Effective Classroom:
-Procedures
-Mutual Respect
-Consistency
-Observant
-Flexibility
-Communication
-Accountability
-Clarity
-Discipline
-Structure
What Do You Want to Know?
-how to deal with the one problem child
-motivation
-bag of tricks
-how to deal with bullying
-managing cooperative learning and transitions
-beginning activities
Collaborative Norms
-Equity of voice
-Active listening
-Safety to share different perspectives
-Confidentiality
Come to the Edge poem
3 Characteristics of an Effective Teacher
1. Positive expectations for student success
2. Extremely good classroom manager
3. Knows how to design lessons for student mastery
Efficient is not the same as effective.
Creating Acceptance
-Make eye contact with each student
-Call all students by preferred name (Should we call students by Mr. or Ms. since we expect them to respond to us in that manner?)
-Move toward and stay close to learners
-"With-it-ness"
Give-one-get-one strategy. Give students a grid of nine squares. They fill in three with their own ideas. Then find another student to exchange one idea with. Keep rotating students until grid is full.
Effective teachers manage their classrooms.
Ineffective teachers discipline their classrooms.
Focus on procedures to limit dealing with behavior.
Discipline has penalties and rewards. Procedures don't.
Students Should Know:
Where to get materials
What to do when they have a question
Where to work
Where to put work
What the rules are
Rules are concerned with behavior, not academic work.
There's no reason to have a rule that's not important. If you don't enforce it, don't make it a rule.
Be firm, fair, consistent.
Teaching Procedures
1. Explain, model, demonstrate
2. Rehearse, practice
3. Review
The number one problem in the classroom is not discipline; it is the lack of routines and procedures.
Discuss inappropriate behaviors quietly, calmly, and privately as often as you can.
http://www.disciplinehelp.com Library of scenarios and how to deal with specific behaviors.
Showing posts with label Classroom Management. Show all posts
Showing posts with label Classroom Management. Show all posts
3.25.2011
1.18.2011
Classroom Management Blues
My biggest flaw as a teacher is consistency in my classroom management. While I have improved greatly since last year, I attribute that more to my students than to my abilities. Last year I was very consistent about no put downs. For every put down, students have to say two nice things. I have super good hearing (unlike my eyesight) and so I usually catch every comment, murmur, or whisper. The two nice things are usually kinda dumb but I'm so consistent in making them do it that it really has helped them to catch themselves before they thoughtlessly call someone stupid, dumb, or retarded.
So, in addition to that, this year I've been working on consistently enforcing the no purse/bag rule, and the no bathroom rule. While these are both school policies, and not my own choice of classroom rules, I am proud of myself for sticking to them. I love how easy it is to look at the student and say, "You know the rule." They know the rule and the consequence and they choose accordingly. Makes classroom management easy peasy lemon squeezy.
The problem, or 'issue' I should call it, is that I don't enforce my own personal rules and consequences for the classroom. Honestly, a lot of stuff just doesn't bother me. I don't even notice if students get up to throw something away or sharpen their pencil while I'm talking. Especially since I've moved to so much group work, I'm rarely lecturing away for them to even be able to interrupt me. I don't care if they chew gum or eat in my room. I don't expect them to raise their hand and wait to be called on. For the most part, I don't care if they sit in another seat. Again, group work has pretty much eliminated that issue because I have chairs sectioned into teams of 4 and so everyone stays with their teams.
All this to say, I don't feel that there is a problem, but that was the only thing I was marked low on during my formal evaluation. I think I need to take a look through a different perspective and brainstorm how I could make my classroom a better learning environment for all. While certain things may not necessarily bother me, there is always a way to make things better. And I have had students complain at different times about the noise level and how other students are complaining instead of working. Sometimes my classroom can be a chaotic place.
One idea I read about over the weekend ( from Conscious Classroom Management by Rick Smith) is when asking for answers, to not call on any student to answer until at least half of the hands in the classroom are raised. Then call on each one of them without acknowledging correctness or incorrectness but by saying 'thank you' to each student. I like this idea, but as I mentioned in a previous post, I've been using a timer to randomly select students to explain to the class so again, hand raising isn't really an issue.
I'm working on implementing roles for each team member to gain even more accountability but I need help. If you have any links to blogs, books, or articles on cooperative learning roles, could you please post them in the comments?
One of my classes is spent entirely online using ALEKS, an online math curriculum. A lot of my students hate it and spend time complaining and freezing up their computers so that they don't have to participate. I sent the students a message explaining that I would now be grading them on the time spent each day actively working (ALEKS provides that in a simple report for me.) I can't fairly grade them on how fast they are mastering material so this was the only thing I could think of. There are 20 points possible per week, 4 per day. Here is the scale:
We have 45 minute class periods so I think that is fair. If students work more than 40 minutes, they get 5 points for the day.
This has helped some because now the complainers are being held accountable and the diligent workers don't feel like they are working for nothing. I'm not sure how much student learning is really going on, but that's another post...
My previous post was about procedures and so I guess this one is asking for suggestions of more procedures. What my administrators mentioned to me, is that even though all students were participating within their groups, were they actively participating and am I aware of the quieter, more unnoticeable students level of understanding? I think this can be handled by assigning roles to each team member and eventually moving to team members assessing each other.
My real downfall is language in the classroom. I abhor cussing but I pretty much let it slide. I can't figure out why I am this way. I hate it. I never use it. But when I hear students say it, I give the evil eye and say "Language!" in my stern grown-up voice. And they apologize and we resume our normally scheduled programming. Also, even though I don't allow put downs, there are just a lot of negative vibes. I have a couple students who are rather outspoken. Let's call them bullies, just for analogy's sake. They are experts at subtle and not so subtle comments that are rude or cocky or degrading to others. I don't know how to deal with it really. How do I write someone up for saying something that implies someone else is stupid but without saying anyone's name or that they're stupid? Ugh, I wish I had an example. Or people that are just very sarcastic, or interrupt class to say something totally irrelevant, or just snap out on 'the air', etc. I feel weird about making up an new consequence or something because what I'm doing is basically targeting 4-5 people and trying to punish them. Does that make sense? What I really need to do is deal with these specific students but I don't really know how to do that. Also, I have phone phobia. Is it okay to send a letter home to parents instead of calling them? In my opinion, it is safer because nothing can be misconstrued and keeping copies can help cover my butt if anything ever comes up. Then students, parents, teacher, administrators are all on the same page. But then again, I am biased against phones...And I have to address the students before the parents right? I'm being a coward.
During some PD last year, a guy told us about just stopping the class and having a discussion with them about a behavior that you want to change. Make a t-chart of good and bad examples, what it should look like and what it shouldn't. Bring students attention to the problem and a variety of solutions. And so forth. But just like the above paragraph, I have a hard time explaining what the problem is. They have to have a concrete understanding of what is upsetting me before they can quit doing it. Right?
This is the biggest setback and interruption to student's learning environment that I can think of.
How can I bring peace?
So, in addition to that, this year I've been working on consistently enforcing the no purse/bag rule, and the no bathroom rule. While these are both school policies, and not my own choice of classroom rules, I am proud of myself for sticking to them. I love how easy it is to look at the student and say, "You know the rule." They know the rule and the consequence and they choose accordingly. Makes classroom management easy peasy lemon squeezy.
The problem, or 'issue' I should call it, is that I don't enforce my own personal rules and consequences for the classroom. Honestly, a lot of stuff just doesn't bother me. I don't even notice if students get up to throw something away or sharpen their pencil while I'm talking. Especially since I've moved to so much group work, I'm rarely lecturing away for them to even be able to interrupt me. I don't care if they chew gum or eat in my room. I don't expect them to raise their hand and wait to be called on. For the most part, I don't care if they sit in another seat. Again, group work has pretty much eliminated that issue because I have chairs sectioned into teams of 4 and so everyone stays with their teams.
All this to say, I don't feel that there is a problem, but that was the only thing I was marked low on during my formal evaluation. I think I need to take a look through a different perspective and brainstorm how I could make my classroom a better learning environment for all. While certain things may not necessarily bother me, there is always a way to make things better. And I have had students complain at different times about the noise level and how other students are complaining instead of working. Sometimes my classroom can be a chaotic place.
One idea I read about over the weekend ( from Conscious Classroom Management by Rick Smith) is when asking for answers, to not call on any student to answer until at least half of the hands in the classroom are raised. Then call on each one of them without acknowledging correctness or incorrectness but by saying 'thank you' to each student. I like this idea, but as I mentioned in a previous post, I've been using a timer to randomly select students to explain to the class so again, hand raising isn't really an issue.
I'm working on implementing roles for each team member to gain even more accountability but I need help. If you have any links to blogs, books, or articles on cooperative learning roles, could you please post them in the comments?
One of my classes is spent entirely online using ALEKS, an online math curriculum. A lot of my students hate it and spend time complaining and freezing up their computers so that they don't have to participate. I sent the students a message explaining that I would now be grading them on the time spent each day actively working (ALEKS provides that in a simple report for me.) I can't fairly grade them on how fast they are mastering material so this was the only thing I could think of. There are 20 points possible per week, 4 per day. Here is the scale:
- 1-10 minutes- 1 point
- 11-20 minutes- 2 points
- 21-30 minutes- 3 points
- 31-40 minutes- 4 points
We have 45 minute class periods so I think that is fair. If students work more than 40 minutes, they get 5 points for the day.
This has helped some because now the complainers are being held accountable and the diligent workers don't feel like they are working for nothing. I'm not sure how much student learning is really going on, but that's another post...
My previous post was about procedures and so I guess this one is asking for suggestions of more procedures. What my administrators mentioned to me, is that even though all students were participating within their groups, were they actively participating and am I aware of the quieter, more unnoticeable students level of understanding? I think this can be handled by assigning roles to each team member and eventually moving to team members assessing each other.
My real downfall is language in the classroom. I abhor cussing but I pretty much let it slide. I can't figure out why I am this way. I hate it. I never use it. But when I hear students say it, I give the evil eye and say "Language!" in my stern grown-up voice. And they apologize and we resume our normally scheduled programming. Also, even though I don't allow put downs, there are just a lot of negative vibes. I have a couple students who are rather outspoken. Let's call them bullies, just for analogy's sake. They are experts at subtle and not so subtle comments that are rude or cocky or degrading to others. I don't know how to deal with it really. How do I write someone up for saying something that implies someone else is stupid but without saying anyone's name or that they're stupid? Ugh, I wish I had an example. Or people that are just very sarcastic, or interrupt class to say something totally irrelevant, or just snap out on 'the air', etc. I feel weird about making up an new consequence or something because what I'm doing is basically targeting 4-5 people and trying to punish them. Does that make sense? What I really need to do is deal with these specific students but I don't really know how to do that. Also, I have phone phobia. Is it okay to send a letter home to parents instead of calling them? In my opinion, it is safer because nothing can be misconstrued and keeping copies can help cover my butt if anything ever comes up. Then students, parents, teacher, administrators are all on the same page. But then again, I am biased against phones...And I have to address the students before the parents right? I'm being a coward.
During some PD last year, a guy told us about just stopping the class and having a discussion with them about a behavior that you want to change. Make a t-chart of good and bad examples, what it should look like and what it shouldn't. Bring students attention to the problem and a variety of solutions. And so forth. But just like the above paragraph, I have a hard time explaining what the problem is. They have to have a concrete understanding of what is upsetting me before they can quit doing it. Right?
This is the biggest setback and interruption to student's learning environment that I can think of.
How can I bring peace?
11.11.2010
This, My Friend, Is Learning
I really do attribute the frustration I felt in my last post to the change in weather. I felt a lot better the next day. Also, I was put on another team. Yay another meeting! (insert pom poms and back flips). We've now started student support teams. I am on the freshman/sophomore team since I mostly teach underclassmen. It actually turned out to be the most productive team I've been on yet and we've only had one meeting.
We look at data to see which students have 5 or more absences and who are failing. Then, as a team made up of teachers, administrators, guidance counselor, coaches, and social worker, we brainstorm. We compare student behaviors in different classrooms and collaborate on ways to connect with the student, get them involved and engaged, and hopefully create some new positive experiences at school. I felt hopeful because we talked about some of the students I was so frustrated with previously.
I recommend you go back and read the comments from my last post. What I took from them is to focus on the positive and that will change my outlook which will influence the classroom culture. Also, I know that I have improved 100% in my teaching since last year and I am offering my students the very best of me. It is their choice to learn. I will do my best to influence that choice while accepting that I can't make it for them. And when they are ready to learn, I will still be teaching at a 100% better level than before.
Another positive thing that I did was to have a discussion with the class that I dread the most. We talked about other teachers they like and learn from and what I gathered is that I need to do a better job of breaking things down step by step. I also need to give students more chances to do examples in front of me during class so I can correct and redirect. (I threw that in just to rhyme. My flow is getting rusty.) I have not been assigning homework. We decided that if I assign 2-5 problems a day, I still will not letter grade them but I will check for completion. We will go over the problems in class so students can correct their mistakes. If you get 3 zero's which is basically 3 missing assignments, you get a written office referral. This is a rule that other teachers enforce which I'm not sure I was aware of, but that seems to work for the students. They agreed that the amount of problems was low enough that there really was no reason not to do it. And once again, the consistency monster roared it's head. They liked classes where the teacher did what they said they would do and enforced the rule at 3 missing assignments- no more, no less.
What I am learning from all of this productive frustration is that, I need these feelings. Enduring these feelings is helping me get to the place I need to be in order to really implement classroom management. It is helping me to distance myself from taking every hit personally. I can now be more objective and stay firm.
This is the way we are doing things. Each choice has a consequence. You decide. You live with the consequence. You suck it up and take it like a big kid.
If you don't like it, make another choice. If you do like it, then keep making the same choice.
This, my friend, is learning.
We look at data to see which students have 5 or more absences and who are failing. Then, as a team made up of teachers, administrators, guidance counselor, coaches, and social worker, we brainstorm. We compare student behaviors in different classrooms and collaborate on ways to connect with the student, get them involved and engaged, and hopefully create some new positive experiences at school. I felt hopeful because we talked about some of the students I was so frustrated with previously.
I recommend you go back and read the comments from my last post. What I took from them is to focus on the positive and that will change my outlook which will influence the classroom culture. Also, I know that I have improved 100% in my teaching since last year and I am offering my students the very best of me. It is their choice to learn. I will do my best to influence that choice while accepting that I can't make it for them. And when they are ready to learn, I will still be teaching at a 100% better level than before.
Another positive thing that I did was to have a discussion with the class that I dread the most. We talked about other teachers they like and learn from and what I gathered is that I need to do a better job of breaking things down step by step. I also need to give students more chances to do examples in front of me during class so I can correct and redirect. (I threw that in just to rhyme. My flow is getting rusty.) I have not been assigning homework. We decided that if I assign 2-5 problems a day, I still will not letter grade them but I will check for completion. We will go over the problems in class so students can correct their mistakes. If you get 3 zero's which is basically 3 missing assignments, you get a written office referral. This is a rule that other teachers enforce which I'm not sure I was aware of, but that seems to work for the students. They agreed that the amount of problems was low enough that there really was no reason not to do it. And once again, the consistency monster roared it's head. They liked classes where the teacher did what they said they would do and enforced the rule at 3 missing assignments- no more, no less.
What I am learning from all of this productive frustration is that, I need these feelings. Enduring these feelings is helping me get to the place I need to be in order to really implement classroom management. It is helping me to distance myself from taking every hit personally. I can now be more objective and stay firm.
This is the way we are doing things. Each choice has a consequence. You decide. You live with the consequence. You suck it up and take it like a big kid.
If you don't like it, make another choice. If you do like it, then keep making the same choice.
This, my friend, is learning.
7.08.2009
10 Ways to Create a Positive Learning Experience
The words hustle and flow describe one basic word to me: activity.
I want my classroom to be full of activity. Productive activity. You may not agree with some of the things I'm posting, but remember, I'm suggesting these for the long-term effect they will have on the student culture and classroom atmosphere.
The following are some ways to keep the hustle and flow going in your classroom and to help create a positive learning enrivonment.
I want my classroom to be full of activity. Productive activity. You may not agree with some of the things I'm posting, but remember, I'm suggesting these for the long-term effect they will have on the student culture and classroom atmosphere.
The following are some ways to keep the hustle and flow going in your classroom and to help create a positive learning enrivonment.
- Address student by name. Our names are our identity and we should use them as much as possible. Learn your students names, and the correct pronunciation immediately!
- Using please and thank you. We take these words for granted but we need to keep in mind how important giving respect is in order to earn respect. Put these words to daily use on tests, homework, worksheets, presentations, etc. Saying thank you for an answer shows you hear them and appreciate them, even if the answer is wrong.
- Listening. Students crave our attention and focus on them. We should be extremely careful that in listening we are NOT physically turning away, sighing, frowning, rolling our eyes, talking to someone else, or looking away. We show people they matter by our body language, whether we mean it or not. My body language can create a division in the classroom.
- No bullying/teasing/put downs. Students need to know that they are entering a safe environment. They need to be comfortable and know where they fit in before they can learn and take risks in their learning. This needs to be implemented from the very beginning. No bullying from students or from teachers! We are responsible for what we allow in the classroom. For every one put down, require two put ups. That person now has to say two nice things. The put ups don't mean anything; what matters is your consistency in protecting life and creating a level playing field for everyone.
- Eye Contact. Making quick eye contact is important in creating a culture of trust. Students matter. They aren't lifeless objects just sitting our room (although they may look like it) and we should we treat them as the valuable people they are. Recognize them.
- Accept more than one answer. Instead of students reading their own mind, we want them to read ours. Don't set kids up for failure by only asking for one right answer. Don't damage the students in the process of learning. When kids get all the wrong answers, they start to think something is wrong with them. Ask open-ended questions to encourage divergent thinking. Ask "What do you think?" instead of "Why?". Say "That's not exactly what I'm looking for" instead of "Wrong answer."
- Anonymous positive feedback. Pass out blank papers with each student's name at the top. Every student has to write a honest, positive comment about every other student. Read and discuss. Have students sign their name next to the comment to check for participation and being positive.
- Lineup. Ask the students to line themselves up in order from who contributes/participates the most to the class to who contributes the least. This can be controversial as students try to explain their behavior. Once in order, give each student a chance to pick another student who should get to move up in the order.
- Use a variety of inquiry methods. Students need at least 6-8 seconds wait time after a question is asked. While you are anticipating their answer, they are processing the question, thinking about what they already know or have experienced, and deciding the best way to answer your question out loud. That takes time. Give students silent time to reflect, ask them to discuss with a neighbor, write down a few words, etc. This gives students long enough to think of answer or learn what their partner is saying. Now everyone has an answer and is prepared if you call on them.
And probably the most important classroom management technique ever is....
- Greet students at the door. This creates a welcoming environment from the very beginning. For a better explanation, read Dan Meyer's view on this technique.
Strategies not linked to another website came from Lions Quest Social Emotional Learning Workshop based on the Skills for Adolescence curriculum. Or my brain.
6.12.2009
Courageous Online But Still Cowardly Lion
Thanks to @paulbogush for inspiring the idea for this post. Check out his viewpoint over at Blogush. Same title, different perspectives. Which do you relate too?
I live two separate lives.
I have my at-school-I'm-a-teacher real life.
Then I have my I'm-a-teacher-slash-twitterer-slash-blogger online life.
Do they collide?
Sort of.
I think of my online-teacher-life as a secret nuclear weapon for my at-school-teacher life. I go through school life and encounter many scenarios, events, projects, problems, issues, etc. I go online and I present these to my people. I get responses, advice, feedback, new ideas, directions, help, support. I go back to school armed with all this useful ammunition, waiting to fire.
Online I am courageous- think anything, ask anything, debate with anyone, read, click, ask. In real life I'm like the cowardly lion- skipping along in arms with a few people who might protect me from all the scary stuff.
Why do I turn to my online world but not my real world? Why do I have to go online when I could receive these same resources from the people I walk past, eat lunch with, and park next to?
Part of it is my own insecurity. I don't want to be made fun of. I don't want my colleagues to know how nerdy I really am. [Although a lot of them were my teachers so they already know.] I don't know what they will think. I don't know how to explain why blogging and twittering is cool to the other teachers. I don't want to hear the negativity as they shoot down every new idea or positive thought that I have. I definitely don't want to hear their suspicions of why I ask questions, try new ideas, or ask others for advice. Who does she think she is? I bet the administration has her on their side. She thinks she can do anything because she's young. New teachers with all their _______. She thinks she can change the school. Is it evaluation time already?
The other part is pride. I'm a first year teacher. I want to prove that I am just as good as [if not better than] everyone else. So I keep my secret weapon to myself. Inwardly, I want them to wonder how I got so good. I am proud of what I can do that others cannot. Is that terrible or normal? I know it's honest. Why does my success depend on the failures of others? That goes back to my insecurity. My success should be based on the progress, improvement, and risks that I am taking. I can have success at the same time that others around me are succeeding.
How does this relate to the classroom? Maybe a better question would be how could this not relate to the classroom? Students feel the same as I do. Instead of sharing their secret weapon, they keep it all to themselves. And why? Having a secret weapon makes them valuable. Why? It sets them apart. No one else has it. Or so they think. What happens when a secret weapon is no longer a secret? Is a secret weapon as powerful without the secret?
Two things make a weapon powerful: the power of the weapon and the skill of the weapon's operator. If we all shared our secret weapons, we could increase our own skill in using the weapon which automatically increases the power of the weapon itself. What do you call a group of powerful people with powerful weapons? An armed force.
How are we arming our students? If we aren't arming them, then who is?
My colleagues, or for comparison sake, my "teachers" aren't arming me. My online world is. Same for the kids. We aren't arming them. They are going online to their safe world to spend time with those who can give them their own secret weapons. They use them at school and we are wondering where in the world they got them. They belong to a world we have no knowledge of.
How can we as teachers create an environment where students feel comfortable sharing their secret world? How can we share our own secret weapons and secret world? I bet some of you are thinking, "But I don't want to share my secret!" Why? We are afraid if one of our colleagues gets ahold of our secret, that they will take it and become better than us. We want to get paid more but we don't want anyone else to. Or, we're afraid they will laugh at us or criticize what we have come to depend on. [See above insecurity] We are placing our value in the secret of the weapon instead of our skill in using it.
Sharing my weapon does not take away from my value. I am still unique, even if my weapon is not. If we teach our students that the value of success lies in the skill of the weapon, then it's no longer as important to secretly acquire it and keep it all to ourselves. What takes priority is that we are acquiring new weapons, new skills, and interacting with different people in different worlds. If that's not 21st century skills, then I don't know what is.
Integrating technology is the lion finding his courage and taking it back to where he lives. It's not just using new toys but literally integrating our technological lives into our ordinary day-to-day lives in order to be more successful in each separate world. . That's the secret weapon.
I live two separate lives.
I have my at-school-I'm-a-teacher real life.
Then I have my I'm-a-teacher-slash-twitterer-slash-blogger online life.
Do they collide?
Sort of.
I think of my online-teacher-life as a secret nuclear weapon for my at-school-teacher life. I go through school life and encounter many scenarios, events, projects, problems, issues, etc. I go online and I present these to my people. I get responses, advice, feedback, new ideas, directions, help, support. I go back to school armed with all this useful ammunition, waiting to fire.
Online I am courageous- think anything, ask anything, debate with anyone, read, click, ask. In real life I'm like the cowardly lion- skipping along in arms with a few people who might protect me from all the scary stuff.
Why do I turn to my online world but not my real world? Why do I have to go online when I could receive these same resources from the people I walk past, eat lunch with, and park next to?
Part of it is my own insecurity. I don't want to be made fun of. I don't want my colleagues to know how nerdy I really am. [Although a lot of them were my teachers so they already know.] I don't know what they will think. I don't know how to explain why blogging and twittering is cool to the other teachers. I don't want to hear the negativity as they shoot down every new idea or positive thought that I have. I definitely don't want to hear their suspicions of why I ask questions, try new ideas, or ask others for advice. Who does she think she is? I bet the administration has her on their side. She thinks she can do anything because she's young. New teachers with all their _______. She thinks she can change the school. Is it evaluation time already?
The other part is pride. I'm a first year teacher. I want to prove that I am just as good as [if not better than] everyone else. So I keep my secret weapon to myself. Inwardly, I want them to wonder how I got so good. I am proud of what I can do that others cannot. Is that terrible or normal? I know it's honest. Why does my success depend on the failures of others? That goes back to my insecurity. My success should be based on the progress, improvement, and risks that I am taking. I can have success at the same time that others around me are succeeding.
How does this relate to the classroom? Maybe a better question would be how could this not relate to the classroom? Students feel the same as I do. Instead of sharing their secret weapon, they keep it all to themselves. And why? Having a secret weapon makes them valuable. Why? It sets them apart. No one else has it. Or so they think. What happens when a secret weapon is no longer a secret? Is a secret weapon as powerful without the secret?
Two things make a weapon powerful: the power of the weapon and the skill of the weapon's operator. If we all shared our secret weapons, we could increase our own skill in using the weapon which automatically increases the power of the weapon itself. What do you call a group of powerful people with powerful weapons? An armed force.
How are we arming our students? If we aren't arming them, then who is?
My colleagues, or for comparison sake, my "teachers" aren't arming me. My online world is. Same for the kids. We aren't arming them. They are going online to their safe world to spend time with those who can give them their own secret weapons. They use them at school and we are wondering where in the world they got them. They belong to a world we have no knowledge of.
How can we as teachers create an environment where students feel comfortable sharing their secret world? How can we share our own secret weapons and secret world? I bet some of you are thinking, "But I don't want to share my secret!" Why? We are afraid if one of our colleagues gets ahold of our secret, that they will take it and become better than us. We want to get paid more but we don't want anyone else to. Or, we're afraid they will laugh at us or criticize what we have come to depend on. [See above insecurity] We are placing our value in the secret of the weapon instead of our skill in using it.
Sharing my weapon does not take away from my value. I am still unique, even if my weapon is not. If we teach our students that the value of success lies in the skill of the weapon, then it's no longer as important to secretly acquire it and keep it all to ourselves. What takes priority is that we are acquiring new weapons, new skills, and interacting with different people in different worlds. If that's not 21st century skills, then I don't know what is.
Integrating technology is the lion finding his courage and taking it back to where he lives. It's not just using new toys but literally integrating our technological lives into our ordinary day-to-day lives in order to be more successful in each separate world. . That's the secret weapon.
5.22.2009
Classroom Management: Managing with Class
In order to be different, one must be irreplaceable.
-Coco Chanel
Being different has it's good and bad sides. While the majority of people feel that student engagement is the best way to stay in control, another 12% voted that rules and procedures are the secret.
I love order. I love lists, organization, alphabetizing, color coordinating, and numbers. Rules should come naturally to me, right? And they...don't. I like rules but enforcing them? Not so much. I'll admit, I'm too nice and I play favorites. I give way too many second chances and after every broken rule I think, "Is it really that big of a deal?" I usually decide it's not and forget the punishment. The few times I have put my foot down and sent kids to the office, they surprise me and like me more! One student even came back and apologized. Seriously.
That being said, I want to include different perspectives and a variety of tips. Todays tips are from Siobhan Curious (@siobhancurious), who teaches English at a Montreal CEGEP. She holds one undergraduate degree in English, one in second-language education, and a Masters degree in English and creative writing. She is currently working on a Masters in education. Check out her blog of the same name: Siobhan Curious
She writes,"When it comes to controlling unwanted behavior, I've found that clear rules with predictable consequences trump everything else. I have a number of posts that outline my struggle to be clear, consistent and fair when it comes to enforcing rules."
In one instance, she dealt with girls who could not stop talking or work independently. After separating them, things greatly improved and she states, "I’m going to strike a compromise – I’ll allow them to sit together, but at the front of the room, explaining to them that the improvement in the atmosphere was so obvious that I want to maintain it, but to reward them for their cooperation."
After a one-on-one conference, she summarized the situation by saying, "One way or another, this encounter has affirmed something that I have been learning and reinforcing for myself over the last couple of years: addressing the problem, and talking to students one-on-one, especially the difficult ones, is always the best thing to do. It may not solve all problems, but it takes steps toward addressing them."
She gives her own version of basic principles for dealing with classroom disruptions:
a) address the issue
b) let the offender know you’re aware of what’s going on
c) let the students know that you’re aware something is going on and you’re not going to just let it slide
d) don’t make accusations you can’t substantiate, even if you’re absolutely sure
e) don’t make the situation worse
On being taken advantage of she writes, "When I first started teaching, I gave students a lot of chances. If a student said his grandmother had died, I took him at his word and helped him make up the work. Over time, though, it became clear that students were taking advantage of this, and it was making my life more difficult and wasn’t helping them in the long run. Putting clear rules about late and missed work into place, and applying them consistently, has helped me deal with some ambiguous situations."
So while there are definitely advanatages to engaging students, you will always have those who disrupt the class. Having rules [and enforcing them] are the next step in keeping the peace.
For more about Siobhan's experiences, click over to the following articles.
I'm Watching You
The Limits of Compassion
Failing the Poem
Thanks so much for reading this week! I hope your perspective is larger, your strategies are more radical, and that you found some new friends and blogs to enjoy.
If you missed part of the series, here's the links:
Part 1
Part 2
Part 3
5.20.2009
Classroom Management: Managing with Class
Thanks for being part of this series on Classroom Management. I hope you are enjoying these people, learning new tips, and making new twitter friends!
Today's lucky contestant on who gets to write a guest post is Joel Wagner from
So You Want To Teach?. Joel is a band teacher in southern Texas. I quote and link to his blog quite a bit and for good reason:
Today's lucky contestant on who gets to write a guest post is Joel Wagner from
So You Want To Teach?. Joel is a band teacher in southern Texas. I quote and link to his blog quite a bit and for good reason:Behold, King of the Lists.
I always talk about how I love order, organization and lists. But no one could compare or even come to close to Joel's passion. This is just a glimpse into his list-loving-life:
That was one post. And who could miss his homepage?
Double lists.
So true to his style, he created a huge list on classroom management. [Where were all these people when I needed votes for my classroom management poll? lol] Oh sure, he tried to disguise it with a paragraph or six but you and me are too smart for that. So read, read some more, enjoy, and again make new Twitter friends!
When I started out teaching, I didn't know what I was doing. Oh sure I knew how an idea of how to teach kids music, but when I walked into my own classroom, things were way different than they were when I was teaching private lessons and student teaching.
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When I started out teaching, I didn't know what I was doing. Oh sure I knew how an idea of how to teach kids music, but when I walked into my own classroom, things were way different than they were when I was teaching private lessons and student teaching.
I was all alone.
Perhaps you can relate.
My students and I suffered through more than a year and a half of me being a clueless punk kid fresh out of college who didn't know how to misbehave, and surely didn't know how to handle the punk kids who did! While the term classroom management may have come up somewhere in my teacher training, I was sure it didn't apply to me, and so I just glossed over it. Big mistake.
Perhaps you can relate.
So what did I do? It took a metaphorical slap in the face to really serve as my wakeup call. A trusted friend took me aside, told me that my class was out of control, and recommended to my principal that my contract not be renewed.
I was devastated.
I made it my personal mission from there on to try to figure out where I had lost control, and come up with some plan to get it back! Three years, I realized that other teachers might be in the same boat, so I started my own blog on Blogger. The blog started out small. In fact, I didn't even have a single comment until it had been up for nearly 5 months. That's just a background for where things are now.
Over the weekend, I asked my (almost 300) Twitter followers and my (almost 900) blog subscribers the following question:
What is your classroom management secret weapon?
I thought it would be interesting to find out what other people do. The responses began coming in via Twitter almost immediately. I also got a handful of blog comments and even an email from Germany! So here we have for your reading pleasure 27 Classroom Management Secret Weapons [Now normally, I would not allow a list of 27 items. I detest odd numbers. Luckily, 27 is divisible by 3 and 9 so I am being extra permissible. There's nothing worse than a prime odd number! Plus, one person posted twice, so really this is a list of 26]. The first 17 are Twitter accounts that you should be following (plus @sywtt and @misscalcul8, of course) :
- @k8nowak The Hairy Eyeball. [See Monday's post! Great stuff]
- @calvamom classroom secret weapon=silence and a great mom glare/evil eye. Kids always get quiet very quickly in fear of doom.
- @atlteacher On Clsroom Mgt: some kids are bullies and sometimes you just have to chump 'em out, make it very clear that disrespect is intolerable
- @jenbead capital punishment. Only choice is gallows or guilotine :-)
- @jenbead really is motivation equals participation leading to access and achievement.
- @abaaataylor popsicle sticks. i keep them at the front of the class, one per student. when they come out, it's time to quiz and encourage all
- @nataliewickham Classroom Management Secret Weapon: Trace behaviors to root character issues and praise or correct accordingly.
- @JasonFlom My Classroom Management Secret Weapon? Two: Humor and Engaging Variation (I want kids thinking, "What's he gonna do next?")
- @hrmason Class management secret weapon? Humor.
- @siobhancurious Confrontation. I used to just stop and wait or pretend stuff wasn't happening. Now I label. "Johnny, stop doing X. It's not cool."
- @anotherschwab I've found no secret to classroom mgmt. Clear rules and procedures, consistent and fair enforcement and mutual respect work so far.
- @atlteacher I posted my 2nd secret b/c I thought 1st was too obvious, but no one's said it yet. Clsrm Mgt Secret is "Like them."
- @Mrs_Fuller Positive "weapon" is starting the year by having students create "community agreements" then sticking to them. Negative: cell phone
- @yuglook Building positive relationships is my primary strategy. But my secret weapon when things go wrong: Being a broken record and smiling.
- @MissTeacha secret weapon be firm, consistent and organized.
- @librarylyon Classroom Management Secret Weapon? KNOW them...know what motivates and engages them, know who they are and what they need...
- @graemehenderson Shouting louder than them. Doesn't work and hurts your vocal cords.
- Scribbler says: This is going to sound goofy but my stopwatch is my secret weapon. If a class is a bit noisy and I have asked for quiet and been ignored, I start my stopwatch. I put on my best bored look while I wait for quiet and I stop the stopwatch when I get quiet. At the end of the lesson EVERYONE stays in the accrued time. They only have to stay in after class once for it to work and it only takes one kid to notice I have started the stopwatch for word to spread. An oldie for me, but a goodie.
- Mister Teacher says: My secret weapons are little blue tickets. Like the kind you get at the fair or a raffle. I give them out for good behavior (or lack of bad behavior), and I have a drawing for goofy little prizes each week. The pronouncement of, “I’m looking for someone to earn a blue ticket” can change a disorganized group of misfits into a military-precision line of silence!
- W84ME2 says: I just say, “I am looking for a secret student.” anytime we go into the hall. Wow! Silence signals go up and they make a straight line tout de suit. The prize if you are the secret student and make it all the way to our destination? You can pick a new scissors, cool pencil, pencil top eraser, or bookmark I got free from a book club. As a bonus I no longer need to provide so many school supplies ;)
- Tom Anselm says: Depending on the social development of the group, sometimes I can just stand next to the offenders, close enough to make them know I am there, and keep a silence. Sometimes they look up and say “Oh, my bad,’ or “what?” or “Dang, Mr. A, you scared me.” any reaction stops the disquieting behavior and then I can redirect. Doesn’t always work, tho, especially if the gang is very out of hand or the kids in question really don’t see their actions as inappropriate or just don’t give a good rip. Call it Proximity Control, but in effect it is mild embarrassment. Not foolproof, but sometimes very easily effective.
- Mrs D. says: Congratulating/thanking students who are doing the right thing- my students love to hear their own names . . .
- Jason-O says: I am a student, but think these will work. All 4 at the same time. Mainly for regular classes.
- PBS Tickets as Mr. Teacher said, but for schoolwide events like a walk to the park and cutting class.
- Draw a desk on the board. Draw 4 circles around it. Make the one closest a different color as the rest. Once that line is crossed, ut oh. THIS IS FOR IF THE WHOLE CLASS IS DISRUPTIVE.
- Use your whistle as a warning and to get attention and when talking is too loud.
- For individual student problems, 1. Give warning. 2. Write name on board as warning. 3. Give 100 lines and send out until the lines are finished. 4 or more: Detention, more lines, etc. The line to write is: “I must follow all rules and must not disrupt class.”
- Tina says: I give out warm fuzzies (pom poms) for them to buy stuff with during end of the day tutorial time or before class starts (sit with friend, pillow, eat with teacher, sit with stuffed animal, etc). I also have from Hallmark some buttons when you push them they say or sing different things. I use the Darth Vader/Star Wars march for when the class is too loud. Others for good behavior. I sometimes think a sound rather than a voice is better to get attention.
- Jonathan says: Deep, calming breath. Like Antonio Banderas in Shrek. I get about a head an a half taller, voice drops a few octaves - and I’m only half kidding. I stand like a teacher, pause like a teacher, and take control. Breathing, honestly, is big. And no, it didn’t come naturally. Not close.
- Pat says: Calling parents often to brag about their child’s good behavior. This stops the cycle of acting bad to get attention. The more I call, the better behaved my students are.
- Monika emailed:
- Be consistent! Say what you will do and then do what you said!
- Be reliable! Say what will expect for a test and then stick to what you said.
- Don't engage in futile discussions! However, make sure you leave time for talking things over AFTER the lesson.
- Whatever you do, make sure your students know that you like them, even if you make clear that don't like their behaviour at times.
So tell us about your Classroom Management Secret Weapons! What do you do when all else fails?
If you're interested in learning more about classroom management, I highly recommend you start reading my current series:
The Total Teacher Transformation [where the lists are]
Or go back and start off with Questions That Will Save Your Career
5.19.2009
Classroom Management: Managing with Class
Thanks so much for coming back to my series on classroom management. The majority of content is coming from my guest posters so make sure to check out their blogs as a way of saying thank you!
From the results of my classroom management poll, 88% of voters chose student engagement to be the most effective way to keep a class under control. I thought it interesting that no one chose the option of creative lesson plans/projects. It raises a good point: creative content does not necessarily mean the students are engaged- or learning.
How do we keep students engaged?
The
million dollar question will be answered today by Angela Maiers (@AngelaMaiers) of Angela Maiers Educational Services, Inc. She is a former teacher and is currently an independent educational consultant from Iowa. She started writing a blog because 'Teachers need to be great learners to lead great learners. I believe that learning is a lifelong journey, an ongoing exploration and way of life. I challenge myself and others to always be striving to find and share big ideas in every million dollar conversation.' [Notice I said million dollar, she said million dollar...Great minds think alike!]So, here it goes: 26 Keys to Student Engagement.
Authenticity: We are more motivated to learn if we see a clear connection to the purpose and use. If our desire is for students to engage, the work they do must be significant, valuable, and real.
Brain: Every school day changes the brain in some way. We can influence and ignite that change when we understand the way the brain learns, and act accordingly.
Collaborative: Collaborating with others in solving problems or mastering difficult materials prepares students to deal with the messy, unscripted problems they will encounter in life. If they have opportunities to engage and explore topics, assignments, and content in a collaborative way, understanding and engagement are natural outcomes.
Disengagement: Students are sometimes labeled as lazy, unmotivated, off-task, and disrespectful. These behaviors can and often are a direct result of disengagement. When learning involves wondering, dreaming, playing, interacting, communicating, exploring, discovering, questioning, investigating, creating - the disengaged become engaged.
Environment: The decisions we make -- from the arrangement of furniture to the feeling students experience -- greatly influence conditions of learning.
Feedback: Feedback that is specific, nonthreatening, and frequent changes performance, attitude, and behaviors. So, the next time we say, "good job", we must follow that with, "...and here's why!"
Generative: Generative learning is the active process of process of linking, sharing, re-creating, and co-creating. Engagement comes about when we encourage learners to construct and produce knowledge in meaningful ways by providing experiences and learning environments that promote active, collaborative learning.
Habitudes: Successful people learn to be successful because they develop specific attitudes and behaviors to ensure their success in all aspects of life. We can teach students the specific habits of preparedness, mindfulness, and persistence to use and apply when engaging in any task, challenging or otherwise.
Joy: If we want a better class of thinkers and innovators -- people with explosive curiosity and creativity, we need to bring FUN back into our classrooms. We need giggles and laughter, enthusiasm and excitement. School can become a place remembered for the love of learning.
Kaizen: Kaizen is the Japanese term for "continuous improvement", a concept we should take to heart if we want students to achieve their personal and professional best. Small changes, if done every day,can make a big impact over time. Continuous improvement can only be achieved with continuous reflection. And with continuous reflection, students will become more and more engaged in their growth and learning.
Listening: Both learning to listen and listening to learn are critical to literacy in the 21st century. Listening is a powerful and essential means of developing and mastering both old and new literacies. In any culture or community, listening first will earn the right to be listened to.
Motivation: Motivation is essential to learning at all ages. Students have the primary responsibility to own their own learning, yet we have a shared responsibility in the task. The environments we foster, the cultures we contribute to, even the aura of a classroom, all make a difference.
Networks: One of my mantras is Together we are Smarter. Students are connected to friends and family outside the classroom; creating a network inside the school makes sense too: schoolmates can become brain mates.
Outside: We must bring and allow some of the their outside life into the classroom. If we can identify the engaging and creative ways they do their work outside of school and find ways to bring that into the classroom, students may start to see that school is not such a bad place after all.
Participatory: We know community begins within ourselves. Encouraging participation fosters engaged student body. Engaged learning is active; it is hands-on, minds on, eyes on, and demands participation at all levels.
Questions: Questions that stretch student minds, invite curiosity, provoke thinking, and instill a sense of wonder, keep students engaged.
Relationships: To grow 'em you must know 'em. Knowing our students seems obvious, yet many students claim that we do not "get" them. When students feel valued, honored, and respected, there is an interest and energy in the process of learning that reaches far beyond the content we teach.
Self Efficacy: Students with a strong sense of efficacy are more likely to challenge themselves with difficult tasks and be intrinsically motivated. These students will put forth a high degree of effort in order to meet their commitments, and attribute failure to things which are in their control, rather than blaming external factors. Self-efficacious students also recover quickly from setbacks, and ultimately are likely to achieve their personal goals.
Teacher (as student): Students see the teaching part of our persona every day. Do we stand before them as learners? What would that do to engagement, if we shared with students how we came to know, how we faced and conquered learning challenges, and most importantly how we can help them do the same?
Understanding: A wise saying goes, "Seek first to understand and demonstrate that understanding before seeking to be understood." How do we demonstrate to our students that we understand and value them; in our words, with our actions, and by our expectations?
Variety: Variety adds spice to life and to our teaching. No matter how gifted a teachers you are, using the same method to teach each class can become monotonous- for you and the students.
WWW: The information super highway. It is not only the pathway learners in the 21st century seek out and locate information. It is a place where we engage in the creation of content and understanding.
Xtra: I have heard educators say that there is no time for engagement, there is too much content to cover. Giving kids time to collaborate, create, talk, and reflect is just Xtra work. Can we turn "Xtra" into "Xpectation", so engagement is no longer an option, it becomes an expectation?
You: This alphabet list of student engagement from A to Z will only become alive if you take these thoughts and ideas and put them into practice — did you notice the only thing missing from the Corporate Alphabet picture at the start of this article was “U”? What letter is missing from this list? I. It takes U and I. Engaged learning requires leadership. As a leader, U can coach, model, mentor and support our colleagues in the process of creating and sustaining engaging classrooms.
Zeal: Energy and enthusiasm are contagious. One of the best compliments I ever received from a student, "I did not really like the topic you were presenting on, but you were so excited, I couldn't help but pay attention!" When we show kids our zeal and passion for what we believe in, we welcome them to share their own. Love what you do, and present it with zeal everyday! Even if it is the 100th time you have presented it, remember it is the first for these students!
As you can see, student engagement is as simple as ABC. What are your keys to engaging your students?
I edited this for space but go here for the full article. For tons more information add her on Twitter or check out some of these articles [some of my personal favorites]:
Mini Lesson - Teaching the Habitude of Curiosity
Many "Views" of Parent Involvement
Personal Branding and Education - Thoughts on "Me 2.0"
Classroom Habitudes Lesson: Courage - The Fear Gradient
Keep up the clicking and come back tomorrow for Part 3!
5.18.2009
Classroom Management: Managing with Class
A girl should be two things: classy and fabulous.
-Coco Chanel
I hope I have the 'fabuliss' part down but I try to be classy. Essentially that means raising my standards. This applies to me personally and professionally. Classy goes a long way, even in the education world. Part of being classy is being prepared- you don't just act out however you feel. Being prepared is something any teacher can relate to.Classroom management is a hot topic for every teacher. It's something to be prepared for and something you can never prepare for. You can never control the actions and responses of other people. But you can control your own. The best plan is to at least have a plan. In the next few days, I'm going to devote some blogspace to my teacher friends so they can come and share their wealth of knowledge on this topic. This is not a manual on how to perfect it, more like a cookbook that has something for everyone. Think of it as a menu: sample what you want and leave the rest for somebody else. (I can relate anything to food!)
First up is from Kate Nowak (@k8nowak), math teacher at a large, American Northeast, suburban high school. She is in her fourth year of teaching and writes a great blog at http://function-of-time.blogspot.com/. Here are four of her most used principles.1. A bored kid is a disruptive kid. Every kid should be aware of what he should be doing - a task that is non-trivial but within his capabilities - pretty much the whole time he is in your room. During a typical 43 minute lesson for me, kids are working on a warm-up question, then looking over their homework, then having a discussion and maybe taking a few notes, then completing an activity, then completing a short wrap up question. When someone gets distracted, and ignores the Ugly Eyeball I throw him, I invoke the classroom management magic bullet: I rest my hand on his back, lean in close to his ear, and say quietly, “You know what you should be doing right now.” Sounds a little creepy, I know, but it works.
2. I am not a great lecturer. If you are a great lecturer, this post isn’t for you. I don’t know how you do it. But me, no kid wants to listen to me yommer for more than 5-10 minutes. (Isn’t “yommer” a great word? My mom says it all the time.) I try to plan so that I don’t have to do all the talking for more than about 10 minutes, maximum.
3. Whoever is doing the work is the one learning. Not only does no kid want to listen to me yommer for the whole period, but they learn very little that way. I don’t need to do 10 different dramatic performances of the Law of Cosines. I already know how to use the law of cosines. So what are they doing instead? A variety of things. I write about many of them on my blog. They are brainstorming ways to solve an unfamiliar problem. They are practicing with repetition in a small group or partner structure. They are working multistep problems in a roundtable. They are playing a vocabulary game. (Wow, I just got, like, 4 ideas for new posts I can write.) What do I do this whole time?
4. Take every opportunity to inspect their written work. You need to sit down and put eyeballs on the work they are producing, as they are doing it. Come to terms with the reality that some of them smell better than others. Find yourself a rolling chair, make everyone get his backpack out of the aisle, and LOOK. (The rolling chair is less intimidating than standing over them, in my opinion. Also if you are at their eye level and unpredictably scooting about, they will put the cell phones away. Sometimes Authority Figures will glance in your room and think there is no teacher there, and walk in the door. That’s okay. Shoo them away.) [Backpacks and cell phones aren't allowed in the classroom at my school. Ha Ha]
Whether it's throwing the Ugly Eyeball, less yommering, or a creepy whisper, everyone has their own style. It's not important that you exactly imitate Kate [that rhymed] but that you think and plan ahead. Do what works for you and what you feel comfortable doing. Students can sense the fakeness a mile away and they don't fall for it. Ever.
To learn more about Kate's teaching methods, check out the following posts:
What She Does All Day
Things It Took Her Way Too Long To Learn
How to Become a Teaching Expert
Why Her Students Know More Than Bill Gates
Thanks to Kate for contributing and stay tuned for tomorrow's edition!
5.12.2009
Ready For Whatever
I'm doing part of Joel's Total Teacher Transformation series at So You Want To Teach? and the assignment for today is to Be Prepared. Joel gives a list of hypotheticals and asks you to plan out your response.
Today’s assignment
Plan how you will respond in the following situations: (I'm going to be so truthful it hurts.)
1. A student chews gum or willfully violates some other clearly stated school policy.
Hopefully I will have given the students a warning at the beginning of the year and after that, it's free game. If they willfully violate, then I willfully write a referral. If it's a disruption to the class, I send them to the office and then write the referral.
2. When a student’s misbehavior is brought to his/her attention, the response is ambivalent at best ("So what?") and insubordinate at worst ("No way!")
I would take this time to point out a few prime examples of that exact misbehavior.
3. Two students get into an argument that escalates (or almost does) to the point of name-calling or violence.
I step in and tell them both to calm down before I have to write both of them up. Or send one student in the hallway to dispel (ha ha) the disruption and write a referral for both of them at the end of class.
4. A student confides in you that another one is picking on him. One day in class, you observe it happening.
Again, step in and advise the bully to watch their language, not call names or make fun of others, etc. That serves as the warning. I would then talk to the student to see if this is happening in other classes. If so, I'd let other teachers know to be on the lookout for this behavior and watch to see if it escalates. I think if I don't allow anyone in class to pick on anyone else, then the student knows they have at least one safe place.
5. You have a student who is repeatedly tardy to class.
Our school's policy is after two tardies, you get after-school detention. That deters a lot of it. If it persists, I would talk to the student and see if there was a situation we needed to handle (move their locker, keep their supplies in the classroom, late getting to school, etc). Other than that, the administration pretty much handles this issue.
6. A paper airplane is thrown across the room, but you didn’t see who did it and nobody else is willing to tell you.
This wouldn't bother me so I would ignore it and leave it on the floor until class is over. I'd just pick it up and throw it away. It's not an issue unless I make it one. (I'm responsible for what goes on in my class!) I don't want to waste class time interrogating the students about something they won't admit anyway.
7. As you are sitting down, a student makes a “fart noise” with his mouth; the entire class begin uncontrolably giggling for minutes.
I would probably say excuse me in a dead pan and go on with my business. I'd make some kind of joke out of it. I like to have a good laugh- but I want to keep it under control.
8. A student loudly and clearly uses profanity; everyone hears it.
This is my pet peeve and students will definitely know this rule at the very beginning. I would probably say "Language!" in a stern tone and then write a referral after class. I have no tolerance for ignorance.
9. You are walking down the hallway and see two students making out.
Truthfully, I would probably say, "You do know I can see you, right?" followed by "And that will be a write up." Continue walking and write the referral. (Not at the same time as walking though)
10. A parent interrupts your class and begins asking you questions about his/her child.
Just randomly a parent shows up? That's definitely unexpected. Um....I would step out in the hall and ask the student if there was another time we could meet or talk. Or I would try to exchange e-mails or phone numbers. I guess if it was anemegency I would try to quickly address the issue. Luckily, the office handles visitors so I think they would make arrangements for the parent to see me or for someone to cover my class so we could speak.
So that was interesting! Feel free to constructively criticize these reponses or give some better suggestions. Or feel free to respond yourself in the comments. And don't forget to go and join TTT too!
"There’s no right or wrong answer here. But having a plan gives you so much more
confidence when this type of situation arises. After you plan through some of
these things and begin to actually see them happen, your reactions to unplanned
events will fall much more in line with how you had planned for different
circumstances. Planning is the key. -Joel"
Today’s assignment
Plan how you will respond in the following situations: (I'm going to be so truthful it hurts.)
1. A student chews gum or willfully violates some other clearly stated school policy.
Hopefully I will have given the students a warning at the beginning of the year and after that, it's free game. If they willfully violate, then I willfully write a referral. If it's a disruption to the class, I send them to the office and then write the referral.
2. When a student’s misbehavior is brought to his/her attention, the response is ambivalent at best ("So what?") and insubordinate at worst ("No way!")
I would take this time to point out a few prime examples of that exact misbehavior.
3. Two students get into an argument that escalates (or almost does) to the point of name-calling or violence.
I step in and tell them both to calm down before I have to write both of them up. Or send one student in the hallway to dispel (ha ha) the disruption and write a referral for both of them at the end of class.
4. A student confides in you that another one is picking on him. One day in class, you observe it happening.
Again, step in and advise the bully to watch their language, not call names or make fun of others, etc. That serves as the warning. I would then talk to the student to see if this is happening in other classes. If so, I'd let other teachers know to be on the lookout for this behavior and watch to see if it escalates. I think if I don't allow anyone in class to pick on anyone else, then the student knows they have at least one safe place.
5. You have a student who is repeatedly tardy to class.
Our school's policy is after two tardies, you get after-school detention. That deters a lot of it. If it persists, I would talk to the student and see if there was a situation we needed to handle (move their locker, keep their supplies in the classroom, late getting to school, etc). Other than that, the administration pretty much handles this issue.
6. A paper airplane is thrown across the room, but you didn’t see who did it and nobody else is willing to tell you.
This wouldn't bother me so I would ignore it and leave it on the floor until class is over. I'd just pick it up and throw it away. It's not an issue unless I make it one. (I'm responsible for what goes on in my class!) I don't want to waste class time interrogating the students about something they won't admit anyway.
7. As you are sitting down, a student makes a “fart noise” with his mouth; the entire class begin uncontrolably giggling for minutes.
I would probably say excuse me in a dead pan and go on with my business. I'd make some kind of joke out of it. I like to have a good laugh- but I want to keep it under control.
8. A student loudly and clearly uses profanity; everyone hears it.
This is my pet peeve and students will definitely know this rule at the very beginning. I would probably say "Language!" in a stern tone and then write a referral after class. I have no tolerance for ignorance.
9. You are walking down the hallway and see two students making out.
Truthfully, I would probably say, "You do know I can see you, right?" followed by "And that will be a write up." Continue walking and write the referral. (Not at the same time as walking though)
10. A parent interrupts your class and begins asking you questions about his/her child.
Just randomly a parent shows up? That's definitely unexpected. Um....I would step out in the hall and ask the student if there was another time we could meet or talk. Or I would try to exchange e-mails or phone numbers. I guess if it was anemegency I would try to quickly address the issue. Luckily, the office handles visitors so I think they would make arrangements for the parent to see me or for someone to cover my class so we could speak.
So that was interesting! Feel free to constructively criticize these reponses or give some better suggestions. Or feel free to respond yourself in the comments. And don't forget to go and join TTT too!
Classroom Mangement Poll
Thanks to responses from my last two posts and requests for articles about classroom management, I wanted to get some responses to the following poll. Your answers will help me give input for an upcoming blog series on classroom mangement. Guest posts will be involved so if you have life changing advice, tips, and tricks, feel free to contact me about contributing.
Thanks so much! I appreciate your time, loyalty, tweets, comments, and input.
Thanks so much! I appreciate your time, loyalty, tweets, comments, and input.
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