Welcome to our third week of the Classroom Management Series! The past two weeks we
have talked about students talking when not supposed to as well as
students using their electronics in the classroom. This week we are going to address profanity.
Profanity: (noun)
abusive, vulgar, or irrelevant language
Includes but not limited to:
- cussing
- trash talking
- saying mean or sexual jokes (ex. Your momma is so fat…)
- any disrespectful talk that interrupts learning or makes others feel unsafe.
Why do students use profanity?
- To get attention that they crave
- To impress their peers
- To portray an emotion (excitement, anger/hurt towards a fellow classmate, etc)
Students come from all types
of backgrounds and to some of the students these words are normally used in
their home. But in the classroom
there needs be different expectations to ensure a safe learning environment.
Here are a few tips, using
our two types of solutions:
Preventive Solutions
- Put in class (rules)-Be respectful, discuss what is and is not disrespectful
- Have a “Behavior
Notice” handout available for students to fill out if they misbehave
Download a FREE copy here
Responsive Solutions
- Ask students to rephrase what they said
- Have students apologize for using profanity
- Talk to the offender privately about why they are saying what they are saying
- Have student complete the “Behavior Notice” to return the next day (simply place it on their desk for them to fill in)
- call parents
- conduct a conference with student (and the other people if profanity was aimed at others)
Remember to make the solutions fit the behavior. This is because students have a hard time connecting a consequence to an action if the consequence is delayed or unrelated to the misbehavior. For example, if a student cusses in your class have them rephrase what was said and apologize immediately instead of having the student clean your classroom.
Next week's question:What do you do when students arrive late or leave early? Please leave your tip in the comment section below.
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