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Classroom Management for "Specials"
科任(特殊)課的課室管理
譯者: 吳清良 老師
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Regular classroom teachers aren't the only educators who confront behavioral problems. Teachers of special subjects, such as art, music, and physical education also face the challenge of dealing with disciplinary issues. In fact, students might see those classes as an opportunity to have a good time, and be more apt to misbehave. It is not surprising, therefore, that children who act like angels in their regular classrooms can become hellions when they go to "specials."
不只是級任導師才屬於會碰上學生行為問題的唯一教育人員，就連科任(特殊)課的老師 (例如教美勞、音樂、及體育)也常需面對紀律問題處理的挑戰。事實上，學生們會把這些課視為享受「好時光」的一個機會，容易有違規的傾向。因而，這一點兒也不感到訝異，當他們在級任導師的教室表現得像「天使」般，但到了科任(特殊)課時就變成「地魔」。
"Specials" have less instructional time with students than do regular classroom teachers. As a result, specials have less time to impress upon students their expectations and fewer opportunities to shape student behavior. In addition, classroom activities during special classes often are highly stimulating, which can increase the likelihood that students will act out.
科任(特殊)課比一般的級任導師課有著較少的上課時間與學生接觸。因而，科任(特殊)課有著較少的時間能使學生牢記老師的要求，且有著較少的機會來塑造學生的行為。除此之外，科任(特殊)課的上課活動通常都是屬高度激烈的那種，這會使得學生失序的可能性大增。
WHAT YOU CAN DO
你能做什麼？
Establish the tone at the start of class. If students are allowed to talk to one another at the start of class, settling them down will be more difficult. Tell your students you expect them to enter class quietly and to be ready immediately to follow instructions or begin the task posted on the chalkboard. Try to start your lesson as soon as students are seated; before they have a chance to misbehave.
在開始上課時就要建立好風氣。如學生在開始上課時就被允許互相交談，則要使他們靜下來是有點困難。告訴你學生你要求他們：『要安靜地進教室，並要馬上準備好來服從指令，或照黑板上所寫的開始作業。』當學生坐妥後儘快開始上課，使他們沒有機會來胡搞瞎搞。
Set and post your classroom rules. Do not have more than five classroom rules, stated simply, clearly, and in positive terms. Post rules where students can see them easily. Discuss the rules the first week of class and refer to them as necessary throughout the year. You might consider having the same rules as their regular classroom teacher.
設立及公告你的教室規則，不要超過五條規則，以簡單、清楚、且正向的語句陳述。把這些規則掛在學生容易看到的地方。開學的第一週，討論這些規則。隨後的這學年，有需要時，回歸這些規則以加強學生的印象。你也可以考慮使用跟他們級任導師一樣的規則。
Remind problem-prone students of your rules as they enter class. If you have a student who regularly misbehaves in your class, briefly talk with him as he walks in the door. Greet him in a positive manner and remind him of the class rules, emphasizing those he has violated in the past. If he is well behaved during that class period, let him know that you are pleased with his behavior. You might even call his parents to let them know how well he behaved in your class.
當問題學生進入教室時，提醒他們有關你的規則。如你有一位學生常在你的課違規，當他進門時，與他簡短地談一談。以正向的態度迎接他，並提醒他有關教室的規則。特別強調他過去曾犯過的那幾條。如他這節課表現良好，讓他知道你是很欣賞他的行為，你也可甚至打電話給他父母，讓他們知道，他在上你的課表現良好。
Put up a sign from the classroom teacher. If you are informed that a particular class has been misbehaving on the day you see them, consider posting a notice from the regular classroom teacher on your chalkboard. The notice might read, for example, "My students have been behaving poorly today. Please let me know of any students who misbehave during your class. I also can provide students' telephone numbers so you can contact their parents if necessary." Adapt the notice to fit your situation, but don't post it every time you have that class. Use it only on those days when the regular classroom teacher anticipates a problem in your classroom.
掛上級任導師的「告示條」(符咒)。如你在上他們課的那天，事先知道他們在某堂課曾失序過，你可考慮掛起級任導師的「告示條」(符咒)於黑板上以鎮邪。告示條(符咒)上寫到：『我的學生們今天表現很差，請讓我知道是那一位在你的課表現差。如有需要，我也可提供學生的電話號碼，以便跟他們的家長連繫。』此告示也可略加修正以適合你的情況。但不要每次上那堂課時都掛上(符咒)，而在當級任導師料到可能在你的課會發生問題的那幾天才用上。
Use the regular classroom teacher's behavior modification plan. If the regular classroom teacher uses a behavior modification plan with a student or with the entire class, ask the teacher if you can be included on that plan. Try to keep it simple. For example, if a student has a point card that he uses in his regular classroom, you might have him bring the card to your class and assign points based on his behavior with you. The student can use the points to earn rewards or privileges from you as well as from his regular classroom teacher.
用級任導師的「行為改正計劃」。如級任導師使用行為改正計劃，針對某一學生、或全班。你可問問該老師是否你也可沿用該計劃？儘量試圖簡單。例如，學生在他班上使用的計點卡，你也可要學生帶到你的課來。根據他在你課的表現，給予適當的點數。學生利用這些點數，可從你這邊以及級任導師處，獲取獎勵或特許權。
Prepare activities for students to do as they line up to leave. If the classroom teacher is delayed picking up students, they might exhibit behavior problems while waiting in line. You can prevent that by planning a few waiting activities that are both fun and educational. As an example, you might play "Art Jeopardy" or "Music Jeopardy," in which you give answers and students provide the questions.
當學生們排隊要離開時，準備些活動。如他們的級任導師延遲來接他們的話，他們等在行列間時，可能會產生行為上的問題。你可規劃些等待中所做的活動(要有趣及有教育意義那種的)，以防止問題的發生。例如，你可玩「美勞停擺」、或「音樂停擺」之類的遊戲。學生提供問題，你提供答案。
Dr. Kenneth Shore is a psychologist and chair of a child study team for the Hamilton, New Jersey Public Schools. He has written five books, including Special Kids Problem Solver and Elementary Teacher's Discipline Problem Solver.
Kenneth Shore博士是位心理學家也擔任紐澤西公立學校Hamilton區孩童學習小組的主席。他寫了五本書，包含「特殊兒童問題解決法」、及「國小老師處置紀律問題的解決法」。
Article by Dr. Ken Shore
Education World
Copyright c 2004 Education World
以上由Kenneth Shore博士撰文
教育世界出版社
版權屬 教育世界出版社 2004年
◎ 僅供網上流通閱覽，原著有版權，書商請勿逕自集冊付梓。 2006