Basic assumptions of behavior revolve around the teacher's experiences. Our bias will flavor our view of children within the class environment. We begin to think about those bad behaviors coming from bad kids. But what if each behavior was caused by something within our ability to change? What if each student was not bad? Then, with work, we could eliminate those pesky classroom behaviors.

Every child we have in our classes comes with his/her own special package of experiences. We need to view each child with new eyes. Many teachers tend to think about all kids in the same manner. Yes, there is an "average child" if we are dealing with political financial rendering within the school system. No, there is no "average child" in our classrooms when it comes to teaching.

To make each student want to learn we have to make them feel safe. Sounds funny, but most negative behaviors come from that lack of safe feelings. Kids who misbehave are acting out trying to fit into the classroom. Watching chickens develop a pecking order gives us an insight into classroom social order. Once they figure it out the coop is more harmonious.

Ceasar Milan shows dogs that are so insecure that they strike out at others, or hide and shake. Only by allowing the dogs to become a pack will they calm down. "What? My students already act like a pack of wild dogs!" Wild dogs even have order in their pack and work together for a common goal.

"OK. How do I make them feel safe and work toward a common goal?"

Try to understand each child. Step back and ask yourself how they got to this stage in their short lives. I don't mean to echo the workshops we have all been condemned to attend about "Child Protection Services". Those tend to deal only with the end product of somebody else's messed up life. Go further.

Then try to see the best way to help the student feel safe within the structure of the classroom.

"Yeah, but how?" Positive reinforcement comes to play here, but not as much as a calm and assertive teacher. Fairness and appropriateness is the sheild kids seek out to protect them.

Here is the secret; get to know yourself! Once you realize that your students are not the enemy then you will take a step toward managing the classroom appropriately.

Kids must understand that you are the "alpha dog", the "Boss". This is the hardest part of the job, convincing them! Calmness and assertiveness.

At the very beginning of the year have the students create a set of rules that they all feel are essential to have a safe working classroom. You will need to "guide" them to choosing the rules you can live with without them knowing they are being helped.

Then post them somewhere in the room where they can all refer to them. These will be the gold-standard for all behavior management.

Now the hard part; enforcing them calmly. Instead of, "Oh my gosh! What did you do? Go to the office right now!" you will need to calmly say something like, "You have broken a rule that you agreed with at the start of the school year. The way to fix this is for you to explain what you did to the principal (or who-ever)."

The first response lays blame. The child most likely has had this done to him/her since birth. The second response is cut-and-dry with a way to fix the problem.

Most of we teachers get to that bitter-end of our rope then we explode. Counter productive. Never get to that end. Get to know yourself! Calm assertive correction should allow the child to feel like you want them to be with you in the class but they made it impossible. (Alternative places to be set apart; a neighboring classroom two or more grade levels from your class; a place within the classroom where they will not effect the others; the office; or... (But never outside the room unsupervised- legal problem...)

Make a connection with each kid! Get them all to "buy-in" to the classroom. If they want to be there then they will work hard at being the best they can be (well, sort of...) I have students that feel safe and appreciated in class and would rather be in school than at home. Your words are the key. Even a dog knows a negative tone and avoids it or strikes out. Calm and assertive, yes, but use words that let the kids know they belong and makes them feel good being in the classroom.

Make the classroom theirs!