As both a school bus driver and a school bus dispatcher I understand the ongoing frustration drivers have in managing student behavior. I have personally tried many techniques; some worked well and some didn’t. Even some of the techniques taught in courses and articles that I have read have not worked as well as the author’s claim. I have come to realize that each driver has a unique personality and each driver also has a unique expectation on what is acceptable and what is not. That being said, student management behavior techniques that work for one driver may not work for another.
Understand your clientele
As school bus drivers our clients are the school boards, schools and students we drive. Each one of the clients has a different expectation of us; therefore, it is important that we understand each expectation.
Generally speaking the school boards simply want us to transport the students to/from school in a safe manner. They plan the routes and also deal directly with parent concerns so it is imperative that we follow the routes as they have designed them. We are able to make route change suggestions if a better or safer stop is prudent; however, at no time should a change be promised to a parent or student until the board has approved it.
The schools are a little more interested in the way we interact with the students. Just as teachers fall under the umbrella of the school principal, so do we as school bus drivers. For that reason it is imperative that we each build a working relationship with the principals that we serve. Each of us is unique in our approach to students and so is each principal. It is imperative that we know and understand the principal’s approach to student management so that our approach does not clash with his/hers.
The students themselves do not pay too much attention to us as long as we do not “interfere” with them. If we do not keep them waiting at bus stops and do not impose unrealistic expectations on them, they, generally speaking, will enjoy their ride to/from school. I have been around the block enough times to know that there will be routes with a few students that will challenge our patience “just because”. It is for that reason that I am writing this article. There are things that can be done to curve the behavior of those few that need a little adjustment.
Be positive
Although I mentioned that students are generally happy as long as we don’t “interfere” with them, it is important that we do interact with them in a positive manner. If we simply ignore them all year until the first time they act out of line, then the first interaction they have with us is not a pleasant one. Here are a few pointers I have found to be very effective:
- Greet each student as they board. This almost sounds cheesy but does help in the building of respect. It shows that you respect them enough to acknowledge them.
- Be aware of conversations going on between students and comment on them later. Example: If you overhear that a student has a hockey game that night, it might be a good idea to say something like “Good luck with your game tonight!” as they are leaving your bus. The next morning you could ask how their game went.
- Be sympathetic. We are not always privy to the conditions of the student’s home-life. It is possible that we are the first positive influence and last positive influence that they receive each day. If students act out of line, it is possible that it is a result of how they live life outside of our influence. If that is the case, being diligent in your outward positive expressions will help in them gradually building respect for you. Maybe you will be the only “authority” they have ever respected.
- Thank students for doing the things you want them to do. Examples:
- Say “Thanks” when they throw garbage in the can.
- Say “Thanks” when a student helps another student
- Say “Thanks” immediately to those that respond favorably to disciplinary requests
- Say “Thanks” when a previously addressed student voluntarily complies with a previously imposed consequence such as sitting in the appropriate seat.
- Say “Thanks” as much as you can!
Use the Extinction principle
Extinction is simply ignoring behavior that is annoying or attention-getting, but not dangerous. The rationale behind extinction is that by consistently ignoring the behavior, it will cease. Dangerous behavior should never be ignored. I fully endorse the slogan “Expect Safe Behavior and Accept Nothing Less”; however, it is important to gauge whether or not the situation is actually dangerous or just annoying. The other equally appropriate slogan I endorse is “Pick Your Battles” as not every situation is worth addressing.
Punishment
Positive Reinforcement, Extinction and Punishment are all components of the disciplinary process. Punishment is the stage that a consequence is issued for a poor choice made. It is important to remember the 5 Cs when issuing a consequence.
- C#1: Communication – If the issue was minor enough to warrant warnings, communicate with the student the need for the action to change.
- C#2: Choice – If the student has not yet complied, give a choice with only 2 options…
1) Do as you have asked
2) Take the consequence - C#3: Consequence – Issue the consequence. Do not make idle threats. If the student didn’t comply as you requested, do as you promised.
- C#4: Consistency – Just as 1+1 always = 2, students need to know that certain actions always result in a certain consequence. Be consistent in both who and when you issue consequences.
- C#5: Co-operation – Work with the principal. Just as a teacher is not expected to refer every issue to the principal, we are expected to only refer severe and repeated issues to the principal. When writing the disciplinary report, help the principal understand the complete situation by not just listing the action(s) the student did or did not do… Be sure to list your attempts to rectify the problem before you referred the issue to him/her.
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