Classroom Management Strategies for Difficult Students: Promoting Change through Relationships

   I read the article Classroom Management Strategies for Difficult Students: Promoting Change through Relationships. The article is based on strategies for improving classroom management in the middle grades-six through nine. These are the grades where students are more likely to develop declines in academic success as well as self-esteem. The title of this article really caught my attention because I believe that all students have the capabilities to be great students, they simply need the right attention and encouragement from a dedicated teacher who truly cares for their well-being.
    The article addresses the extreme work-load and demands that are place on teachers. They are expected to know content, pedagogy, devlop engaging lessons for diverse students and use a variety of instructional strategies to keep students entertained. On top of all of this teachers are expected to have a one-on-one relationship with their students. At times this relationship may seem like the least important aspect on the never-ending To-Do list but it is truly the most important aspect to developing a positive classroom.
    Some of the stratistics that I found interesting from the article were that teachers who had high-quality relationships with their students had 31% fewer discipline problems, rule violations and other related problems over the span of a year. These teacher put their students first. They focused on developing the whole person rather than one aspect of their students. The article also suggests that effective teachers do not treat all students the same. Instead they changed their management and relationship building style per each student that they have.
   According to the article, successful teachers who are able to gain positive relationships with their students apply the following strategies: Understand the needs and beliefs of the students as they are, not as  you think they ought to be, building empathy, admiring negative attitudes and behaviors, and leaving the ego at the door. The one that I found most interesting was the 'admiring negative attitudes and behaviors'. In this strategy teachers learn how to take a particular behavior that is not appropriate and turn it into a positive characteristic. An example was given of a student who is very manipulative. Instead of getting upset at the student who is manipulative and has a bad attitude, talk to them about how they have a great skill and they can use it for good if they choose.
    Many students that we teach do not receive praise, admiration or love within their personal lives. As teachers we have the opportunity to extend to them the opportunity to receive these gifts. They all have worth and it is our job to discover what positive attributes they hold and how we can use them to better the class and their own lives. I enjoy working with difficult students. They are a challenge and I enjoy reaching that moment where I have connected with a student and instead of fighting me on a subject or disagreement we are simply able to discuss and learn from one another. I truly believe that creating positive relationships with your students is the best way to improve classroom management. This may involve changin pedagogy or content but there is no reason why we cannot adjust our teaching styles to include personal and positive interactions with our students. When we are actively engaged in their education and personal lives we can make a positive change for everyone involved. It is also our goal as teachers though to realize where the line is drawn when creating relationships. It is vital to become close to our students but we always must remember that we are first and foremost their teacher, an adult, and a professional that needs to be a positive influence in their lives.