them an effective consequence. Don't talk too much! 90% of my  middle school students who got in trouble in my class never needed to go past Step 3. The vast majority of the other 10% were effectively handled via a parent contact. The last 1 or 2% of students who could not be reached in any other way eventually came to their senses (given lots of time) either because they liked me and my class and knew I wouldn't put up with their nonsense, or they couldn't be reached. You will have a few that seem to be unreachable - you never know. These might be the kids who visit you in 10 years and thank you for being the best teacher they ever had! 
    • Revoke Privileges: if they are talking and playing instead of working, they have to sit in assigned seats. Or, if students are playing around with art supplies instead of using them appropriately, they don't get to use them for a day or two. They can read and write about the medium instead. 
    • Silent Art or Silent Focus Time in case of loud or off task students. 
    • Relocation/change seats: Kids hate to have to get up and move their seat, especially if they have to sit all by themselves. This can be effective for any grade level, even high school. I have even had 7th, 8th, and 9th grade students sit with me at the teacher table in the lunch room because they could not behave after being warned. It worked! It gets them out of their comfort zone and puts them on the spot a bit. 
    • Time-out or isolation table: Separate the child from the group for a short time. For elementary students, the time-out lasts as many minutes as their age (five minutes for kindergarten, six minutes for first grade, etc.). For middle school students, let them sit at a separate table from the group or even right in front of the door in the hallway. Remove their audience! 
    • Heart to heart talk: For older students, have a conversation in the hallway after class. Try to figure out what is going on with the child. Don't judge, just listen. This is a mild consequence for the student (who wants to stand there talking to the teacher when you could be socializing in front of the lockers?) and is an opportunity for the teacher to connect OR to give a private, formal warning if the behavior continues. 
    • Do-It-Over; if a kid throws wadded paper across the room toward the trash can, the child must do it again (repeatedly 2 or 3 times if necessary) in the right way. This is a handy strategy for such things as throwing a pencil to a friend, boisterous or somewhat rude behavior, etc. Practice, practice, practice.
    • Student must leave last (middle school or high school) due to failure to clean up or other problem... this is an effective deterrent for older students because they are highly motivated to hang out with their friends between classes! 
    • Fix or repair the problem via the natural consequence (or apologize/write a letter of apology) Examples: a student who throws objects (food/trash/etc.) in the lunch room stays to help clean up the mess or even the entire lunch room. 
    • Broken Record: If the student talks back or argues, the teacher repeats the initial command or just looks at the student. This is called the "Broken Record" strategy from Dr. Fred Jones. The teacher does not engage in an argument. 
    • Think Sheet for upper elementary/middle school or Extra work for high school (double a homework assignment, assign a one page research paper about an author/artist/etc.)
    • Essay about etiquette (for middle or high school)... "Formal paper on the procedures and etiquette for working in an art community, covering everything from behavior, to care of materials, clean up, interactions, etc. I assign my students supplies like brush sets, pencil kits, etc. If they do not return them in usable condition, they are fined. Big improvement in the use and care of supplies since I started." Rosie Venezia Singalewitch, high school art teacher
    • Research the cost of art supplies and create a class budget (middle or high school): "Last year I had my students log onto art supply stores and create orders for a class of 25 students. I assigned them different classes. (drawing, painting, sculpture, ceramics, photography, printmaking, crafts, basic art supplies) It wasn't as a punishment, but they were all amazed at how expensive everything was. They really got into it." Beth Hartley Borelli, high school art teacher
    • Discipline essay  for upper elementary or middle school - write an essay about comparing/contrasting respectful, responsible student behaviors with disrespectful and irresponsible behaviors. What does a respectful student do and say?
    • Big Gun: (6th-8th) Copy a discipline essay about respect and require a parent signature - I have a lengthy discipline assignment that I get out for kids who repeatedly show they will not behave in my class (I consider this one the "big gun"). 
    • Buddy Room: send the student to another teacher's room to finish his/her work if s/he has successively broken rules throughout class. Dr. Fred Jones says this is even more effective if the other classroom is several grades above or below the offending student's. If you are sending students to a Buddy Room for their behavior, a Parent Contact is most definitely warranted. 
    • Ignore Misbehavior: (last resort!) If all of your attempts to correct behavior have fallen flat and you suspect that student antics are attention seeking, try putting all these kids together at a table and ignoring them. Eventually, they will seek to gain your positive attention instead of your negative attention and begin to behave. Here is a story from a former colleague of mine who tried this. She had written students up, called parents, separated them, and finally just put them all at the same table and ignored them for a few days. It worked. 
*Document it when students fail to heed corrections or warnings - this is absolutely necessary information to share with counselors, parents, or administrators who are trying to intervene on behalf of the child. This can be a formal "write-up" or just a note in the grade book. Document, document, document!*


Step Four 
Parent Contact 
Contact parents via a note, email, or phone call if students are repeat offenders. A powerful deterrent for misbehavior is to call parents DURING class or right at the end of a class and have the child tell mom or dad what s/he has been up to in your class. The first time I did this, I warned the kid ahead of time that if his behavior continued I would stop the lesson and call his mother. I did, the next day, and he literally cried. He never acted up in my class again.) BTW, if your first parent contact is a positive one, they are MUCH more likely to want to support you when their kid gets in trouble. Even when the kid is in trouble, phrase your communication in as positive a manner as possible so the parent knows you genuinely like the child and are not simply trying to make their lives miserable! 


Step Five 
REFERRAL
After your school's required number of parent contacts (two?) then the child needs to be referred to administration. If you have done everything in your power to help the student behave, and there are still many problems due to this child's lack of discipline, ask for help! 



    Fistful of Dollars, 1965

    Clint Eastwood goes through all these steps: "Nonverbal Communication/Warning/Consequence" after being bullied by the bad guys: 
    "I wanted to talk to you about my mule - he's feeling real bad. You see he got all riled up when you went and fired those shots at his feet. You see, I understand you men were just playin' around, but the mule, he just doesn't get it! Of course, if you were to all apologize...."

    The Man With No Name stays calm, relaxed, speaks softly, communicates in a respectful manner and is very friendly (at first). However, he means what he says and has every intention of following through with power. He knows exactly who he is and that he will not allow these men to continue their intimidation tactics and bullying in the town. This is a wonderful example of "command presence." 

    I used to think that disciplining students was equivalent to being harsh and intimidating and loud. My own middle school teachers in the mid 1980's yelled a lot and kicked trash cans - one social studies teacher used to throw his whistle at students on a daily basis and even once picked up a desk and threw it! None of these teachers were fired; they were all allowed to treat students harshly. 

    Nowadays, teachers are told to be nice: be respectful, have good relationships, engaging lessons, etc., and if we do this then our discipline problems will disappear. 

    I know this is simply not true. It takes a balance of discipline, motivation, great instruction, and a strong attitude of leadership for discipline problems to decrease. You have to be tough. You have to be firm. You have to mean business. Sometimes, you even need to channel a bit of Clint Eastwood. 


    Our next articles will continue focusing on the teacher's role as protector, specifically the phenomenon known as "command presence." Stay tuned! 



    From: Teach Like a Champion, by Doug Lemov (Ch. 6, Setting and Maintaining High Behavioral Expectations): (bold, italics, underlining mine).
         You should "....distinguish between incompetence and defiance by making your commands specific enough that they can't be deliberately misinterpreted and helpful enough that they explain away any gray areas. However, it's worth considering a bit more the capacity to distinguish between incompetence and defiance. If I ask John to pay attention or sit up or get on task and he doesn't, knowing whether he will not or cannot matters deeply. .....If the issue is incompetence, my obligation is to teach John. If I punish him for not complying when he is unable to do so, the consequence will seem unjust: I will punish him for what he doesn't understand or can't do. This will erode my relationship with John and teach him that consequences are disconnected from his actions......Psychological studies suggest that learned helplessness - the process of giving up because you believe your own choices and actions are irrelevant - generally results from a perception that consequences are random.
           But if John will not do what I ask, the issue is defiance, and my obligation is to provide a consequence. Unless I act clearly and decisively in the face of a challenge to my authority, John will establish a precedent of impunity. He and his classmates will now know that John, and arguably anyone else who's willing to, can successfully challenge me for the rest of the year. When I let go of my authority in this way, I am abdicating my responsibility to protect the environment in which the rest of the students live and learn - and thus their right to a quality education. If I respond to defiance with teaching, I am just as bad off as if I respond to incompetence with punishment. "








    article by Mrs. Anna Nichols







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