Limit Setting
“Body language is the language of emotion and intention” (Jones, 2007, p. 194)
Setting limits is another way to have effective management and discipline in the classroom. There are three different physical ways that we can perfect before our students even come to our class on the first day. These three things are body language, stopping and relaxing, and the turn.
Body language is inevitable. Not only is it a biological part of life, but it is easily read by students. Our bodies act like a telegraph, in that whatever emotions we are feeling, they are displayed even without our knowing (Jones, 2007, p. 193). Body language is so important because it can help the teacher or hurt the teacher. For example, body language can help the teacher by simply mastering “the look.” When students see an effective “look” they know things are serious and the teacher is less than amused. Body language can also be an enemy when it sends out mixed signals. These mixed signals are natural because a teacher wants to teach, but knows discipline needs to come first. When the teacher sees two students talking in the corner and one student with their hands raised for help, it is most natural for a teacher to think instruction is more important. The students can tell you are split between discipline and instruction and often will pretend to be working until you commit to go help the student with their hand raised; once you are distracted, the talking will start again.
As we learned in being calm and consistent, the teacher needs to immediately deal with a problem when it occurs and stop the instruction. If the teacher doesn’t do this, she is saying that the misbehavior is accepted. When helping a student at their desk, the teacher peeks up and sees a misbehavior happening on the other side of the room. What comes first? The teacher needs to stop and relax. Instead of revving up, she is to do the opposite. She is to shut down. Not only does her mood automatically change, but her behavior changes and the entire room can sense it. She is in discipline mode (Jones, 2007, p. 199). Once this relaxation is accomplished, the turn can be started.
The turns that are listed below should be learned and perfected before you meet your students. If these are implemented from day one every time you see misbehavior, your students will take you seriously. They will know that as soon as you say “Excuse me Robert,” they have to stop.
3 Second Turn
1- Straighten up
2- Point one foot towards the disruptive students and bring body half-way around
3- Bring other foot around and square up
6 Second Turn
1- Stay down and breathe gently
2- Straighten up halfway and look at disruptive students
3- Finish straightening up and continue to look at disruptive students
4- Slowly rotate shoulders and waist towards them
5- Point one foot toward them as hips come around
6- Bring other foot around to complete turn and face them
The turns are effective because it shows that you mean business. Both turns require practice because they are unnatural; however, once mastered, can make a huge difference in the class. There are a few physical body language movements that convey certain messages while doing the turn. These must be observed in order to have an effective turn. For example, by pointing your toes at the disruptive student, it is showing that “You are my concern right now. You are my focus.” Good eye contact is also essential. Making fixed eye contact with a student builds strong tension and sometimes even stops the behavior because they know the turn process is coming. Relaxing your upper body is difficult under stress, but is important in order for your arms to drop calmly to your side. Next, check your jaw. Nervousness makes our jaw automatically clench and students can see that from a mile a way. Do not smile. Students often give the smiley face to get your attention on someone else. This triggers an emotion in use, but we must refrain. Our faces are to look “not amused” (Jones, 1007, p. 205). When our faces are relaxed, we naturally get this look.
Spiritual Application: Proverbs 13:18 says, “He who ignores discipline comes to poverty and shame, but whoever heeds correction is honored.” Discipline is hard to enforce and hard to take. It is our job as teachers to teach discipline and how to constructively take and give it. We want our students to thrive in the academic world and in life after; we need to teach them the principles of self control and qualities of a successful person.
