How To Respond To A Disrespectful Student

by Michael Linsin on February 19, 2011

With over 25,000 page views, How To Handle Disrespectful Students is one of the most popular articles on this website—and for good reason.

A disrespectful student can get under a teacher’s skin like almost nothing else.

When confronted with disrespect, it’s easy to take it personally. This is a normal reaction from a passionate teacher.

But it’s a colossal mistake.

Because when you take behavior personally, you’re likely to react in ways that make managing that student’s behavior much more difficult.

Your leverage and influence will then plummet right along with his or her behavior.

But if you can refrain from doing what comes naturally, then you can hold the disrespectful student accountable and still retain your ability to influence future behavior.

Here’s how:

Lose the battle.

When a student is disrespectful to you, you have to be willing to lose the battle. In other words, you must resist the urge to admonish, scold, lecture, get even, or otherwise attempt to put the student in their place.

Don’t take it personally.

Disrespect comes from a place inside the student that has nothing to do with you. So don’t take it personally. Your job is to help the student see the error of his or her ways so that it doesn’t happen again.

Stay calm.

Take a deep breath to quell any angry feelings rising up inside you. Remind yourself that you’ll be much more effective, and the situation will go much smoother, if you maintain emotional control.

Pause.

In the immediate moments following the incident, don’t say a word. Simply maintain eye contact with the student and wait. Let their words hang in the air for several seconds, leaving no doubt about what was said, how it was said, and who is responsible for saying it.

End it.

It’s important not to escalate the situation, but to end it as quickly as possible. Your pause and unwillingness to react is unnerving and will leave the student devoid of anything to say. As soon as you break eye contact and walk away, the incident is over.

Move on.

Refrain from enforcing a consequence—for now. Just continue on with whatever you were doing. Leave the student standing there, unsure of what to do. It’s always best to get back to normalcy as quickly as possible for the sake of the rest of your students.

Do nothing.

Proceed with your day as if nothing happened. Don’t approach the student. Don’t try to talk to him or her about what happened. Don’t do anything until you’re confident that the student has mentally moved on from the situation.

Enforce.

As soon as the student is calm and the incident is forgotten, approach and deliver your consequence. I recommend bypassing the warning step of your classroom management plan and sending the student directly to time-out. Say simply, “You broke rule number four. Grab your work and go to time-out.”

Notify.

For overt disrespect, the parents should be notified. A letter home is most effective. It also adds a layer of accountability that lasts beyond the day of the incident. Near the end of the school day, hand the student your letter and walk away–without adding a lecture. Let accountability speak for you.

Note: For more information on this topic, including a sample letter home, see the article, Why A Letter Home Is An Effective Consequence.

Let remorse set in.

When you handle disrespect this way, without lecturing or scolding or taking it personally, even the most obstinate student will be affected by his or her mistake. So much so that you’re likely to get a sincere and unforced apology.

A Lesson Learned

By following these steps, you can turn a student’s disrespect into a memorable lesson. The steps work because they heap the entire burden of responsibility on the student’s shoulders, with none of it clinging to you.

He or she can’t blame you or be resentful of you—thus undermining the lesson—because you didn’t try to get even. You didn’t have to win the battle. You didn’t yell, threaten, scold, or lower yourself to the same level of disrespect.

You kept your cool and allowed accountability to work, which is the right thing to do for both you and the student.

Thanks for reading.

8 Things Teachers Do To Encourage Misbehavior

by Michael Linsin on December 4, 2010

All the things I thought I knew, I'm learning again I've been tryin' to get down to the heart of the matter -Don Henley, The Heart Of The Matter

Teachers cause much of the misbehavior in their classrooms.

True, students come to class with behavior issues and personal agendas. Some are prone to misbehavior and are difficult to deal with. A few may even enjoy trying to disrupt your class.

But more often than not, the teacher is the problem.

If you were a fly on the wall of teachers who struggle with classroom management, you would find many commonalities. Among them are teacher behaviors that actually encourage students to misbehave.

Teaching is challenging enough. Putting yourself behind the eight ball by your own doing can make it unbearable.

Let There Be Light

The only classroom management-related problems that don’t have solutions are those we’re unaware of. Once illuminated, there is always a way to solve the problem or make it manageable.

In that spirit, the following list represents things teachers do unknowingly that encourage misbehavior.

1. Talking over students.

Talking over students breeds inattentiveness, side-talking, and poor listening. If your students have trouble following directions, this is often the culprit. The simple solution is to wait until you have the full attention of your class before speaking.

2. Rushing around.

Being in a hurry creates tension in the classroom, causing restlessness, excitability, and poor behavior. This common mistake is easily corrected by trimming the fat from your curriculum, being better prepared, and then slowing down.

3. Answering call-outs.

Answering students who don’t raise their hand encourages disrespect and communicates to your students that your classroom management plan is no longer valid. Condition yourself not to respond no matter who asks a question or how insightful it may be.

4. Moving on.

Continuing with lessons or instructions when students are inattentive–or worse–lets them know that less than their best is good enough. Wait until your students are giving you exactly what you want before moving on.

5. Negative thinking.

Negative thoughts about students always bubble to the surface–body language, tone of voice, sarcasm–causing resentment, misbehavior and, ultimately, revenge. Choose to see the best in your students… and that’s what they’ll give you.

6. Irritability.

Showing frustration, taking behavior personally, reacting emotionally. These self-sabotaging behaviors will weaken your influence and undermine your ability to control your classroom. Instead, keep your cool and lean heavily on your classroom management plan.

7. Clutter.

Classroom clutter shows a lack of pride that rubs off on students and leads to unwanted behavior–the broken windows theory at work. A pin-neat, attractive classroom, on the other hand, is congruent with, and transfers to, values like hard work, neatness, respect, and character.

8. Self-defeat.

Believing that students decide whether or not you have a good class is a belief that virtually eliminates the possibility of creating the teaching experience you really desire. The fact is, we create the class we want, not our students.

The Heart Of The Matter

These eight teacher behaviors cut straight to the heart of why so many teachers struggle with classroom management.

Rules and procedures. Incentives and consequences. They’re important, to be sure.

But they alone are not the answer.

You must get to the heart of the matter, which is deeper than stickers, strategies, charts, or time-outs. It’s more than outside circumstances. More than names on a roster.

The heart of the matter is you.

Why Laughter Makes Classroom Management More Effective

by Michael Linsin on January 29, 2011

I hope you’re reading this.

I hope the title piqued your interest. If it did, I’m glad you’re here. The topic is a special one.

I hope I can do it justice.

Bringing laughter into the classroom is so close to my heart that it makes me apprehensive to write about.

I feel like I’m giving away a family secret. Or that I’m somehow betraying the trust of the hundreds of students I’ve had over the years, and the close bonds we’ve shared.

You see…

Laughter is one of the ways I’ve turned disparate groups of students into my dream class.

I know it can do the same for you.

Laughter has the rare ability to soften hardened hearts, open shuttered minds, and endear students to one another. It is the key that allows a teacher to reach her hand out to the difficult, the unmotivated, the awkward, and the unhappy…

And have them reach back.

Here are a few more reasons why you should bring more laughter into your classroom:

Your students will love you for it.

When you make an effort to add humor to your lessons, routines, and activities, you instantly become more likeable to your students–which causes them to want to be around you, to please you, and to get to know you better. This, in turn, gives you powerful leverage to influence their behavior.

It’s a common language.

Although it can take time for some students to come around, all students like to laugh. Laughter is the one thing guaranteed to build camaraderie and knock down social and emotional walls, binding students from different backgrounds together into one happy classroom.

It’s easy.

It takes little or no planning to bring more laughter to your classroom. All you need is a willingness to try. Your students will appreciate any effort to be funny. They’re primed to laugh. So be your silly self, tell a joke or two, and show your best–or worst–dance moves.

It builds togetherness.

I’m dubious of community circles—at least in the way they’re commonly used. Hashing out grievances can lead to resentment and more things to complain about. Sharing a laugh and having a good time together, however, soothes old wounds and alleviates hurt feelings better than anything else.

It motivates students to behave.

Humor can help you create a classroom your students love being part of. This, along with strict accountability, provides a strong motivator for students to behave. No student wants to wallow in time-out while their classmates are sharing a laugh with the teacher.

It eases tension.

Many classrooms buzz with tension. You can feel it as soon as you walk through the door. And before long, you’ll see it too: excitable, irritable, and misbehaving students. Laughter, however, can relax an uptight classroom—releasing tension, calming vibrating knees, and bringing joy to the room.

It encourages hard work.

When students are happy to be in your class, you can ask so much more of them. They appreciate a classroom they enjoy coming to every day, and they’ll want to repay you for it. It’s human nature. We reciprocate those we feel indebted to.

It reaches the hard to reach.

Humor has the power to help you make personal connections with students, particularly with those who are hardest to reach. When I look back on the most challenging students I’ve had over the years, I can often point to the use of humor as a major factor in helping me turn them around and guide them in the right direction.

The Straight Scoop

There is a common belief that if you use humor in your classroom, you’ll lose control of your students.

But here’s the thing.

If you already have poor classroom management, then yes, it’s true. Trying to be funny will backfire on you. Behavior will likely get worse.

But if you have solid classroom management skills, then bringing more laughter into your classroom will make you even more effective.

And that’s the straight scoop.

How To Improve Classroom Management By Doing Less

by Michael Linsin on June 12, 2010

It’s natural for teachers struggling with classroom management to try to do more.

They talk more, move around the room more, and meet with students more. They raise their voice and micromanage. They hover and pace.

They race through lessons hoping to finish before losing students to the hum and distraction of a rowdy class.

They create another chart, try out another incentive, and have another go at behavior contracts.

Before long, they become so accustomed to the frenetic pace that it becomes normal, the cost of being a teacher.

But what else is there to do but something more?

Doing Less Equals More Control

Take a deep breath…

If you slow down, move less, talk less, and at times do absolutely nothing, you will gain more control.

And classroom management won’t be such a challenge.

Here’s how to do less:

Slow Down

It’s always smart to take your time. If you rush or get ahead of your students, you’ll lose them—and control of your class. By slowing down, you’ll cover more material, get more done, and have better behaved students.

Move Less

You’ve probably been told that teachers should move around the room a lot and avoid staying in one place. But unless you’re checking in on students working independently, this is poor advice.

Your students need to focus on you and your instruction and nothing else. This is best accomplished by staying in one place. There should be no misunderstanding about where their eyes, ears, and thinking ought to be.

Talk Less

Most teachers talk too much. The reality is, the more you talk, the less your students will tune in and the more likely they are to misbehave.

If you want your words to have meaning, be brief, get to the point, and move on. Save your voice for inspired lessons, readings, stories, and activities.

Pause Often

When giving directions or providing information, pause often. Allow a beat or two of silence between sentences.

This helps students focus on your message, allows them to process what you’ve told them, and gives you a chance to see how well they’re following along.

Do Nothing

If your students aren’t giving you what you want, stop whatever you’re doing. Stand in the most prominent place in the classroom (I like to stand on a chair) and do nothing.

When your students are silent and looking at you, wait some more. Gather your thoughts. When you’re ready, tell them again precisely what you expect and then have them do it again.

Lower Your Voice

When you raise your voice, you train your students to listen to you only when you get loud and to tune you out the other times. It says, “Okay, I’m yelling because I really mean it this time!”

If you want your students to listen, speak softly. They should have to lean forward ever so slightly in order to hear you.

Trust Your Classroom Management Plan

You created a classroom management plan for a reason. So use it. Let it do the heavy lifting. Pull yourself away from the drama and frustration of trying to plead, persuade, counsel, manipulate, intimidate, bribe, and will your students to behave.

These methods, all examples of trying to do more, don’t work.

A New You

Decide today that you’re going to start doing things differently. Gone are the days of trying to do more, of chasing trends, of being stressed and in a hurry, of hoping your students will behave.

Instead, decide that you’re going to do what really works.

Students respond predictably to certain teacher behaviors. You can’t just wing it. You can’t just do what comes naturally or what feels right.

More than any other area of teaching, effective classroom management requires you to work smarter, not harder.

Today’s topic is a perfect example. Rather than doing more and having little to show for it, do less and become more effective.

Thanks for reading, and thank you for sharing this website and these articles with your friends via Facebook and Twitter or by other means. I appreciate it!

-Michael

How To Handle Whole-Class Misbehavior

by Michael Linsin on October 15, 2011

It’s a question I get a lot.

What do you do when most of your class is misbehaving?

Say you notice twelve, fifteen, or more students talking and goofing around during a lesson or in the middle of a transition.

How should you handle it?

Should you start furiously writing names on the board or turning behavior cards over? “You have a warning! And you have a warning! And you have a warning! And…”

Should you raise your voice and remind them of what they should be doing? “I said to get out your writing journals quietly! That means no talking.”

The truth is, when more than a few students are misbehaving at the same time, warnings and reminders aren’t going to cut it.

To fix the problem, you have to go back to the beginning.

Here’s how.

Step 1: Observe.

Resist the urge to jump in and stop the misbehavior right away. Instead, take a step back and observe. Give yourself 30 seconds or more to upload into your memory the unwanted behavior taking place.

Step 2: Stop the activity.

Stop the activity by signaling for your students’ attention. If they don’t give it to you right away, then you know this is something else you have to work on. It’s important to your effectiveness as a teacher to be able to get your students’ attention any time you need it.

Step 3: Wait.

Stand in one place and wait another 30 seconds. Let their misbehavior hang in the air and settle before speaking. Let them feel the weight of it. Give your students an opportunity to understand what they did wrong all on their own.

Step 4: Send them back.

After your pause, send your students back to their seats or ask them to clear their desks and put their materials away. Refrain from lecturing or expressing disappointment. It may make you feel better, but it doesn’t help. The focus now is on doing things the right way.

Step 5: Replay.

Model for your students the misbehavior you observed, showing how it wasted time and disrupted learning. Modeling how not to behave is a powerful strategy that allows students to view—and really understand—their actions from a different perspective.

Step 6: Reteach

Now model how the activity or transition should be done. If it was a transition, sit at a student’s desk and go through the steps you expect your students to take whenever they transition from one activity to another.

If it was during independent work, literature circles, centers, or whatever, model what you expect during that particular activity.

Step 7: Practice.

Use the power of one strategy to begin practicing the activity with your class. After a few students do it correctly, then get everyone involved. As soon as you’re happy with how they’re performing, move on with your day.

Step 8: Prove it.

Within a day or two, give your students another opportunity to prove they can perform the same, or similar, activity the correct way. When the activity is over, don’t make a big fuss, but be sure and acknowledge the good work. “Now that’s how to do it!”

Step 9: Standardize.

As much as possible, standardize each activity and transition for your students. In other words, they should know the routine for successfully conducting a pair-share activity or for turning in homework or entering the classroom or anything else you do again and again.

Everything that can have a routine, should have a routine.

Back It Up With Action

In nearly all cases of whole-class misbehavior, the students simply don’t know well enough or exact enough what is expected of them.

This underscores the importance of well-taught routines and procedures. And, although you never—or rarely—have to revisit them again during the year, they do need to be backed up with action.

One of the keys of effective classroom management is to never move on unless your students are giving you what you want. So the moment you notice your class going off the rails, stop them in their tracks.

Return them to the beginning.

And have them do it again.

Why Speaking Softly Is An Effective Classroom Management Strategy

by Michael Linsin on October 1, 2011

You don’t always have to make big, dramatic changes to see classroom management improvement.

Sometimes it can be a slight adjustment.

A small change in the way you do things, in how you speak, move, or relate to students, can make a big difference.

Your voice is a good example.

Most teachers talk too loud. They turn up the volume because they believe that the louder they are the better their students will listen.

But it isn’t true.

Students tune out teachers who bark commands and instructions. To them it sounds like nagging or threatening or that their teacher doesn’t think they’re bright enough to follow along otherwise.

This is why students often grudgingly follow directions or ignore them altogether.

To encourage good listening, and a desire to follow directions, a soft-spoken approach is in order.

Here’s why:

Your students will become still.

When you lower your voice, your students will intuitively stop moving so they can hear you. They’ll stop fidgeting, tapping, and rustling. They’ll stop whispering and twisting in their seats. They’ll stop crumbling paper.

They’ll stop all the annoying behaviors that frustrate you, interrupt your train of thought, and cause you to repeat yourself.

Your students will lean in and look at you.

It’s best to speak just soft enough that the students in the back of the room have to strain ever so slightly to hear you. This way, when you speak, your students will lean in and watch you as you form the words.

Looking at you helps them understand what is being said. It helps them focus on you and your message. When you speak loudly, on the other hand, they’re encouraged to look away, move around, and busy themselves with other things.

Your students will want to listen.

When you speak pleasantly and calmly while giving directions, the information goes down a lot smoother. And because it sounds polite, because it sounds like you believe in your students and their ability to listen, you can ask so much more of them.

Like all of us, students appreciate being spoken to with respect. They like being trusted with the information you give them, and not hammered over the head with it. Thus, they’ll return the favor by doing what you ask.

Your students will be calmer.

Speaking softly has a calming effect on students. Just by opening your mouth you’ll be able to release classroom excitability and nervous tension—which is most often caused by loud, stressed-out, and fast-moving teachers.

A calm, polite voice sends the message that you’re in control of the class and that you know exactly what you’re doing. This is a comforting, even soothing, notion to students. And it frees them to concentrate on their learning.

Your students will take up your cue.

In many ways a class takes on the personality of their teacher, and if you shout your directions and talk over your students, you’ll have a noisy, chaotic classroom.

What you do is more influential than what you say. So when you quiet your voice and speak politely to your students, they’ll do the same. They’ll use gentler voices and be more respectful when they speak to you, as well as each other.

Tell Them What You Want

Passion and enthusiasm are important to good teaching. So when you’re presenting a lesson, motivating your troops, or playing a game with your students, let the moment dictate the volume and intensity of your voice.

Cut loose and be the inspirational teacher you were meant to be.

But when you’re giving directions, handling behavior issues, and otherwise attending to the day-to-day operations of your class, it’s best to dial it down.

Stand in one place, look your students in the eye, and speak to them in a soft voice.

Tell them exactly what you want.

And they’ll give it to you.

How To Teach Without Getting Stressed-Out; Arghhh!

by Michael Linsin on April 10, 2010

I have a technique you can start using tomorrow that will eliminate stress from your teaching life.

This no-stress method is so effective, in fact, that many professional athletes use it before a competition.

For them, keeping their composure can mean the difference between winning and losing, success and failure.

For teachers the stakes are equally high.

It’s the difference between having a pleasant day and a miserable one, between loving your job and counting the days to retirement. Plus, teachers who are able to keep their cool have fewer behavior problems.

The technique is easy to use, takes just a couple of minutes, and works surprisingly well.

The Decide-First Method

It’s called the decide-first method of stress relief. I stumbled upon it many years ago while still a wet-behind-the-ears student teacher.

My first student teaching assignment was with an unruly group of fifth graders.

As is often the case, the teacher in charge of the class was looking for a way to take a break from her responsibilities. The students were bouncing off the walls, and she was pulling her hair out. Soon after I arrived she handed the class over to me.

I couldn’t have been happier.

Dirty Little Secret: teachers who frequently volunteer to host student teachers often need mentoring themselves.

When I made the decision to become a teacher, I decided that I was going to love my job no matter the circumstances. I wasn’t going to sit back and see if I was going to be fulfilled, happy, or having fun.

I was going to make it happen for myself.

So when I was thrown to the wolves as a new teacher, this attitude led me to start using the decide-first method.

Every day before walking into the chaos of my first teaching experience, I sat in my car, closed my eyes, and decided that no matter what happened that day, I wasn’t going to let it affect me emotionally.

A herd of elephants could come crashing through the door, but I committed myself to being as calm as a Tibetan monk.

At the time I didn’t have experienced classroom management skills. I knew few of the strategies and techniques that are now second nature to me.

But a funny thing happened.

The students began to feed off of my calm energy. And every day I gained greater control and respect. Within a couple of weeks I was indeed enjoying—loving—what I was doing.

A Lesson From Sports Psychology

I was watching the Tennis Channel recently, and during a segment called Fit To Hit, sports psychologist Dr. Allen Fox was asked how tennis players can best control their emotions on the court.

He said that, before a match, if they will make a conscience decision to keep their composure—despite the adversity they may face—then remarkably, they will.

It’s that simple.

Being stress free in the classroom, as well as on the tennis court, is a decision you make. Stress doesn’t happen to you; you let it happen to you.

But you can’t wait until you’re feeling stressed. By then it’s too late. The key is to decide beforehand.

How To Use The Decide-First Method

The following is a three-step plan for eliminating stress from teaching. Do it every day before your students arrive in the morning, and you will be happy with the results.

Step #1

Close your classroom door, sit down in a comfortable chair, and allow yourself a minute or two of silence.

Step #2

Close your eyes, take a few deep breaths, and relax your body.

Step #3

Decide that you will stay calm and relaxed no matter what happens that day. Commit yourself to handling every situation, every unforeseen circumstance, and every behavior with poise and confidence.

And you will.

The Benefits

The most obvious benefit of using the decide-first method is that you’re going to like your job a lot better. Here are a few more benefits:

• Your calm, confident demeanor will sweep the negative and excitable energy out of your classroom.

• Your students will respond to you differently. You’ll appear more in control, more confident, and more like a leader they’ll want to follow.

• Your students will become calmer. Your state of mind has more effect on students than you realize. What you’re feeling on the inside reveals itself clearly on the outside.

• Behavior will improve. You’ll begin relying on your classroom management plan instead of trying to force or convince students to behave—which is ineffective and stressful.

Try the decide-first method tomorrow. It could be the best day of teaching you’ve had in a long time.

Losing Control Of Your Class? Here’s How To Get It Back

by Michael Linsin on January 22, 2011

One of the happy truths about classroom management is that you can always press the restart button. You can always call a do-over.

Any time you like.

So as soon as you notice your students becoming less motivated and more prone to misbehavior, that’s exactly what you should do.

Crumble up and start over.

Don’t wait until your students are climbing the walls, and you’re sobbing during your lunch break.

Do it now.

Every day your wet finger should be in the air, testing the behavioral winds of your classroom. If you don’t like the direction they’re blowing, it’s time to shake things up.

And start over from scratch.

Here’s how:

Begin first thing in the morning.

It’s best to start over in the morning, as soon as your students arrive to school. In the meantime, if you’re trying to get through a rough afternoon, slow everything down. Take your time, talk less, and wait until your students are quiet and looking at you before moving on to the next thing.

Rearrange seating.

Before your students arrive in the morning, change the seating arrangement—as well as where students sit in relation to one another. A new place to sit signals to students that change is in the air. The old way of doing things isn’t in play any longer.

Clean up the clutter.

Physical environment has a noticeable effect on behavior. A tidy, clean look, with lots of pride and open space, sparks an immediate understanding in students–without you saying a word–that excellence is expected. Clutter, on the other hand, whispers to all who enter your classroom, “Mediocre will do.”

Block out one hour (or more).

Most teachers are in a hurry to plow through the curriculum, giving less attention to the one thing that makes the greatest difference in the classroom: classroom management. Clear your schedule for first thing in the morning. Give yourself at least one hour to work your classroom back into shape.

Model procedures first.

Your students need to know exactly what to do, and how to do it well, during every minute of the school day. When they don’t, bad things happen. Routines and procedures are critical to your success—and sanity. They should be reviewed, modeled, and practiced during the first half of your one-hour block.

Practice walking in line.

Although all procedures are important, walking in line is at the top of the list. Nothing focuses students faster or more effectively than practicing a smooth, brisk, arrow-straight line. It gets them doing things the right way, which will then transfer to everything they do.

Reintroduce your classroom management plan.

After practicing procedures, your students will be calmer, more attentive, and more receptive to your instruction. Now is the time to reintroduce your classroom management plan. Model each rule and consequence like it’s the first day of school.

Recommit yourself.

If your students have become careless with their behavior, then you’ve become careless with classroom management. It’s as simple as that. So own up to it. Tell your students that you’ve done a poor job of holding them accountable and therefore haven’t fulfilled your most important job: to protect their right to learn without interference.

Then give your word that it won’t happen again.

Pedal To The Metal

Whenever you feel like you’re losing control of your classroom, it’s because of something you’re doing–or not doing. It’s not about your students. It never has been and it never will be.

It’s about you.

Effective classroom management is a daily, hourly, commitment. As soon as you let up and relax your standards, you’re going to pay for it–with interest.

The solution is to keep your foot on the gas, propelling your students toward your ever-rising bar of excellence.

Do this, and you’ll never have to start over.

22 کلید طلایی در انتخاب رشته

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1- قبل از انتخاب رشته با خانواده و مشاوران آگاه مشورت کنید.
2- در انتخاب رشته با توجه به استعداد، توانایی، علاقه و شناخت خود، خودتان تصمیم آگاهانه بگیرید، زیرا ممکن است تغییر یا انتقال رشته برای شما مقدور نباشد.
3- قبل از انتخاب رشته در باره موقعیت جغرافیایی و جایگاه علمی دانشگاه و رشته مورد نظر خود مطالعه و بررسی لازم را انجام دهید.
4- دفترچه راهنمای انتخاب رشته را خودتان به دقت مطالعه کنید و هنگام دریافت برگه انتخاب رشته با اطلاعیه ها و نکاتی که سازمان سنجش یا دانشگاه ها در مورد ظرفیت و شرایط پذیرش منتشر می کنند توجه نمایید.
5- براساس نمره و رتبه خود انتخاب رشته نمایید زیرا انتظار بالای شما ممکن است باعث از دست دادن موقعیت های دیگر باشد که در آینده به راحتی نتوانید بدست آورید.
6- هرگز به انتخاب رشته کامپیوتری اکتفا نکنید زیرا کامپیوتر نمی تواند استعداد، علاقه و شخصیت شما را در نظر بگیرد. اما می توانید از انتخاب رشته کامپیوتری به عنوان راهنما کمک بگیرید.
7- طوری انتخاب رشته کنید که رشته اول بر دوم، دوم بر سوم، و سوم بر چهارم و ... بر دیگری برتری داشته باشد.
8- انتخاب اول با انتخاب آخر از نظر اولویت نمره تفاوتی ندارد، سعی کنید اولویت شما بر اساس استعداد و علاقمندی تان، رشته و دانشگاهی که انتخاب می کنید، باشد.
9- امکان ادامه تحصیل در بعضی از رشته ها مقدور نیست یا به سختی ممکن است؛ در انتخاب اینگونه رشته ها دقت کنید.
10- در صورتی که مجاز به انتخاب رشته در هر یک از رشته های دانشگاه پیام نور یا غیرانتفاعی هستید، رشته های این دانشگاه را انتخاب کنید.
11- رشته شبانه و پیام نور شهر خود یا شهرهای نزدیک را انتخاب نمایید زیرا اولاً سهمیه اختصاص یافته برای شما بیشتر است و ثانیاً امکانات خوابگاهی در دانشگاه های شبانه وجود ندارد.
12- بعضی از رشته های شبانه، غیرانتفاعی و پیام نور شهر خود را در اولویت نسبت به شهرهای دور دست انتخاب نمایید.
13- با توجه به سهمیه قطب، استان و ناحیه شهر خود انتخاب رشته کنید زیرا تقریباً هفتاد درصد سهمیه اختصاص یافته به این مناطق مربوط به شماست.
14- در انتخاب رشته های کاردانی در شهرهای دور دقت نمایید زیرا در صورت قبولی حتماً باید در آن رشته ادامه تحصیل دهید؛ در غیر این صورت به مدت دو سال از شرکت در کنکور سراسری محروم خواهید شد.
15- شانس خود را در انتخاب رشته های شبانه، غیرانتفاعی، پیام نور و نیمه حضوری امتحان کنید زیرا در صورت عدم ثبت نام و ادامه تحصیل در سال آینده از شرکت در کنکور سراسری محروم نخواهید ماند.
16- داوطلبانی که با مدرک کاردانی در کنکور سراسری شرکت کرده اند مجاز به انتخاب همه رشته ها نیستند و باید مطابق دفترچه انتخاب رشته عمل کنند.
17- داوطلبانی که مجاز به انتخاب رشته در دوره روزانه اند حق انتخاب رشته در دانشگاه های شبانه و نیمه حضوری را دارند. اما افرادی که تمایل به انتخاب رشته دانشگاه پیام نور و غیرانتفاعی دارند، در صورتی که مجاز به انتخاب رشته در این دانشگاه ها باشند، می توانند انتخاب رشته نمایند.
18- تنوع انتخاب رشته در گروه های آزمایشی مختلف به شرح ذیل است:
- گروه آزمایشی علوم ریاضی تقریباً 165 رشته.
- گروه آزمایشی علوم تجربی تقریباً 125 رشته.
- گروه آزمایشی علوم انسانی تقریباً 75 رشته.
- گروه آزمایشی هنر تقریباً 35 رشته.
19- پذیرش در بعضی از رشته ها مانند رشته های نیمه متمرکز انصراف از تحصیل ندارد بنابراین در انتخاب این گونه رشته حداکثر دقت لازم صورت پذیرد.
20- فقط با افراد خبره و آگاه که با شرایط و نحوه پذیرش دانشجو طبق دفترچه راهنمای انتخاب رشته امسال آشنایی کامل دارند مشورت نمایید. زیرا هر سال نحوه گزینش شرایط پذیرش در بعضی از رشته ها تغییر می کند.
21- در نحوه گزینش، شرایط پذیرش دانشجو و شرایط خاص بعضی از رشته ها به موارد ذیل دقت نمایید:
- گرایش خاص بعضی از رشته ها.
- جنس پذیرش رشته های مختلف.
- ظرفیت پذیرش مربوط به سازمان ها و نهادهای مختلف مانند آموزش و پرورش.
- گزینش خاص دانشجو در برخی از دانشگاه ها و بعضی رشته ها مانند دانشگاه امام صادق (ع) و رشته های نمیه مرکز.
- نوع سهمیه پذیرش داوطلب و نوع پذیرش دانشجو در رشته های سهمیه دار.
- تعهد بعد از تحصیل در مورد بعضی از رشته ها و انجام تعهد در محل مندرج مطابق با دفترچه انتخاب رشته امسال.
- امکان تغییر رشته یا جابجایی در صورت پذیرفته شدن در دانشگاه.
22- حداکثر دقت لازم در پر کردن فرم انتخاب رشته مطابق با مطالب مندرج در دفترچه انتخاب رشته و آخرین اطلاعیه هایی که سازمان سنجش یا بعضی سازمان ها و دانشگاه ها در مورد پذیرش دانشجو با توجه به شرایط خود اعلام می نمایند.

Are You Boring Your Students Into Misbehavior?

by Michael Linsin on September 24, 2011

Your students love video games.

They love action movies and bawdy comedies. They love snowball fights, skateboards, birthday parties, and action sports.

They love laughter and thrills, challenge and daring-do.

They want to leap off thirty-foot cliffs into murky water below. They want to go on zip-lines, amusement-park rides, water slides.

They want to score the winning goal, hang out with their crazy friends, and eat pizza seven nights a week.

They spend their waking moments thinking about, pursuing, or engaging in their desires.

And then they walk into your classroom.

Boredom Equals Misbehavior

I know, I know… It’s not your job to entertain your students or compete with the excesses of the world.

True enough.

But if you can’t grab their attention and enchant them with your lessons and teaching style, you’re going to lose them to boredom and disinterest.

And, as predictable as the rising sun, unengaged students misbehave, break rules, and seek fulfillment in less-than-acceptable ways.

Just the way it is.

Four Desires

The key to capturing your students’ attention, and keeping it, is to tap into four desires nearly every student has in abundance.

1. Adventure

Students crave adventure, and if you can give it to them, even in small doses and in vicarious ways, they’ll love being in your classroom.

Organize scavenger hunts and walking field trips and outdoor art lessons. Choose read-alouds that transport to other worlds. Act out scenes of scientific discovery. Perform your favorite book passages. Reenact moments in history instead of just reading about them.

Dive headlong into the dramatic stories of adventure behind the yawn-inducing curriculum you’ve been saddled with. Be wary of the current push in more and more technology, and get your students up and experiencing their learning.

2. Laughter

Bring regular doses of fun and laugher into your classroom, and your students will follow you to the ends of the earth. Besides storytelling, nothing compares to the rapport-building, behavior-influencing power of humor. Be open to it and you’ll find it everywhere you look.

There is no place like a classroom full of kids to find the comically absurd, the notably amusing, and the downright hilarious. No, you don’t have to abandon your rules or waste learning time.

The truth is, when your students are happy to be in your class, when they can have a good laugh once in a while, they’re less likely to misbehave and more open to learning.

3. Challenge

Among the happiest of people are those whose work challenges them—without it being unreachable, undoable, or discouraging. And this is what you must do with your students. You must continually give them challenges they think they can do, but aren’t absolutely sure.

The best way to do this is through provocative questioning: Who thinks they can teach the class how to perform the experiment? What group wants to try to tackle this problem? Which pair can do this the best, the fastest, or without making a mistake?

Your job is to know what your students can do so you can ask for a little more—in tempting challenges dangled before them throughout the day.

4. Fascination

This is where your skill as a teacher and showwoman (or showman) comes in. I’ve found that in every lesson and in every activity there is an opportunity to infuse a dose of fascination and wonderment.

This strategy can be so powerful and can be used in so many different ways, limited only by your imagination. Find the one thing in your lesson that is unique, unusual, magical, shocking, incredible, secretive, special, exclusive, or in some way different and use it to lure your students in.

Now on the surface this one thing might not be very compelling. The trick is to visualize your lesson objectives through the eyes of your students. Find the one thing that stands out and then make it compelling. Make it something your students can’t ignore, even if they tried.

Teach To The Heart

If your classroom doesn’t include these elements, if you’re simply following along with the paint-by-numbers curriculum you’ve been provided, then classroom management will be a never-ending struggle.

And academic progress will be teeth-pulling slow.

When you regularly tap into your students’ natural desires, however, when you speak and teach directly to their hearts, rather than into their ears and over their heads…

Then their eyes will widen, their backs will straighten in their seats, and they’ll be filled with the love of learning.

How To Repair A Broken Relationship With Your Students

How To Repair A Broken Relationship With Your Students

by Michael Linsin on September 15, 2012

So you lost your cool.

You raised your voice. You put your students in their place. You stomped around in a huff and behaved in a manner you’re not proud of. You said things you wish you could take back.

And now as the school day draws to a close, guilt gnaws at your conscience.

You smile sweetly and bid your students goodbye as they file out of the room. But it’s clear something in them has changed—like an innocence lost or a disappointment found.

They leave without looking back.

You close the door and lock it. You find your way to your desk and slump into your chair. You cradle your head in your hands. What have I done? Did I just ruin everything?

Breaking your students’ trust and damaging the rapport you’ve worked so hard to establish may indeed feel like the end of the world.

But students are remarkably forgiving. And with the right approach, you can always draw them back into your circle of influence.

Here’s how:

Wait until tomorrow.

It’s best to wait until the next morning before addressing the incident that precipitated your outburst. Give yourself and your students a fresh start, a chance to view each other through the lens of a brand new day.

Admit your mistake.

As soon as your students are settled, tackle the situation head-on. Say simply, “Yesterday I was unhappy with the way you behaved during math, and I handled it poorly. I lost my cool and I’m sorry.”

Note: Apologizing is as much for you as for them. It also provides a model for your students and is the quickest way to right the ship.

Let it sink in.

After your brief but direct apology, give your students a moment to let it sink in. A pause will also keep you from going on and on and diluting the impact of your words. The idea is to make amends quickly, impressionably, and without fuss.

Don’t let them off the hook.

Now is your opportunity to do what you should have done instead of losing your cool. Hold your students accountable for the previous days’ behavior by having them redo whatever it is that caused your, ahem, moment of weakness.

Avoid fun and games.

Resist the urge to try to win them back with a fun afternoon, a silly game, or an easing of your behavior standards. These methods are manipulative. They hold no meaning for students and will cheapen your relationship with them.

Take it slow.

Trust is built over time with your consistent behavior. It’s an hour-by-hour, day-by-day sameness that restores rapport and influence. Be pleasant, don’t try too hard, and respond to every act of misbehavior with calm accountability. You’ll win them back before you know it.

Learn from it. 

We all make mistakes. It’s what you do with them that matters and makes the difference in the teacher you become. Resolve to use yours as an opportunity to learn and to get better and to leapfrog into greater understanding.

Keeping Cool

One of the keys to keeping your cool is to never let behavior reach the point where it gets under your skin.

If ever you see something you don’t like, either stop your class in their tracks, show them what you expect, and then make them do it again . . . or, in the case of individual students, simply follow your classroom management plan.

Far too many teachers accept a little pushing here, a little side-talking there, allowing their students to only sort of follow their classroom rules and directives.

Sure, they’ll remind and warn and complain until their throat hurts, but they never actually do anything about it.

They just endure it—which, over time, is bound to get the best of them, bound to cause them to do or say something they’ll regret. Maybe even every day.

Setting the bar where you really want it, though, and then holding students accountable for reaching it, not only keeps you cool and happy under the collar . . .

But it allows you to maintain the kind of influential relationships with your students that are critical to your—and their—success