At the elementary level, if a teacher drops off a class and departs before students have entered, they might become rowdy, particularly if it was a substitute (see similar situations at the high school). Depending on the layout of your library, you can forestall chaos by placing yourself in front of the lead student.  Say, “Freeze.”  Then ask, “Who remembers what you do first when coming into the library?”  The question triggers not only your established routines but also a classroom environment. Give them a clue as to what they will doing with you and then let the class progress as usual.

When one student repeatedly disrupt a lesson, most alternatives that first occur to you are equally bad.  Ignoring the student challenges him or her to continue the behavior more frequently.  Stopping the lesson to admonish the child gives the desired negative attention.  Sending the student to another section as a “time-out” usually puts him/her out of your view and can lead to further issues.  So – what’s a good choice? Ask a question of that child based on what you are doing. If he/she can’t answer, have another student help, but then say to the disruptive one, “I know you could have answered that.  You can make good contributions here, even if it’s been a bad day for you.”  What you have quietly communicated is that you recognize the child is angry and frustrated over something that has nothing to do with you (unless you have been actively disrespectful to the student), and has no way to get it out.

The recognition that the disruptive behavior is not connected to you holds true when dealing with students at upper grades as well.  Don’t take it personally.  Try to see it from the child’s viewpoint.  Has s/he been harassed by other students or by the previous teacher? Made to feel stupid and/or humiliated, or is dealing with an upset from home?  There is no outlet for the emotional turmoil.  Students know the teacher has the power and there is little they can do but become a major annoyance to get back at those in charge. When possible at the upper grades, go over to the student and say, “I am guessing you are having a terrible day.  Do you want to get a drink of water, look at a magazine, or go on the computer for a bit?”  Understanding and respect go far.

Disruptive, out-of-control classes are a different challenge at middle and high school because the teacher is present.  On the one hand you don’t want to usurp the teacher’s authority.  On the other hand, this is your space and you are responsible for it.  It’s easier when the situation is triggered by a substitute bringing the class in.  You can simply say to the teacher, “It’s tough for subs to bring classes to the library.  I’ll take care of it.” Then calm the class down by reminding them they have limited time to get their assignment done.

When they are with their regular teacher, you need to move more diplomatically.  Ask the teacher whether she would prefer to get the class settled or would he/she rather you do it.  Don’t say, “Get your students under control, they are disrupting the work of others.”  You are always working to build positive relationships.

It is tempting sometime to send a student to the principal but that should be reserved for the direst situations.  You don’t want to get a reputation for not being able to maintain discipline in the library.  Call security or the office when violence is a possibility.  Otherwise, try to avoid that response.

I am sure you can come up with many other scenarios where you struggled to restore order.  That’s the idea.  Review the ones you have dealt with.  What could you have done differently?  Doing mental rehearsing will keep you one step ahead of students.  Most of the time. And remember – in general there are no “bad” kids or classes.  Only situations to be managed.  You can do it.

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Managing the library environment, as I noted, is challenging and many have difficulty with it. The topic is rarely covered in library school and what works in the classroom doesn’t translate easily to the library.  You don’t have a regular seating arrangement, you don’t give grades, and there are many places where students can be out of sight.

The first thing to remember is it’s called “classroom management” not “classroom control.”  It’s hard not to put “do not” rules in place when you are striving to maintain discipline, but control comes from fear.  You are so concerned about not being on top of everything, you clamp down to prevent something from happening.  Management comes from confidence, from trusting yourself and your abilities, and trusting how you are will create a climate that fosters good behaviors. To achieve the environment you want, remember these three “R’s:” Routine, Rethink, and Respect.

Students at all ages are better behaved when routines are in place.  “Entrances and Exits” highlighted routines to use during those key times, but you need routines for transitions.  At the elementary level when a class comes in, once the entrance routine is complete, you need to move them effortlessly into the lesson or story time. To the extent possible, have the area set up, and place yourself so you are guiding them to where they need to go, even without saying anything.  When a middle or high school class comes in and you are working with the teacher, recognize a bit of “fooling around” may occur either as they move to the tables or computer.  If you say something like “I see you are all eager to get started, so …” and give the necessary direction things will begin to move as you need them too.  Trying to quell anything beyond quiet movement will only lead to further disruption as the lesson proceeds.  If you are with one class and another comes in, either notify the teacher in advance as to where you want students to go, or put up a small sign on the back of an easel identifying the location.

Rethinking means recognize your attitude and change it as needed.   You may tense up as a “troublesome” class arrives or anticipate a problem with a student with whom you have had trouble.  Your thoughts communicate without your realizing it and will trigger the behaviors you wish to avoid.  Instead, plan ahead to find something that will engage their interest—ask them a challenging question as they enter – and try “I want to hear what you come up with” as a leading statement.  For a single student, think “He/she is often made to feel stupid or hard work, I can make his/her day better.”  When you speak, you will then naturally smile and say something kind.

Respect permeates throughout if you want to manage the library.  To get respect, you must first give it.  Before you say something to a student, consider whether you would speak the same way or use that tone of voice if you were dealing with an adult. If a teacher or administrator walks in while you are helping a student, don’t say, “I’ll be back right after I speak with so-and-so.” Instead, tell the adult, “I will be right with you soon as I am finished here.” When a student comes up for help while you are talking with a teacher, let the child know how much longer you will be.  It’s common courtesy.

You all have various techniques to gain quiet.  These will work better if you are also using the “3 R’s.”  And do realize, some days you won’t behave well.  You are human.  Apologize immediately. You can be a role model for routines, rethinking and respect. Imagine if that spread throughout your school!

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copyright Maurice Sendak

How you begin is usually how things will continue.  Think of students’ entrance into the library. Look at your physical space.  How does the traffic pattern cause them to enter? If it’s wide open, elementary students will have a tendency to rapidly spread out before you can start the lesson. See if you can move some counter height shelving to create a directed flow.  This way you can greet your class as they enter.  Smiling, speaking to them individually, asking one or two to help their classmates with the book return and getting seated will set a tone for cooperation and participation. Once this becomes a routine, students will respond to it more quickly.  Ask different students to assist at each visit—including those you find challenging.

At the middle and high school level, you rarely have problems with the drop-ins, but depending on how well the teacher is at managing, a class can enter being rowdy.  A sense of humor goes far in restoring order. Comment on how pleased you are at their enthusiasm. Some of you use Exit Tickets to bring a library visit to a thoughtful close.  Try Entrance Tickets to quickly focus students on the task ahead of them.

As they walk in, hand students cards, each with one question.  These may be duplicated so you only need three or four.  For example, if the class is going to be working on World War I, you might have cards with the following: “When should the U.S. go to war?” “Chemical warfare was a big part of World War I. Is it ever justified?”  “Does war have rules?  Who makes them?  What should be done if they aren’t followed?” Before starting the lesson, discuss the Entrance questions and get students thinking about their own views on war. This will help them determine what issues they will explore in their research.

Exit Tickets, if you haven’t used them, serve to foster metacognition and “lock-in” the learning. Among the questions to ask, culled from an AASL listserv, are: “The most important thing I learned today was…” “I knew…I now know… and I was surprised to learn…” “I would like to learn about…”  Elementary students can answer as they line up.  Have middle and high school students respond when you call them back together after they have completed their research for the period.

And remember, give yourself a break.  Some days you are not going to be successful.  However if you focus on good classroom management practices, your own confidence level will improve and you will be able to keep the problem days to a minimum. With the school year coming to an end, it is a good time to consider what changes you can make for next year.

What are some of your favorite techniques for managing the school library environment?

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