When I decided to welcome Tasha to my class as I would any other new student, I decided to do several important things:
- I decided to welcome her with a smile and without reference to why she was in my class now. After all, I was trying to giver her a fresh start.
- I also decided to observe her and learn about who she is, separate from the rumors I had heard. I needed to know what her needs were if I was going to try to meet them.
- I realized Tasha may need some extra guidance meeting my expectations for classroom behavior, just like any other new student might have. I decided to handle any behavior issues she may have by pulling her aside and discussing her behavior quietly, so only the two of us knew what was happening.
- I also realized Tasha’s past interactions with teachers were primarily related to her behavior. I decided to go out of my way to have non-punishment interactions with her. I wanted her to see me as someone she could trust to have her best interests in mind.
Tasha walked into my classroom for the first time with a death grip on the straps of her backpack. I immediately followed my guidelines. I smiled at her and welcomed her to our class. I showed her where she sat and what to do with her backpack. I made no mention of her behavior in the other classes. I let her observe and feel nervous. That seemed like normal behavior for someone with her recent experiences.
That day, I discovered how comfortable my guidelines were. I knew I would be able to follow them consistently throughout the year. My team leader checked in with me at the end of Tasha’s first day in my class. I assured him that I would keep her in my class for the rest of the school year.
What I did not know after that first day was just how effective my guidelines would prove to be.
Classroom Management School 