How to Cope

[Tejas Gal]

I've been teaching long enough to know that this problem isn't going away, and I've been able to deal with it, however unhappily, until now. I don't want to leave teaching, but I'm getting really close.

What strategies do you use for coping with a lack of support from administration? When students are allowed to misbehave in big ways (not chewing gum or talking too much), and (1) there are no consequences for the child, and (2) admin says "Well, you have to be understanding. You have to give them a chance to change." (This after being required to give them three "strikes" before even writing an office referral.)

I know there have to be more ways to keep it from causing burn-out, ways I haven't already tried and used up after many years. I need to be able to shake it off and keep going, but I'm finding that impossible. How do YOU do it?

Thanks!

[Been There]

Leaving the teaching proffession alltogether, just because you have no support from the administration, would be a pity, especially if you trust yourself to really be a good teacher, if you just had a supportive administration. Thankfully my first teaching experience ever was with the most supportive administration a teacher can dream for. That gave me the courage to recognize my abilities and talents even in the most toughest situations with a very unsupportive administrative staff. I was well aware that the problem lay in the fact that I was not being supported, rather than with my inabilities to teach. I suggest you try to find a different job with a more supportive administration before calling quits on the whole aspect of teaching alltogether.

Best of Luck

[Tejas Gal]

I definitely know that I'm a good teacher (yep, I'm also that arrogant!), and I absolutely plan to leave here ASAP. I'm just having trouble getting through until then; somehow, though, I'm thinking and hoping that the holiday break will help.

Thanks for your kind advice.

[Unregistered]

Many teachers experience the very same thing, lack of support from administration. For them, it's all about keeping the child in school no matter what because federal funding depends upon attendance. I have learned that the classroom must be as self-contained as possible. Meaning, deal with every aspect of discipline as much as possible. Call parents, have conferences, call parents, have conferences, .....Doing otherwise is sometimes useless. After a while, it may wear the parent down enough that they will do something about their child. Remember, too many referrals means poor classroom management! (I'm being facetious)

[Ambushed in Alaska]

I understand your frustration. I have four freshman English classes this year. At the beginning of the semester, I sent students to the administration with referrals for disruptive classroom behavior and disrespect. They returned to class before the period was over. I did not feel support or respected as a professional. In fact, I felt that my authority was undermined by the administration and the wrong message had been sent to the students.

Last week I felt like retiring. Everything seemed like it was falling apart. I had been out on medical leave for 3 weeks and the substitute had not graded any assignments. There were stacks of papers, not to mention other things that needed my attention. The students disliked the substituted teacher and really let me have it when I came back. They were little monsters. Then I realized why should I let a bunch of unruly 14-year olds along with some "************. principals" who don't want to do their job dictate my future. I know that I, too, am a good teacher. I have former students come up to me in public, some when they are performing their jobs, and announce that "this was my favorite English teacher" as they hug me. Sometimes it has been so long ago that I can't remember their names.

Talk to someone about your feelings. If you feel that you can't talk to a fellow teacher, make an appointment to see a counselor or psychiatrist. Don't give up or call it quits unless it is on your terms. You will feel beaten if you do.

[Unregistered]

Hi,
I have been working at a private school for the last 2+ years. Half the population is (accurately) classified as some level/type of learning disabled. The other half are "behavior placements".

All of the teachers here have been physically assaulted. Our principal is assaulted on a yearly basis. On my first class trip, I had to stop an in progress sex act between two students. My administration will show you how to deal with a situation one time. You get to handle the next one on your own. (PS: I work with the best staff in the world!). Now you have an idea where I'm at.

Rule #1: Don't let it bother you. Use different strategies all the time.
Rule #2: It's cool to ignore and challenge authority. You should avoid shinning a spotlight on the student. Walk up to the student and whisper in their ear what you want them to do, listen to their response (do not react emotionally) and go back to teaching.
Rule #3: Find a reason to want to reach the problem kid. It isn't their fault that they misbehave (What are the parents doing to help? Nothing?!?! Hmmmm) . My problem students come from home situations that would choke up the most hardened teacher. Remember, you are trying to undo behavior that is sometimes encouraged from birth. You can only do so much in 2 hours per week.
Rule #4: You don't have control over everything. No matter how wrong I think the government is, I still go along with it's policies because I have no control.
Rule #5: All kids want attention. If they find a way that works, they will use it. Let them know the 1 on 1 method will always work in their favor and the disruptive way doesn't do much.
Rule #6: There are no rules. It's all trial and error. Many kids are lost causes when you consider how much power you have to change them. Do your best and buy some Ben & Jerry's on the way home.

Good Luck and feel free to write if I can help in any way,
bobbymccann@excite.com

[Unregistered]

I left a job last year with very poor administration. Guess what? After I left new administration came in and the teachers say it is much better. So leaving may not be the answer. I have found that if you put things in writing to administrators with specific problems they are more likely to take you seriously.
I am substituting this year to check out schools and see if I can get on in a place that I would be happy.(I don't want to run from the frying pan to the fire) In my state as long as you substitute 90 days in the same district it counts for a year of service. Although, you have to pay in on your own for retirement. It's a huge drop in pay but I am not nearly as stressed and I hope it's going to lead to better things. Teachers love to have me sub for them because I get everything done that they want because of my experience. It's also great to go into another teacher's classroom and see how they do things from organization to discipline. I am gaining a lot of practical knowledge that I will be able to use in my own classroom.
Also, as far as coping with discipline problems I have found that rewards work a lot better than punishment. Even high school students still look forward to earning a piece of candy or some small trinket. In a high school class I had I would just walk around and lay things down on a student's desk that was quiet and on task. They never knew when I might do this and it worked. Most of the time it was candy, like Smarties, but I would also order bulk from some of the teacher catalogs. Items like key chains, gel pens, neat erasers, etc. In class discussions also involved rewards for answering questions correctly, you would be amazed at how everyone settles down and listens if a Jolly Rancher is involved. (In the beginning, I would give a piece of candy if they could just repeat my last sentence.) I really think the kids are sort of programmed for this sort of thing since K. It was an expense but I considered it an investment for my own sanity.
Starting with the most troublesome students and working my way through the whole class list eventually, I would write personal notes to them on cheap blank cards with envelopes about something they did that I liked. I would hand these to them when I returned papers, because it's not cool to please the teacher in high school in front of other students. But, I would notice these students showing others the cards out in the hall sometimes. Secretly, they all wanted one and behavior improves. I really believe that students thrive on praise and it's very easy to drown them in negatives if you are not careful.
I've also used punch cards and this worked too but you can email me if you are interested.
I hope you can follow this. I sort of rambled but I hope it helps you make it throught the rest of the year.

[Warren Jennison]

I cannot promise that my methodology for dealing with inappropriate behavior is any better than what others offer, but it sure helped me! First of all, I learned my management skills in a full military career where I learned to handle things on the lowest possible level, in this case, the classroom. This means that I never pushed a student up to the assistant principals unless I had exhausted all manner of ways of dealing with them on my own. I also took the time to document everything that was done and said by all parties. That process is called C.Y.A. I made sure that no one was going to take advantage of any situation in my area of concern.

Improper behavior earned students an "afternoon with Mr. J". This meant that they were to serve a detention with me doing whatever tasks I could find for them to do that would 1.) make them think about what they did, 2.) get them dirty and/or sweaty, and 3.) give them the idea that serving detention with me was undesireable. If they chose not to serve the detention, it was duly noted, their parents called, and an additional day of detention added. I never had a student try me on this assignment, however, so I can't say that it worked. I did have several students try me sufficiently to earn their afternoon with me and none ever tried for a second.

Responsibility is something taught, just as much as the three R's, and too often they are not getting that teaching at home, so it's up to us. Firm and fair treatment is what they seek and when they find someone willing to give it to them they react reasonably well most of the time. I respected them, so they respected me back. You earn it by example. If you demand it and yet don't convince them that it is warranted,, don't expect it in return. At the same time when they reacted well and performed well, I told them so and thanked them for a job well done. That was reward enough for them too. I did use the postcard home gambit a few times and that worked well as well. If I complimented their performance in the classroom, I wanted their parents to hear about whenever possible. You would be surprised what a piece of paper praising their student will do for everyone concerned!

Question or comment: warjen_2000@yahoo.con