tag:blogger.com,1999:blog-2467202639598238063.post4044258801198328649..comments2024-03-24T08:15:29.679-05:00Comments on misscalcul8: Ready For Whatevermiss.calcul8http://www.blogger.com/profile/02014623484245570719noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-2467202639598238063.post-77096864051289473242009-05-19T21:45:53.960-05:002009-05-19T21:45:53.960-05:0010. Have a business card ready with your contact i...10. Have a business card ready with your contact info (non personal contact info) and your available times to meet. You can quickly hand them the card and go on with your lesson.<br /><br />---------<br /><br />The two biggest things I've learned are:<br />A) Say what you're going to do, and then do it. This is a overarching them that applies to things like having rules posted, and *consequences* posted.<br /><br />B) Don't discuss behavior with the kid in class. Arrange a one on one meeting with the kid and it will do a lot of things for you:<br />1) the kid will be more responsive<br />2) the kid wont be playing to the crowd<br />3) the crowd wont be egging either of you on<br />4) it doesn't take away from class time<br /><br />And like I said earlier, the kid knows he misbehaved. He knew before you told him, too ;)<br /><br />Good luck out thereScotthttps://www.blogger.com/profile/12419732701519356524noreply@blogger.comtag:blogger.com,1999:blog-2467202639598238063.post-82442532710426394372009-05-19T21:39:45.010-05:002009-05-19T21:39:45.010-05:00I've been browsing some blogs recently and chanced...I've been browsing some blogs recently and chanced upon yours. I'm a 2nd year math teacher in Oakland, CA. <br /><br />Here are my thoughts on the questions (and your responses). This is definately a reflection of what I want to do, not what I am currently able to do.<br /><br />1. The best thing here is you want a consequence for every misbehavior. And stay on top of it from the very beginning. If it slides once, three more people will be doing it next time. (p.s. I'm not sure if a referal for chewing gum is appropriate, and you will quickly lose track of who has gotten warnings unless you keep discipline logs, which isn't out of the question.)<br /><br />2. A discipline log would be good to back up your position, but I don't think that its the time or the place to engage the student in a discussion. (usually the student knows exactly what they're doing wrong anyway) If you are trying to perform a correction, give the student a direct instruction right after calling their attention to the behavior: "do problem #3 on the board." "pass these papers out."<br /><br />Don't worry about their retorts when you call their attention to misbehavior. You call it, you give them a direction, then you move on. If they don't straighten up then you can go on to the next consequence, or write a referal.<br /><br />3. Give each student a clear direct instruction. This is one of the times to be concerned with equity, in my opinion. The students may respond better to you if they feel you're reprimanding both equally. Use their names when you talk to them. Depending on the severity of the argument, call security.<br /><br />4. Don't do this intervention in class. The bullying can increase if the bully feels the victim has ratted him/her out. Pull the bully aside at the end of the next class. Explain the expected behavior, explain that you will be writing a referal if you observe any future incidents. <br /><br />5. This is a major problem at my school. Just today I had 5 people on time in my first period class. 5 out of 28. I did not set out clear consequences for tardies at the beginning of the year and this is what happens. Now, our administration is very weak on tardies also. There are kids wandering the halls at all hours of the day.<br /><br />I agree that you want to talk with the student about strategies to fix the problem.<br /><br />I need to talk with the administration about what kind of consequences I can give for tardies.<br /><br />6. You're right, they wont admit it. But they'll probably do it again. A paper airplane is a little outdated though. How about that high-pitched cell phone ring? Its very hard to tell where its coming from. I had someone (never found out who) trigger that sound every now and then in my class. This type of behavior is probably best handled with proper engagement. Have backup assignments, have those stupid joke-worksheets, have a geometric art thing ready.<br /><br />7. That might be more of a middle school event. I don't see it happening where I am (but maybe I'll be surprised!) Also, I don't sit down a lot though. <br /><br />8. Another weak point at my school. The swearing is like an ocean that we are all drenched in daily. The hallways are just filled with high volume cuss words / racial slurs. Don't get me wrong, its not a war zone, the kids are just joking around. That's how they do it. During classes its better. Students know most teachers expect proper language. <br /><br />My advice would be, again, to have a clear consequence chain. A referal for every swearing incident at my school would be result in dozens per day. At the beginning of the year, lay out smaller consequences first. <br /><br />9. Sarcasm has its uses, but I personally find it doesn't work on kids who don't know you. Also if you are culturally different than your students, I'd especially advise against it. It can be hard for kids to figure you out as it is, no need to make it harder.<br /><br />Also is making out directly against school policy? I mean, I'd get em for cutting class, but if its on their own time... I think I'd ignore it.Scotthttps://www.blogger.com/profile/12419732701519356524noreply@blogger.com