My Classroom Management » Body Language

Sarcastic Non-verbal Reactions from Students

jenniferw — Tue, 08 Nov 2011 15:50:11 +0000

Thanks to one of my readers asking how to handle students who respond with non-verbal sarcasm in the classroom.

Sarcasm is one of those deadly sins in the classroom. Only the right teacher with the right mix of students in exactly the right situation can get away with sarcasm. Usually it’s to be avoided at all cost. That said, many students use sarcasm daily, even hourly! (or in some student’s cases, always.)

The benefit of non-verbal reactions, provided they do not physically harm another person, is that the result is always emotional. That doesn’t sound like a great benefit, but at least you will not have to call the school nurse or fill out an incident report. There are two important things to know when dealing with a student who is using non-verbal sarcasm.

First, realize that there are two causes for the behavior you are seeing. 1: the student has it out for the teacher, is very smart, has found your buttons and enjoys pushing them as often as possible. and 2: the student is feeling huge emotions and doesn’t know how to handle them without acting out. Knowing which is causing the particular behavior in your class is not necessarily important to the solution to the problem, but it is good to be aware of both reasons.

Second, it is important to remember that your job as a teacher, for better or for worse (and regardless of what Washington DC says), is to teach these students how to succeed in the world. This goes way beyond reading, writing and arithmetic (or whatever subject you happen to be teaching).

When a student responds with non-verbal sarcasm, it is important first to not react emotionally. You are the adult. You need to respond with maturity even when your student is not. This goes for your attitude too. If you are thinking immature thoughts, you cannot expect your student to act any differently.

The easy answer to what to actually DO is to do nothing. Ignoring the behavior is the best choice when the student is trying to push your buttons. Unfortunately, many times the student is experiencing strong emotions (frustration, hurt, anger, irritability, sadness, you name it) and doesn’t know how to deal with them, and so as soon as the opportunity presents itself, out comes the sarcasm and irritating behaviors.

If these behaviors are a repetitive problem in your classroom, it might be a good idea to start activities that help to teach students how to manage their emotions. Journals where they have to explain how they feel about certain situations can help them verbalize emotions that feel too big to express, even if about hypothetical situations. Role playing, where students have to act out common situations in life that require self-control and subsequent discussions about possible reactions and proper reactions are also good activities.

What NOT to do: discipline! unless the student does a specific thing that is against school or classroom rules, you should not give a consequence for the behavior.

Last tip: after school is out, sit in that student’s seat. Think about school from that perspective for a while and reflect on the student’s behavior, other students’ responses and your response. Sometimes reflection will provide insight that surprises you!

Break Free From Expectations

jenniferw — Mon, 03 Oct 2011 18:51:47 +0000

I have been hearing a pattern of comments this year from teachers: “I’ve got a tough class, they were tough last year and are just as tough this year.” or, “this class has been tough all along, now it’s my turn to suffer”, or “all of *insert grade here* is tough this year” (ironically, this seems to impact 5th grade the most…it must be a tough age).

I may be out of line here, but in my opinion, it’s time to break free from the expectations that a class will be the same as they were last year, or that they are “all tough” in a certain grade. In fact, students live up to expectations and if you expect them to be bad, they will. If they perceive the expectation, they will fulfill it as well, even if you don’t actually expect it. (this means you’re likely suffering from last year’s teacher’s bad management habits)

So you have the worst class, so the entire grade is a nightmare, ok. Now we move on. If it is 5th grade, you can likely have this conversation with them to elicit change. Otherwise it’s time for a radical shift in your own thoughts/attitudes and methodologies.

Troubled students may still act out, but it’s time to give them all the opportunity to reign in their behavior – start by spending time each day modeling proper behavior and having students model proper behavior. Review or change classroom expectations and set in place strict consequences for misbehavior and rewards for proper behavior.

Above all, you need to respect your students. If you don’t respect them, how can you expect them to show you any respect?

The Use of Hands in Classroom Management

jenniferw — Mon, 18 Jan 2010 19:51:17 +0000

A teacher’s hands are a huge extension of their emotions and can play a large part in classroom management. Oft times excess energy can flow through the hands and create an additional problem while controlling the hands can keep situations calmer. For example:

When a student misbehaves, a teacher who uses her hands to display her frustration (open hands thrown up in frustration or finger pointing to the student or to the place the student should be with large arm movement as well) is emphasizing her point with non-verbal cues. What she is saying is:

I’m so frustrated right now!

Why can’t you follow the rule?!

Would you just do as you are told!!!

In response, the teachers voice often raises, along with her blood pressure, stress level and not too surprising, the student’s response is negative as well.

In contrast, when a student misbehaves, if a teacher were to just control her hands, a lot would change in the exchange. Instead of throwing her hands in emphasis, the teacher clasps her hands together in a calming and controlled manner. Now her stress has an outlet, she can relax her shoulders and keeping her voice quiet direct the student to the appropriate task.

By controlling the hands, the teacher is able to control the tone of voice, the attitude and in turn the student will often respond more respectfully, and the situation diffuses quicker.

Sarcasm in the Classroom

jenniferw — Mon, 11 Jan 2010 14:42:05 +0000

One of the most important things for teachers to realize when speaking to children, and especially when correcting students for behavior, is to watch their tone of voice. When a teacher sounds sincere, students are more likely to trust them and the more trust a student has for a teacher, the more respectful the student will act in class.

Sarcasm is the most destructive tone of voice a teacher can use with students. Sarcasm requires a more advanced understanding of language and students do not comprehend the “joke” behind a sarcastic comment. The tone of voice used with sarcastic comments is cruel and confusing to students.

While some students might be able to understand and respond well to sarcasm, this is the exception, not the norm. When responding to a student who is misbehaving, teachers need to make sure they use a sincere tone of voice and avoid sarcasm.

Watch Where You are Going

jenniferw — Fri, 08 Jan 2010 16:23:27 +0000

When managing a classroom of students, it is important to watch where you are going. If you correct a student, but you are looking ahead to the next thing, the student will realize your full attention is not devoted to the correction. This will often result in an ineffective correction.

Additionally, keeping your eyes open and watching what is going on – being actively involved in every moment in the classroom – will help prevent discipline problems. Proactive classroom management is the best way to prevent frustration and keep students on task.

Next time you discipline a student, pay attention to what you are doing, and notice where you attention (and your eyes) are focused.

The Importance of Body Language

jenniferw — Mon, 04 Jan 2010 13:38:58 +0000

Over the next few days we will discuss the various aspects of body language that play such an important role in classroom management. Today, I want to focus on being aware of body language and how this plays an important role in the classroom.

So often what a teacher does is less important than how that teacher did it. This is clearly explained by use of tone of voice. For example:

“I’m sorry”

This phrase can mean a multitude of things depending on how it is said and the body language that accompanies the words.

1. Look of concern on face, head slightly bowed, leaning slightly towards person, looking directly at them or slightly down. This body language says you are truly sorry.

2. Quickly said, looking around the room, body straight up, head up or tilted away from the person. This body language says you don’t care.

3. Frustrated look on face, side to side movement of head, furrowed brow, words clipped and sarcastic. This says you are NOT sorry.

Take time to pay attention to your body language as you deal with even the mundane tasks in the classroom. Finding out what you are really saying to your students with your body may surprise you, and may give you insight into why students are misbehaving.