Check any teacher’s group on Facebook and you’ll find stories of teachers who are tired of not being able to control their classrooms. Testimonies of disrespect, violence, and chaos in the classroom, a place where behavior management has become impossible for many teachers.
We desperately want to help our students, but we can’t do it alone. There are many reasons why classroom management techniques are ineffective. And while teachers are well aware of this, others need to write it down as well.
1. Parents have all the power.
There is a part of parents who think their children can’t hurt and they fight teeth and nails to make everyone believe that this is true.
We have often heard:My child does not do this at homeWhich means that we on our own have turned children into disrespectful humans by simply demanding respect. Managing behavior is difficult when parents are not supportive.
2. It is difficult to care for children with deep emotional problems.
Sometimes it is not enough to establish positive relationships with difficult students. The more we try, the worse the misbehavior. Early emotional trauma requires years of intense psychological counseling to heal, or else it turns into violent behaviors like the ones we sometimes observe.
However, parents and management expect teachers to work miracles.
3. The software is poor.
Restorative justice programs can be effective, but they are never implemented with enough support, resources, or follow-up. On the contrary, these programs often do not make sense because whoever put them in their place does not explain them or do not implement them properly.
Other school-wide management programs drop out after a year, and that’s not enough time to see the real effects.
4. Consequences are not allowed.
Many administrators avoid consequences and immediately send students to class. What does this mean for other students in the class who witness and experience this situation?
The lack of support restricts our hands when it comes to classroom management. We avoid sending students to the office and instead put up with the unsafe and chaotic classroom environment.
5. We use old techniques for a new generation of children.
Kids grow with screens and instant gratification. They learn and work differently than they did 40 years ago, but we use the same procedures and teaching methods.
We need to create more schools that take into account the child as a whole and his interests. The school should focus more on acquiring social skills than learning for assessment.
To prepare children for the future, we need to understand where they are today, not where we would like them to be.
6. Parents have an “us” versus “them” mentality.
Teacher bashing has become a popular pastime on social media. Instead of working with us and trying to solve problems, parents distort the facts and seek support from others who adopt a herd mentality.
This blatant disrespect is transmitted to students who behave like this in class.
7. School violence is on the rise.
Violent behaviors are on the rise, in part due to unknown, untreated early trauma.
Teachers deal with student violence on a daily basis and should not have to expel children, risk injury, or face prosecution just for trying to manage a class.
8. There are too many students in the class.
We all know that building a relationship with students is the key to effective classroom management. It’s mentally exhausting when class is overburdened, yet the most common advice we receive from administrators is to “Keep on building relationships!” »
9. Schools do not prepare teachers well.
Students who train to teach usually take a behavior management course in college. Simulation videos often show laughable phases of what is actually happening in our classrooms. Although nothing can truly prepare us for what happens to children every day, it is helpful to have our courses aligned with the real world.
10. The epidemic has exacerbated social deficiencies.
The lack of social interaction caused by the pandemic has created students who have not yet learned the social norms of relationships and behavior in the classroom. As a result, students seem to make up for lost time in class by speaking in full lessons.
In short, to find solutions, we must listen to teachers and students to solve this behavioral crisis. Their cries for help take the form of internal and external violence, bullying, extreme disrespect, lack of social skills and suicidal thinking.
Teachers cannot and should not be expected to use standard behavior management techniques in the classroom to solve these problems, which are simply too important.