Problem

A problem encountered by practice teachers at the middle level is maintaining discipline. Discipline methods and/or situations that occur in a classroom can never fully be taught in a course. Behavior of deaf and hard-of-hearing students is unpredictable at the middle level. However, they are no different than their hearing counterparts. As middle level student hormones run rampant, discipline problems can occur on a daily basis and even from class to class.

I have listed below a few suggestions that I have found to be practical to use in the area of discipline with the deaf/hard-of-hearing middle level students.

Solutions

I am a teacher at the middle level and have worked at a residential school for the past 29 years. I have learned that patience coupled with a few techniques and even common sense can assist a teacher in handling discipline problems that arise in the classroom. One key factor is experience. Take the knowledge that you gain in practice teaching and adapt these ideals to your first teaching position.

In my opinion, there is no set solution or panacea that will eliminate discipline problems that arise in the classroom. However, there are ways to minimize discipline problems. I have included tips/ways that helped in my classroom to create an environment for a meaningful student teaching experience.

Maintaining discipline control needs to begin the day a practice teacher or newly hired teacher walks into the classroom. As a practice teacher, it is difficult to “take over” the class when the lead teacher has already established a policy for discipline. Regardless, pay attention to how this lead teacher administers discipline consequences in the classroom. As we all know, the best teachers are Teachers themselves.

Begin the discipline policy from Day 1. Even though the rules have been established by the lead teacher, explain each rule and even act it out. For example, if you want students to line up a special way in the hallway, demonstrate it. Students will realize that you are aware of the rules too.

Discipline is very difficult to handle if you become too much of a buddy to the middle level student. The main advise I tell the practice teachers in my room is “You are NOT their friend”. When beginning a student teaching experience as a friend, it is very difficult to administer a discipline action then go back to being a student’s friend. Be tough at first. You can always adjust at a later date.

Be consistent. This aspect of controlling discipline is one of the most difficult tasks. A practice teacher has a million and one things to do and still remember to be consistent. Students will know quickly if a practice teacher is out to get them. This situation can lead to escalating discipline problems.

Be fair to all students. Avoid having “Pet” students. Other students might act out to obtain your attention.

Students need to know exactly how they are to behave and what is expected of them.

Students need to know thattheyare responsible for their behavior.

Have rules posted. No more than 4 or 5 rules. These rules are very important when establishing your own classroom at the beginning of a teaching assignment. The majority of the time, these rules should be universal within the entire department.

State rules in a positive manner. For example, Be seated and ready to work when the bell rings. Avoid a negative statement. For example, Do not talk.

If a teacher is well organized for the day, discipline problems are diminished.

A new teacher and/or student teacher might establish a reward system. This situation works as long as the “reward time” has a control environment too.

Have constructive punishment work available. Keep a folder handy. This type of assignment is good if a teacher needs to whip out something fast for quick punishment. Create constructive punishment such as, what type of behavior did I display in class today? Followed by another question such as, how could I improve my behavior tomorrow?

Don’t lose sight that you are the teacher and are in charge of the room.

Remember you are the adult. Arguing with a student takes you down to their level. Stay in control. This is one of the hardest tasks you will face as a teacher. Students will try and push your buttons every day. If you feel you are losing it, step outside the classroom door for a few seconds. One positive benefit to the “Leopard Loot” a discipline/reward system is there is no argument. And if there is one, then there is a consequence. (See below “Leopard Loot”)

Don’t be intimated. Students are there to see if they can push your buttons.

Sometimes a “look” can be more effective than words.

If the need to discuss inappropriate behavior with a student occurs, talk with the student out in the hall and do not dwell on the discipline correction. Do not discuss the student’s inappropriate behavior in front of other students. Middle level students want to “save face” in front of their peers. For example, I know a teacher who discussed chewing gum with a student. This teacher did the correct thing by taking the student in out in the hall and not in front of the other students. But this teacher ran it into the ground discussing the situation for at least 5 minutes. The teacher only had to say “spit it out” and it is over. Don’t drag it out just terminated it. Both of you will be grateful in this situation.

If a student continues his/her inappropriate behavior and all other avenues have been exhausted, your lead teacher and/or the principal might need to intervene. Use this request as your last step. Students will respect you more if you handle the situation yourself.

There are days were you will lose it. However, there is always tomorrow to redeem yourself.

Lets not forget praise. Middle level students love to shine. Point out good behavior but be careful not to embarrass the student. This praise may be as simple as “I liked your answers today in our class discussion”. The student’s good behavior was addressed in a subliminal manner and he/she received recognition by the teacher. This acknowledgment by the teacher no matter how big or small is a step to improve the students’ behavior which is the ultimate outcome.

“Leopard Loot”. The staff members at the middle level department where I teach have developed a token economy discipline plan using real life situations. This plan is very hands-on and deals with daily discipline problems. Students are rewarded with good behavior and jobs (bonus) as well as they are fined for unacceptable behavior or poor job performance (not completing assignments). Students receive a salary weekly and use a check register to maintain their balances. Audits are complete by the students. Students use their “Loot” to purchase auction prizes and pay to attend other Reward Activities. Auctions are held 2 - 3 times a year. Vocabulary is discussed and used by staff and students. For example, inflation is enforced in January where fines and bonuses increase but student salaries remain the same amount. A branch bank for deposits is established and maintained by the math teacher. Students design the “Loot” by using our school mascot, the Leopard, as the central theme.

Behavior Management Team (BMT). This team consists of teachers and students. BMT is established for more serious or repetitive type of behaviors. At this meeting, students are encouraged to explain why they are attending the meeting and how to improve their behavior. This meeting provides an opportunity to demonstrate appropriate behavior or to give suggestions on how to behave. When a student attends a BMT meeting, the fine is severe as well as the punishment.

Join a national or local middle level association in your area if your teaching assignment takes you to a middle school. One association is the AAMLE (Arkansas Association of Middle Level Education). Each year, AAMLE sponsors a convention in Hot Springs, Arkansas. This convention addresses valuable ideas, philosophies and techniques in the field of middle level education. Our teaching staff learned about our current discipline policy, “Leopard Loot”, at this convention.

Impact

Discipline problems have improved since a specific plan was established at our middle school. The students know what is expected of them. The “Leopard Loot” token economy system that in place at our school eliminates the need to argue which usually escalates into unwanted dialogue between the student and the teacher. The teacher indicates the amount of fine and the student pays it. If this does not occur, the student realizes that the fine will double the more he/she argues. The student becomes responsible for his/her behavior and the consequence that might follow for not complying in the first place. Consistency must take place between all staff members for a program, such as the “Leopard Loot”, to be successful.

Maintaining discipline is a key ingredient to a successful learning environment. While middle level deaf and hard-of-hearing students are a challenge and frustrating at times, this experience can be a rewarding encounter for the practice teacher.

E-mail Address

Theresa Sadnavitch Blair