Closing the Gap Between Teacher Retention and Student Discipline Management Through Jon Gordon’s Energy Bus

Rosnisha D. Stevenson

PhD Student in Educational Leadership

College of Education

Prairie View A&M University

English Teacher

Mayde Creek High School

Katy Independent School District

Houston, Texas

William Allan Kritsonis, PhD

Professor

PhD Program in Educational Leadership

Prairie View A&M University

Member of the Texas A&M University System

William H. Parker Leadership Academy Hall of Honor (2008)

Prairie View A&M University

Visiting Lecturer (2005)

Oxford Round Table

University of Oxford, Oxford England

Distinguished Alumnus (2004)

Central Washington University

College of Education and Professional Studies

ABSTRACT

Student’s behavior in the public education system has changed drastically with the change of the

times. As student behavior changes, so does the limitations placed on educators in regards to

handling student discipline management. Many educators are leaving the education field

because they aren’t properly equipped with the correct tools that will able them to deal with

discipline management and the student discipline issues that might arise in the classroom.

Introduction

Educators are entering the education field with limited training and preparation for

dealing with discipline management in the classroom. When new teachers go through the

traditional college or universities education program or an alternative education program, little

emphasizes is placed on discipline management. These educators are being prepared to

successfully deal with the discipline that they have chosen to teach but more preparation and

training should be placed on dealing with successfully handling and dealing with student

discipline in the classroom. According to Ingersoll, 50 percent of our new teachers are leaving

the profession within their first five years of teaching (2003). Administrators must access why

they are unable to retain new teachers beyond five years. Many would see that a lot of their

retention issues are due to classroom management and student discipline. Over the years there

have been a number of issues with student discipline in public schools. “The highly publicized

school shootings in Littleton, Colorado, and elsewhere brought these concerns into sharp focus”

(Walsh, et. al, 296). With the rise with student discipline issues in the country and the lack of

training in discipline management, new teachers are exiting the field at an alarming rate. It is up

to administrators to assist these new teachers with the proper tools that they might not have

received through their university preparation or alternative certification program with the much

needed tools to gain control of their classrooms. One of the many reasons that educators are

leaving the field is the lack of student control and respect in the classroom. If they are properly

equipped with tools that they can utilize in the classroom, principals and schools districts can

increase their retention rates through the years.

Purpose of the Article

The purpose of this article is to discuss how educators can utilize Jon Gordon’s book, The

Energy Bus: 10 Rules to Fuel Your Life, Work, and Team with Positive Energy in your

classroom to assist new and seasoned teachers with discipline management in the classroom.

Through incorporating Gordon’s 10 rules in the classroom, teachers can show their students that

they care about their student’s success not only in the classroom but in life ultimately cutting

down on the discipline issues that arise in the classroom.

You’re the Driver of Your Bus

You are the driver of your bus. We as teachers have to come to the realization that we

control our classroom and the climate of that room. The teacher is the one that is behind the

wheel of the bus and the students are the passengers. You are carrying precious cargo and it is

up to you to drive these students down the right path, the path that you lay out for them to follow.

You’re the driver of your bus is “the most important rule because if you don’t take responsibility

for your life and your bus then you can’t take it where you want to go” (Gordon, 26). As a

teacher, you must enter the classroom on day one with extreme confidence knowing that you are

control. Your students will smell the fear on you if you don’t come into the room on day one

and resume control of your classroom. The tone of the classroom is set by the teacher and they

must clearly lay out the guidelines, rules and expectations of their classroom. “Just as rules are

necessary for society to function, so too are rules important for an orderly educational

environment. The presence of rules is a prerequisite to due process, since accused persons are

entitled of the charges against them” (Walsh et al., 2005). As you are the driver of your own

bus, it is your responsibility to inform your passengers what your rules are. If these rules,

guidelines and expectations haven’t been introduced in the classroom then your students won’t

know how to act or what is expected from you, thus taking the right from setting any

punishments on students who misbehave. Setting these rules and letting the students know that

you are in charge of the bus will only set forth precedence for the classroom, allowing for a

smooth, easy ride.

Desire, Vision and Focus Move Your Bus in the Right Direction

To ensure that your bus (classroom) is riding with a shared vision and purpose, you want

to incorporate your students in the process of developing a vision and your classroom rules.

When your students feel as if they are a part of the decisions making process of establishing

classroom rules, they are more keen to adhere to and follow these rules because you have given

them ownership of the rules and expectations in the classroom by allowing them to be a part of

the development process. When the students receive and accept ownership of these rules, they

will behave in a respectful manner adding ease to your work day.

A program that has been used in recent years, Capturing Kids Hearts, is focused on

giving students ownership of the classroom and making them feel like they are a part of the

decision making process, which will give you better classroom management and cut down on

any discipline issues that might occur in the classroom. Having the students assist in creating the

rules causes them to think long and hard about the rules that they are creating, developing a

learning environment that is conducive for all to learn. Give your students ownership of the

rules but inform them that the rules that are created must have a rational purpose. Explain to

them that you want to create rules that are “related to providing a safe and orderly environment”

(Walsh et al., 297). The goal of student discipline management to create a learning environment

that is safe and orderly for students that will allow for maximum learning. New teachers leave

the education field due to numerous issues, one of them being discipline management.

In creating these rules we must remember that they must be short and easily understood

by all. Having too many rules will only allow easy access for students to break them due to them

not being able to fully understand what the rules are implying. When creating your classroom

visions and rules your want to make sure that you give clear examples of what good behavior is

and what bad behavior is so that your students fully understand what the rule means and entails

so that if and when they break that rule, they understand what they did and why they are being

punished for breaking the rule. New Caney I.S.D. was faced with a lawsuit due to the language

in their rules not being clearly understood by students or outlined for them. They were taking to

court due to an anti-gang rule barring students from wearing rosary beads at school. In

Chalifoux versus New Caney Independent School District,

“the court viewed the wearing of rosary beads as religious expression protected by the

First Amendment. The case is instructive from the standpoint of rule development. The

federal judge noted that the district’s student handbook defined gang-related attire as any

attire that ‘identifies students as a group (gang-related).’ He observed that it is

inappropriate to define a word by using that same word in the definition” (Walsh et al.,

298).

As to not follow in New Caney I.S.D.’s footsteps, when creating these rules with your

classroom, it is imperative that the terminology is easily understood and it implies what you are

fully expecting to gain out of the rule that has been imposed.

Make sure that your classroom rules and vision is posted in the classroom and you could

even have every student sign the rules which them signing the rules would carry the meaning that

they agree with all of the rules and are able and willing to adhere to them at all times and are

fully aware of what the consequences are if set rules are broken. Following this process will ease

the discipline process early on in the school year.

Fuel Your Ride with Positive Energy

Like adults, students work better in an environment that is full of positive energy. When

teachers are working in an environment that is fueled by negative energy with no support, they

are more willing to either fall prey to the negative environment or move on; the same applies for

your students. Once you have set your vision and rules with your students you want to make

sure that you continue to fuel your classroom with positive energy. Introduce your students to

the equation, E + P = O. Explain to them that the “E stands for events in your life” (Gordon, 46).

You are responsible for the path that you choose to take in life, you might not be responsible for

the events that happen in your life, but ultimately you are responsible for the path you decide to

take. As a class, you have set forth these rules that everyone has agreed upon and it is up to you

to follow these rules. If you break one of the rules in the classroom, it is important that you are

the one that was ultimately responsible for the event in your life that led to you breaking the rule,

causing a disciplinary action to be taken. “The P stands for perception or positive energy”

(Gordon, 46). If you want the outcome of your life to be positive you must project and give out

positive energy. Thinking and reacting negatively will only lead to negative outcomes, whereas

positive thinking will lead to positive outcomes. “The O stands for outcomes. We can’t control

the events in our life but we can control how we perceive them and our perception and response

to the events determine our outcome” (Gordon, 46).

Keep in mind, just as you need to continue to fuel your bus with positive energy,

especially when you get into the second semester and are counting down the days until summer;

so do your students. They have been on this ride with you all year long and are going to need

some encouragement and positive energy from you to help them get to the finish line. Around

second semester and holidays is when students start losing their focus and discipline issues are at

an all time high. If we as teachers remember the rules that we have set with our classroom and

continue to pour out positive energy, high discipline times in the school year will not be a

problem in the classroom, creating a stress free environment for you and your students.

Invite People on Your Bus and Share Your Vision for the Road Ahead

You will always have students coming in and out of your classroom. As this rotation

happens, invite them on your bus with you. You want to make sure that you personalize your

classroom and the new rules that everyone has collaboratively worked and agreed on by inviting

everyone in your classroom along for the ride. Let your students know that by accepting the ride

one your bus they will reach their short term destination of making it to the next grade or course

the following year. Like stated in Gordon’s book, give out to your students personalized bus

tickets inviting them along for the ride of their life. When you give students their personalized

bus ticket they will see that it was made just for them and you not only empowered them in the

rule making process, but you are empowering them with the decision of accepting the rules and

getting on your bus. “The more people you pick up along the way the more energy you create

during your ride” (Gordon, 56). Once you get your classroom routine down, you can invite and

introduce more teachers to your rules.

Don’t Waste Your Energy on Those Who Don’t Get on Your Bus

Although rule number five states for you not to waste your energy on those who don’t

want to get on your bus, you can’t give up on your students. It is up to you to find a way to get

them to go along with the classroom environment and join the team. Usually, once they see that

majority of the class has agreed to come along for the ride, they will too. “Some people are

going to get on your bus and some people won’t. Don’t worry about the people who don’t get on

your bus. Don’t try to make them get on. You can’t drive anyone else’s bus. You can only

drive your bus” (Gordon, 70). Be patient with the students who do not choose to get on the bus

with the class, but make sure that they realize that not getting on the bus has consequences too.

By not being a part of the classroom rules and guidelines set forth by the class, let them know

that they are agreeing to forfeit any reasoning for breaking a school rule and any rule breaking

will be handled by the principal with no outlet from his or her classmates. They choose not to

get on the bus with the class, so they have lost their support system. By agreeing to get on the

bus with the class, you have also agreed to accept the support and strength that comes along with

the passengers on the bus. “Every person and every team will be tested on their journey. It was

part of the curriculum of life” (Gordon, 67) but it is up to us on how we handle that test.

Although the student refused to get on the bus at first, by showing them that you do not

appreciate their behavior when a school rule is broken but you will be there for them when they

face the set consequences set forth by the school, they will ultimately decide to join your bus.

Post a Sign that Says No Energy Vampires on Your Bus

Post a sign beside the rules that you have developed with your class stating that “No

Energy Vampires are Allowed”. Explain to your students that you will not allow other students

to suck the positive energy out of the classroom and bring down others. In doing so, you are

setting a standard that you will not allow students to mistreat or bring down others; you only

want positive energy and people in your classroom. Also remind the students that agree to get on

the bus, that because you are going to have some energy vampires trying to steal your energy,

you must continue to fuel yourself with positive energy. Share the following story with them to

drive your point of feeding yourself with positive energy:

“A man goes to the village to visit a wise man and he says to the wise man, ‘I feel like

there are two dogs inside of me. One dog is positive, loving, kind, and gentle dog and

then I have this angry, mean-spirited, and negative dog and they fight all of the time. I

don’t know which is going to win.’ The wise man thinks for a moment and he says, ‘I

know which is going to win. The one you feed the most, so feed the positive dog’”

(Gordon, 49).

Remind students that there are constantly going to be negative people in this world, classroom

and school; so it is up to us to continue feeding and focusing on the positive energy and things

that we have outlined and set forth in the classroom. We cannot let a negative person bring our

energy down ruining the positive classroom environment that has already been established.

Everyone is not going to buy into the new regime that you are trying to establish in your

classroom within you and your students. You have to look at the long term goal and the road

ahead and stay focused on those who are on your bus and are filled with positive energy. Yes,

you will still have discipline issues with those students who have decided not to buy into what

you are establishing in your classroom and refuse to get on your bus. But, the discipline issues

will be with a few students and they will come far and few in-between issues, not draining your

positive energy to the point that you want to give up and stop teaching. The students that are on

your bus, pouring out positive energy will outweigh those who are spitting out negative energy.

Enthusiasm Attracts More Passengers and Energizes Them During the Ride

As the year winds on, you will be able to pick out those students who are really into your

classroom rules and your energy bus and have taken that leadership role in the classroom fueling

it with positive energy and encouraging others. Once you have established who those students

are, make them a CEO of the classroom, a Chief Energy Officer. Remember that “a life touches

a life that touches a life. It spreads one person at a time” (Gordon, 106). Appointing these

students as Chief Energy Officer will assist you in continuing to fuel your bus/classroom with

positive energy so that you guys are constantly feeding the positive dog. These Chief Energy

Officers can also help you with the energy vampires. Sometimes when a student hears the point

of view of another student or that student lays out the positives of jumping on board with the

class, that energy vampire will change their mind and turn in their bus ticket. Better late then

never!

Love Your Passengers

As on the road you are driving down you use signs to direct you, there are also signs in

life that you must direct your attention on. Maybe the student that is giving you such a hard time

in class is dealing with issues inside, wither it is issues at home or at school, this student is

probably acting out due to an underlining issues. It is up to you to read the signs and offer

direction to that student. That student that you, and probably everyone else on your campus,

have dubbed as a trouble maker and a problem student is acting out because he or she is seeking

the attention of someone else for help. Become a love magnet and show them that you and the

class are there for them and that everyone genuinely cares about their well being. When you

reach out to that student and show them that you care and are there for them, the discipline issues

that were occurring in your classroom while become null-and-voided.

Make time for your students, show them that you really care about them which entail you

coming from behind your desk, moving about and interacting with the students. Doing this will

not only show them that you care, but this small task will also cut down on discipline in the

classroom. When the students see that you are up and moving, they don’t see that outlet for them

to act disorderly because you are always moving around. Listen to your students; often you are

the parental figure in their life. Once they see that they can trust you, they will come to you to

seek advice. Remembering all of your student’s names is another personal touch that shows

them you care. They know that it will take you some time to remember everyone’s name but try

to accomplish this by the second week of school. That little personal touch of recognizing a

student and calling them by name can make a difference. Let them know that you are here for

them and you want to bring out their personal best. When you show them that you are there to

assist them and help them understand what was taught in class, either through tutorials or just by

them asking questions in class, it relays the message to them that you care about them and their

future and you are a person that cares and that they can count on for support and guidance.

Drive with a Purpose

Make sure that you are driving your bus with a purpose. Your students are looking to

you for guidance and assurance, and have agreed to become passengers on your bus, so make

sure that you are driving that bus with a purpose. Don’t lose sight of the goals that the class is

trying to achieve. As the year winds down, you will become increasingly worn out, but you have

a purpose for being there, teaching was your calling. Give your students all that you have and

they will usually give back to you one hundred percent.

Have Fun and Enjoy the Ride

Teaching can be one of the most rewarding jobs there is. Seeing your students

matriculate from one grade to the next, knowing that you had an impact and influence on that

student’s life, is one of the best feelings there is. “It is consistently reported that the greatest

source of satisfaction for teachers is watching the students learn and grow over the years”

(Bradley and Loadman, 6). Once you have achieved and gotten over the hardest step stone,

discipline, you will have more fun with your students, engaging them in activities that will

stimulate their mind, adding to your realization of why you became a teacher and disproving

recent studies by lasting beyond your fifth year of teaching. Teaching is one of the most

enjoyable fields in the working force once you have conquered classroom management and

formed a lasting and trusting relationship with your students. Achieving the enduring task of

classroom management will allow you to relax and enjoy the ride of teaching.

Concluding Remarks

In conclusion, utilizing Jon Gordon’s 10 rules in your classroom as a guide to formulate

your own will assist you with discipline management in your classroom. Through empowering

your students and placing the idea of assisting with creating the classroom rules in their hands,

you are giving them responsibility and ownership of their own actions. Developing these rules

will ultimately keep you sane throughout the year and provide much needed support and

guidance for your students.

References

Bradley, K. & Loadman, W. (2005). Urban secondary educators’ views of teacher recruitment

and retention. National Association of Secondary School Principals Bulletin, 89 (644), 2

– 28.

Gordon, J. (2007). The energy bus: 10 rules to fuel your life, work, and team with positive

energy. Hoboken, NJ: John Wiley & Sons, Inc.

Fischer, L., Schimmel, D., & Kelly, C. (1999). Teachers and the law. New York, NY:

Addison Wesley Longman, Inc.

Walsh, J., Kemerer, F., & Maniotis, L. (2005). The educator’s guide to texas school law.

Austin, TX: University of Texas Press.