Head in hands, tears brimming in my eyes - yet again, I knew it had not gone well.
It was a class that I had been struggling with since September. Despite reassurances that it would get better over time, we were hurtling toward Christmas and I felt like I had lost them.
I know I won’t have been alone in thinking this about a class. We always begin with the best intentions of establishing clear routines and setting out the standards we expect. But, all too often, there is the one (sometimes more than one) class that seems to go from bad to worse.
Behaviour management: How to regain control of a class
So what can we do to reclaim that group that feels lost to us?
1. Routine, routine, routine
Don’t let yourself waver in the face of the onslaught. As much as they seem to thrive on chaos, this really isn’t the case. Human beings need order, and knowing exactly what to expect and when can be extremely comforting.
For the class that has resisted this so far, it is perhaps even more important to instil order and routine.
Clear, calm and focused instructions, materials that are quick to access and precise reminders of steps and stages in their learning will all help to support them - and you - in getting back on track.
2. Remind them of your focus
You love your subject. You love teaching. Keep this the focus, and many things will fall into place.
There are not many children who can resist being caught up in genuine enthusiasm, even if it isn’t a passion they share. So make it clear why your subject matters.
This is also a good reminder for you. If you are dealing with a tricky class who are resisting learning at any opportunity, you may find yourself rapidly losing sight of your own rationale.
Immersing yourself - and the class - in the magic of your subject can be a powerful way to regain their attention.
3. Build the relationships
Students really love seeing the humanity behind the teacher. This is why even the most reluctant learner can’t help excitedly sharing the news that they saw you in town over the weekend, or have found out (shock, horror) what your first name is.
Use this to your advantage, and drop in some details about yourself for them to hang on to - even if they are not totally true. For example, I often share my own difficulties in getting to grips with poetry and Shakespeare as a 15-year-old, and I talk about how I overcame this and why it mattered to me.
Take some time to get to know them as individuals, too. Who is playing football at break? Who loves drama? Who is a great artist? Who can’t wait to get home to their Xbox? These little details show that you care, and can break down some of the barriers that they may have put up.
Just as they like to see the person behind the teacher, so is it important for us to see the individuals behind the tricky student or the difficult class.
4. Use the systems
Behaviour systems are there for a reason, and it is important that you make the best use of them.
Sometimes, with a tricky class that you feel you haven’t got on-side, it can be easy to cut corners or avoid using the rules. But students will quickly see this and act accordingly.
I know the last thing you want to do is spend hours chasing detentions or making calls home (hopefully most schools are looking at ways to support staff, so this isn’t taking up too much time). But it is important that you show that you understand the system, and are using it in a transparent and fair way.
Nobody wants to have to set consequences for a number of students, but the more consistent you are with this, the easier it will get. I promise. Really. Honestly.
Also, I refer you again to point three. Make sure the consequences are balanced alongside praise, positive interactions with home and lots of rebuilding at an individual level. They need to know where the line is, but they equally need to know that you care.
5. Ask for support
Remember that you are not in this alone. While this is your classroom and your lesson, there are people in the school who are going to be able to support you.
Talk to them, refer students where need be, invite people in to come and work with you, or go and see that same class or those same students in a different context.
I know we are all busy, but putting time aside to crack this class will pay dividends in terms of thinking and planning time, and the emotional cost, too. We are part of a team, so use those other players in the game well.
6. Be kind to yourself
I have sat with my head in my hands - as described at the beginning of this article - many, many times over my 20 years of teaching. I have forensically unpicked where I thought I had gone wrong, where I hadn’t planned well enough and where I know I should have done something different, but for some reason just didn’t.
While I am a fan of reflection and know, without a doubt, that I learned the most from my trickiest classes, there is little to be gained from beating yourself up or obsessing.
Sometimes things just don’t work out as we planned. Sometimes we make mistakes. Sometimes our students make mistakes. What we need to do is spend some time reflecting, and then put it to one side.
As you reflect, take time to think about your successes, too, however small they may have been, so that you aren’t just thinking about the negatives. That one student who today got on without a reminder, or who handed in their homework on time for the first time, mustn’t get lost in among the difficulties.
We can’t change the past, but we can start tomorrow as a new day. So take a sip of wine or gin, or whatever your drink of choice may be, and - for the time being, at least - let it go.
Zoe Enser is lead English adviser for Kent. She tweets @greeborunner
