The six keys to maintaining discipline in the language classroom

I used to make dreadful mistakes when I started out as a teacher, like punishing the whole class for the misbehaviour of one or two individuals, but I’ve developed some good techniques over the years. Now that I’m starting a new semester with new groups of students, it seems like a good time to discuss how we can keep control of our classes.

You’ll find that your students, above all else, like to know where they stand. A consistent policy helps them as much as you. Although you should avoid having different policies for different people, you will also find that certain individuals will react better to different strategies. What you need to develop, then, is ‘consistency with flexibility’ if that makes sense.

It is sometimes easier said than done, but your students will appreciate you being fair but firm. Even if one person in the class is acting unreasonably, the rest of the students will still expect you to behave rationally, reasonably and fairly, especially to them. This will not only help you in the immediate situation, it will also put you in good stead for your future relationship with the class. Remember: calm professionalism will win over uncontrolled rage.

This all sounds well and good, but it really does help both you and the people in your classes if you can establish a way of working that everyone feels comfortable with. I decided once again to ask other teachers around the world how they deal with discipline, not only to see if they agree with me, but also to see if I could learn anything new. I started up a thread on the ELT World forum that received some great responses. I’ve collated the ideas below and placed them into what I’ll refer to as the six keys to maintaining discipline in the language classroom.

1. Start tough

My first semester as a teacher was tough. I had all kinds of problems keeping control in the classroom. Reflecting back on this time ten years later and I cringe to think about it. At the time I was lucky to get some good advice from colleagues who fully appreciated the difficulties and told me, basically, to stop being so bloody nice. My second semester saw me toughen up, with clearly defined policies on what I found acceptable, to instant success. Here are a few ideas on starting tough:

‘Personal experience (i.e. an appalling first year of teaching) taught me rule number one: start hard and get friendlier.’

ICAL Pete

‘I guess the same, start as you mean to go on – be strict from day one.’

TheLongWayHome

‘Strict from day one for at least 2 weeks: after that amount of time, you can kind of judge that particular group’s “personality” and decide how much to let your hair hang down.’

Thelmadatter

As I said before, you’ll find that your students, above all else, like to know where they stand.

2. Set clear rules

If you expect a certain level of behaviour, you have to make sure that your students really understand what you expect from them. Consider these two suggestions:

‘Be Understandable when Giving Instructions. Make sure your instructions are clear, simple and to the point. A lot of classroom problems arise when students don’t understand what they are supposed to be doing.’

ICAL Pete

‘Set a few rules in the beginning. Make them clear (in L1). Enforce them.’

Glenski

This is not the time to be using the rules to teach new vocabulary: make sure they know clearly what you expect, in their native tongue if necessary.

3. Be fair and consistent

As I mentioned, one of my big mistakes when I started teaching was viewing the class as one singular entity that badly behaved collectively, which led me to punishing the whole class for the misbehaviour of one or two individuals. This was bad because, above all else, it is extremely unfair. Consider these suggestions:

‘Be consistent in their (clear rules) enforcement. Show the students that you are serious about those rules and have set them for a reason and have every intention of carrying them out.’

Fat Chris

ICAL Pete offers a list of great points relating to fairness and consistency:

Be Fair

Treat all students equally so if your best students does something wrong they get punished just as anyone else would.

Each Lesson is New

Never bring over grudges or problems from previous lessons. Wipe the slate clean for each lesson.

Keep Confrontation Out

If there’s a growing confrontation between you and a student don’t let it erupt in class or you could lose face. Say something like “we’ll talk about this after the lesson” and then deal with it later.

One Student at a Time

Don’t try to take on the whole class if there’s a big problem. Deal with one student at a time rather than the whole class or a group.

Don’t Bluff

Never go back on a threat if you’re called; always follow through with a punishment otherwise you will be taken advantage of. In other words, if you say you are going to do something then do it.

4. Your personality makes a difference

Remember, you are an intelligent human being trying to direct a group of fellow intelligent human beings. You can help the situation with the way you react to it. Think about these two suggestions:

‘Keep a friendly atmosphere, not a stern strict teacher-dominated one, and realize that kids will be kids sometimes (and let that happen).’

Glenski

Use Humour. If you are that kind of teacher, use a little humour to close disruptions down (but be careful with sarcasm, some cultures don’t understand it).

ICAL Pete

5. Plan for success

A lot of behaviour that we deem to be inappropriate stems from boredom and students not being actively engaged. A lot of the times when misbehaviour may erupt can be avoided at the planning stage, as the following examples explain:

‘I asked my boss for advice, and she said that most likely the problem comes from boredom, and I think she’s right. I do try and plan a variety of tasks, not be too book based and include lots of visuals and games.’

sollettspain

‘Over plan: Make sure you have more than enough material for your lesson and everything is planned. Having to stop a lesson while you think of what to do next invites disruption and talking amongst students.’

ICAL Pete

‘I try my best to have well-thought out and well-executed lesson plans that engage and challenge the students. That is half the battle right there.’

Fat Chris

Think about the times when the burgers get rowdy: does this happen at particular times in a lesson, or after certain activities, or at one time of the day more than others. How could you plan around this?

6. A problem shared…

Not all of your colleagues will be interested in helping you with such problems, but a lot of them will. Don’t be afraid to ask for help or ideas on how to maintain control. Also, think about how you share rules with other teachers with whom you share a class:

‘If you share classes with some other teachers you might have to share your rules as well…or, your students get to compare your fellow coworkers and you and then choose what tastes better to them.’

Englishexpertgibson

If you bear these six guidelines in mind, you should be in good shape.

Finally, never resort to physical violence, no matter how big and strong you are. Be aware of what security measures your school has and don’t be afraid to call a security guard into the classroom.

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