My Ideas of Classroom Management and At-Risk Students

In a computer lab, classroom management depends a whole lot on whether the technology is cooperating or not. In an ideal world, the technology whether it be the machines or the websites you are using, everything works exactly as planned. But we all know that this is not the ideal world. Machines crash, websites go down, band-width issues come up...and whatever the world wants to throw at me at the time.

However, when students are engaged, classroom management issues are very few and far between. Classroom expectations must be explicit from day one. I have found that the consequences must come directly from the students in order to be effective. I am one many of the teachers of education world that has not sent a child to the office for discipline reasons in many years. I honestly feel that the discipline must come from me in order to "manage" what I have set out to do.

At-risk students somehow end up in my classes a lot. Since most of my high school offerings are electives, the administration at my school encourages students to take my classes or places them in my classes; sometimes against their will which makes my life even more interesting. I have found in my experience though, that the at-risk students are struggling more to find themselves and their place in the world than taking classes for graduation. I used to think when these students would take my classes that I was being "punished" for having the "bad" kids. I had to lose that thought very quickly. I now accept this assignment as a challenge to engage these students to use their excess energy for good rather than evil.

Surprisingly, I have made many valuable relationships with all of my students. They graduate, move on, and become adults. The at-risk students that I had made relationships, I found continue to maintain the relationships long after they graduate. Since I am from a rural community, it is not unusual for teachers to be more public than in a more urban setting. These students hold on to relationships in which they feel safe and know that there is mutual respect. I felt a little apprehensive about continuing these relationships beyond their high school experience. However, who was I to deny them something that made them feel secure? I was torn. I chose to go by the seat of my pants and continue mentoring several of these students. I find that a common-safe ground is needed even more in early adulthood than in high school. So, for now, I will go with what I feel is right for me and these kids.

I'll keep you posted on how it goes!