Discipline problems are common for new teachers. Even after many years of teaching, all teachers have discipline challenges. When I started teaching, I told my students that although I was new to their school, I had taught before (I didn't tell them I was referring to student teaching and my tutoring experiences). I didn't want them to think that because I was new I had no idea of what I was doing. This worked for all my classes except my last period class. This class was a below average ninth grade algebra class, mostly boys, just the class you are sure was saved for the new young teacher in the school. All the good things I was doing during the day didn't seem to matter to me when it was time to go home after teaching my ninth period class. Most of the students disliked each other. I think we went through twenty seating charts that first semester. I was convinced that if I could make algebra meaningful using real life examples they would behave better. I was working endless hours creating new worksheets, looking up ways to relate algebra to aviation, mechanics, etc. Soon, I was working approximately three hours a night just to create a worksheet for this class that they would do in a matter of minutes or refuse to do at all. That's when I realized that if I was going to make it as a teacher and keep my health, I had to keep a balance. As a teacher, you must work your hardest, but never at a disproportionate rate when compared to what your students are doing. Finally in January, right after the holidays, I had a talk with the class. I simply told them: "Starting today we are going back to using the textbook, and we have some new rules..." I presented to them a new class structure: They would take "notes" from my explanations- usually 4-5 examples on the board which they had to copy in their Math Facts Notebook. I would always tell them ahead of time exactly how many examples to expect. After the notes, I would quickly grade their notes by going around the room while they started their work in class. They had to stay in their assigned seats until notes were done. Those that had cooperated could then move and work in small groups. To my amazement, the class actually started behaving better. I felt in control. I think for too long I was bending too far to please them and they knew it. Not that using real life examples in algebra is not a great idea! I still tried to make algebra meaningful whenever I could. Also, not that using a textbook made all the difference (I don't rely on a textbook all the time), but that setting up a structure really helps especially with difficult classes. Students need structure and that does not mean that you never do anything fun! Later in the year, I tried many fun activities with them. I finally felt like I was running the show. Actually, when I think back, the turning point was when I believed that I could teach them. The following year, those were most of the students that came back to say Hello. Twenty two years later, I still remember some of their names.

There are different kinds of discipline problems in the classroom. One is the type I tried to describe above where the whole class is unruly and it's very hard to pinpoint who is creating the problem, so it's hard to single one person out. If you do single someone out, then she/he complains that it was someone else who started the problem. In situations like this, which are by far the worst for teachers, I would recommend the following steps (these are not in order-it all depends on the situation):

1) Look at yourself: Do you fully understand the material that you are teaching and have anticipated the problems that students may have? Are you presenting material that is too hard? Too easy? Are you connecting with your students? Do you have enough structure? Try having someone videotape your lesson. Are you presenting yourself as a firm but caring teacher? Are you engaging in mannerisms that give away that you are insecure? Students have an extra sense for this. If this is the case, try to relax and make time to get to know your students individually.

2) Are you allowing time to explain the new material? Or are you constantly going over homework for most of the period, barely having time to present the new lesson, assigning new homework at the last minute thus creating a cycle where students are truly frustrated? It's amazing how many veteran teachers fall into this pattern. Your timing may be off. Allow time to clearly present a lesson. Allow for practice in class. If time, allow them to start their homework in class and you can walk around helping them. You need time to find out what they need more help on.

3) Talk to your department head or someone you can trust. Have this person visit your class and give you ideas about seating arrangements, your lesson structure, your presentation, etc. Don't try to deal with everything alone. Get a support system you can trust. Never go around telling all your colleagues how horrible this or that student is in your class. You might be surprised how word of this gets back to the student. Some innocent remark by one of your colleagues to this student, such as: "I hear things are not going so well for you in Ms. Smith's class" can make everything much much worse for you. You might be able to change some students to a different class. Get the approval of your department head or principal before you talk to your counselor asking for students to change classes. Remember, as others give you advice, that which works for some teachers may not work for you! Don't try to be the teacher next door. Try to be yourself! The discipline approach you use has to make you feel comfortable.

4) Never overlook calling home. Most parents or guardians are supportive. In most cases, I let the student know I plan to call home. If you suspect the child's parent or guardian may be uncooperative, or abusive, check with the counselor or with an administrator who may know the family. Never assume that because the parents don't attend school functions or don't call you they don't care about their child. Many parents work long hours. Some have had bad experiences when they were in school and/or may be too embarrassed to hear that their child is not doing well. When you talk to the child's parent or guardian, mention the positive as well as the negative. Call home sometimes just for good reasons, too.

5) Never make promises or threats you won't or can't follow. It will only make everything worse in the classroom if you lose the respect of your students.

6) Never lose it! You can raise your voice but never engage in shouting matches with your students. Never say: Shut up!. Never, never, try to physically remove a student. In fact, never touch a student. You can be liable for touching a student unless it is in self defense or you are trying to stop a fight. Always seek help from a nearby teacher in situations like this. Familiarize yourself with your school rules! If you are very angry, try the silent method and try to gain control. Appear relaxed and speak honestly about your expectations in a firm but quiet tone.

6) Discipline problems that involve one or two students are best solved by finding out as much as possible about each student. Some students respond best by being talked to outside of class. It's not a good idea to do this outside of your own class because, for obvious reasons, you must never leave your class unsupervised. You could try seeing the student after your class is over so other students from the same class don't notice. Students are more receptive if they know other students are not watching or listening. Also, they won't have the temptation to show off in front of their classmates. It's is so important to learn your students' names quickly and learn the correct pronunciation of their names. Take an interest if they are absent. Take an interest in the sports they play, etc. Be a good listener and show you care.

Other things that may work are: Giving an important job to an unruly student (not when they are being unruly, of course), such as asking them to be a teacher assistant (I have tried having new teacher assistant every week for each of my classes), group recorder, errand person, using their A+ paper as the answer key, etc. These positive gestures can help. Always let an unruly student know that you still care about him/her but not for their behavior. Praise students individually and honestly. By the way, some students don't like to be praised in public and other do.

Other techniques that have worked for me after I've tried everything are: Having the student sign a behavior contract and having a conference with the student and the vice-principal to find ways to correct the problem. I've also met with the parent or guardian and a third party (that's important), often with the student present, to try to come up with a solution. One important thing to remember: Don't hold a grudge against any student. Many teachers do this and it makes everything worse.

Remember, there are behaviors that cannot be tolerated in the classroom and call for immediate action. If you or any of your other students are physically threatened you must act immediately. Seek help immediately if you cannot handle the situation on your own. Your classroom should be equipped with a way of calling the main office. Again, become familiar with your district's and state's rules for discipline procedures. Never allow a student to verbally abuse you or any other student.

Remember: Structure and fairness combined with clear expectations and a clear lesson in a caring non-threatening environment are the key elements of good teaching. Teaching is not easy. It does get better. Even after many years of teaching, there are good days and bad days. Continue to learn from each situation.