Case Book Five

Babalee Jenkins recently had a discussion with some of her colleagues. In bringing up some "hypothetical" classroom management scenarios, she has learned more about what her colleagues do, and also what management techniques have and have not worked with some of her students in other classes. She reflected on this and the standards that she has to help students meet for their learning. She decided that one of the big lessons her students can learn relates to how behavior influences getting and keeping a job, staying out of trouble, etc. She spends a great deal of time constructing checkbook forms and paycheck forms for each of her students. She sets up her computer software to record the credits and debits of each student. Then, she explains the process she is going to use to the class. For her, this system ought to not only meet learning standards, but also help her with some classroom management.

MS. JENKINS: ….This is a new system of management that functions much like the real world. You each have a checkbook. You can use it to buy things like time at a desk, time with the teacher, the use of the texts, etc., when you have money in it. To get money in it, you have to earn the funds. Your earnings will come from your doing class work, doing homework, and the class being able to function. The better the class functions on a given day, the more each of you earn. Every time I have to reprimand, someone loses the opportunity to earn money. This classroom will function much like the real world, where you have to pay rent, work, earn money to live, etc. Also, just like the real world, you are all starting out. There is no credit, no credit cards, and definitely no welfare. You survive or thrive, your decision.

S1: Hey, Ms. Jenkins. There must be a mistake here. I have no money in my checking account, and the list says that I owe $15 just for being here today.

MS. JENKINS: That is correct. Now, let's see how you can earn money. Look at that list. Decide how much you want to earn, and look at the behaviors you have to engage in to earn that much.

S2: Hey, I can even save money for college on this one. Too bad it isn't real!

MS. JENKINS: It is as real as possible. However, you are right. The money is not good anywhere except in this room. By the way, if you stay in the negative, there will be extra fees added, because that is what banks do.

S3: If we were going to really do this, don't you think we should do it all day long, not just in one class?

MS. JENKINS: Yes, you are right. Maybe this will spread. Right now, we are going to start out small, though, and just do it here.

S1: I want to purchase a desk. No, rent a desk, for today only. Ms. Jenkins, can I pay you later to rent today?

MS. JENKINS: No. If you want to rent a desk, you will have to earn the funds. Since you have been talking and not raising your hand, I assume you really did not want to earn the funds that way.

S1: Ooops, sorry. Missed that on my list. Looks like in addition to raising my hand, I need to get some work done quickly, so I can sit down!

MS. JENKINS: Well, I suggest you all start working in your groups, and try to earn the cash so you can rent desks today or tomorrow.

Teacher Notes:

• While few teachers are willing to admit their own issues with classroom management, they are often willing to discuss the hypothetical situations, or reflect on what others have tried. The extent to which you use your creativity in management should be limited by knowing your students, what you have tried, what experiences they have had, and what techniques prior teachers have used. Engaging in a general discussion with other teachers may be helpful for stimulating your own creativity about what might work in your classroom.