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Substitute teacher class management and discipline techniques. Various tools and behavior improvement time out detention assignments for Elementary, Middle, and Junior High School classrooms. Substitute teacher class management and discipline techniques. Various tools and behavior improvement time out detention assignments for Elementary, Middle, and Junior High School classrooms.

Substitute teacher class management and discipline techniques. Various tools and behavior improvement time out detention assignments for Elementary, Middle, and Junior High School classrooms.

><> The preceding picture links to a great website at http://www.greatexpectationsok.org/classroomexpectations.html <><

The following link is to a duplicate to this webpage that is accurately formatted for printing -
><> LINK TO 240 kb MS WORD DOCUMENT <><

ABSTRACT AND GOALS FOR

A METHOD FOR A SUBSTITUTE TEACHER TO SET
QUIET TIME RULES

FOR 3^rd TO 8^th GRADES

The goals of the author were firstly, to develop a package of tools and techniques for substitute teachers that might minimize misbehaviors, in order to maximize the quality study times for their students. Also, to promote record keeping techniques that empowers teachers to consistently pursue a zero tolerance policy towards severe misbehaviors in our public schools. And finally, by showing our students that every misbehavior should always become corrected in a just reconciling manor with poise and professionalism, focused goal setting and good role models should inevitably reduce the incidences of students resorting to losing their temper over a bullying incident at school.

Surveys of students have shown that novice substitute teachers are oftentimes targeted by a few misbehaving students who'll instigate a period of chaotic non- productive playfulness, in lieu of allowing their classmates to enjoy a more profitable time of learning. When these situations occur, a novice substitute oftentimes feels compelled to become stern with misbehaving students in an effort to regain control of the class. Surveys have shown that stern reprimands from substitute teachers have had an insignificant long-term effect in reducing classroom misbehaviors. Also, surveys have shown that a simple reminder of the class rules combined with fairly implemented reflective-time-out-periods has been overwhelmingly successful in reducing misbehaviors within America's public schools.

These tried and true techniques encourage appropriate classroom behavior by teaching students at the beginning of a class period that every disruption would be recorded in detail. Also, these techniques should empower substitute teachers to bear misbehaviors with poise and professionalism by encouraging them that all behavior problems should always be addressed by those who could most effectively correct them. Surveys have shown that the students that respond the best to these techniques are those whose regular teachers and principals had been consistent in attempting to correct every misbehavior that a teacher or student had been willing to thoroughly document.

The following are typical Classroom Rules that most regular and substitute teachers strive to uphold:
Typical elementary and middle school classroom rules include the following: (a) No student will stop another student from learning; (b) No "put-downs" of other students; (c) No inappropriate language or derogatory discussions of others will be tolerated; (d) Keep your feet, hands and objects to yourself; (e) You may talk when you have raised your hand and been given permission to do so by the teacher; and (f) Students are to remain in their seats unless given permission to be out of their seats. Severe violations resulting in instant referrals to the principal's office include fighting, possession of drugs or weapons, physical threats, constant disruption and defiance, etc. Typically, high school student rules will vary from elementary and middle school rules only slightly. High school students need classroom rules to be stated in such a way that they reflect the increased level of maturity of the students.

These rules are an edited version of those used in San Diego that can be found via the following link:
><> http://www.sdcoe.k12.ca.us/hr/sub/9.html <><

A Motto for Students: I will help people when they need help. We will work together as a team. We will also treat people the way we want to be treated. We will never let anyone down. Working together will help us to learn and achieve. We will always help when asked, and if we will work together, we will be winners.

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RULES

A METHOD FOR A SUBSTITUTE TEACHER TO SET
QUIET TIME RULES

FOR 3^rd TO 8^th GRADES

The objective for the following scripted class management techniques is to maximize the productivity in a class taught by a substitute teacher. It will take approximately three minutes to read/ad-lib these quiet time rules and to answer a student's question. Note that the statements in parenthesis, "( )", should be given as the specific class would warrant them, and should not deviate from the regular teacher's lesson plans or school rules.

Shortly after the class begins with one hand in the air and with kindness in his/her voice the substitute says, (Only for Middle School or Junior High School classes-> "Class please give me your attention." {OR} Only for Elementary School classes-> "Class give me five.") "First of all I may not do things like your regular teacher since I have my own rules for teaching as a substitute. My objectives today are firstly, to not have anyone tell me they couldn't finish their assignments in school today because of my noisy class, and lastly, to not need to be stern with anyone for being disruptive today. So I have two rules so we all can try to accomplish as much as we can today. The first rule is that during quiet study times no one should ever be talking unless they've first raised their hand for any questions that your regular teacher would answer. And my second rule is that no one should leave their seat unless they've first done, what?"

Someone raises their hand and I let that student answer, "They raised their hand and asked permission". "Right. If you are respectful towards these quiet-time rules I almost always let my classes quietly chat at least the last five minutes of the period. Or once everyone has attempted each question on today's assignment I'll let you quietly chat the last ten minutes or maybe more once everyone's work and reading assignments are totally completed for this next week. {Note: more than five minutes should rarely happen unless they were a very very good class.} (So skip the hardest questions and when I'm passing by I'll see the ones that are being skipped; and I'll then explain them on the board. And if I'm unable to satisfactorily explain every problem, a homework buddy might be able to help you when quiet time is over, or you should make an appointment to talk with your teacher when he/she returns.) When I'm working at my desk and after ten seconds I haven't seen your raised hand, then you can quietly come to my desk if there aren't already two in line. If I can’t answer your question I might allow you to speak to a buddy, but raise your hand and ask me first."

Every single time someone breaks my rules and is disruptive, I make a record that I'll leave for your teacher when he/she returns. (Only for Elementary School classes -> I also give my recommendations oof those who I feel should lose some of their recess time. So some might end up forfeiting their own time for the time they took from the class and me today.) (Only for Middle School or Junior High School classes->I also give my recommendations of those who I feel should do a reflection time out writing assignment. Finally, if it comes to this, I sometimes offer one last opportunity for a time out reflection period prior to sending someone to the principal's office for being repeatedly disruptive. So please don't misunderstand me if you're fortunate enough to be offered that last opportunity to change. If anyone would've been disruptive today unintentionally, and would sincerely apologize one on one after class, I'll consider putting that into my notes so your regular teacher might be lenient when he/she reads what happened today.)"

"(Because today's assignment is work that you could check with a friend after school, if your friend near to you doesn't mind tutoring you today, I'll let you exchange notes if you can do this without being disruptive. Whispering will not be a disruption 'if' you are asking your immediate neighbor questions about the homework. If your friends feel they're unable to help you, then I'd strongly encourage you to ask for my help today, or I'd encourage you to find some homework buddies who'll let you double check your answers after class.) {The following comments would only be for a select few classes that might be helped by a teacher's encouragements that their work at school could become more enjoyable and profitable if they'll strive to complete their homework assignments at school. ->} {Prior to attending college or starting a business most scholars and entrepreneurs had learned that finding friends who didn't wait until the last minute to do their assignments helped them ace their homework. Homework teams are especially helpful for technical coursework like math assignments; since most students learned how to do math by repeatedly working through examples with the answers until the problems became second nature.}"

"I'll have one emergency restroom hall pass (-clothespin). (As a substitute I can't give a hall pass just to go to the water fountain.) (I have several puzzles, and Guideposts, Reader's Digest, Saturday Evening Post, Prevention, Popular Mechanics, Scientific American, Smithsonian, National Geographic, and Newsweek magazines to read when you're finished with your work. Especially for those who won't have marks against their record today, once I've checked your work I'll let some go to the media center for a book if you'll return within ten minutes so others may go. [Four students with prior M.C. approvals.] If I allow you to go you'll need to get your hall pass initialed by a librarian or aide before you return.)"

"If during quiet time you can't borrow your neighbor's silent pencil sharpener without talking to them, raise your hand for the one I'll have at my desk. (I have extra pencils (and grading pens) but I'll take down your name and ask for something in exchange until the end of class.) {The following comments would only be for a select few classes that are having a hard time with drowsiness, and that might be helped by a teacher's encouragements concerning their showing the symptoms of sleep deprivation.->} {If you become drowsy in your focus because today's assignment is tedious, I have some seven-minute puzzles that after you've attempted one, it should help you to focus on your homework. If your drowsiness might be because of a lack of sleep, then I'd recommend you try to clear your thoughts for a few minutes, and if you fall asleep I'll wake you in approximately five to ten minutes. I hope these methods work for you as they've worked for others.}"

"Does anyone think these rules are unfair; so everyone can accomplish as much as we all want to do during our quiet study time today? Does anyone think these rules are fair? I have time for one class question before I begin today's lesson so let it be a good one, OK?"

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Example of a Handwritten Note Left for the Regular Teacher:

Ms. Jane Doe,

I thank you for the opportunity to sub for you and at the end of the day I felt most everyone had a very productive and fairly peaceful day today. All of the assignments you gave were begun in class, and approximately 1/5th of the students took some of their work home to complete it.

Most children at this age have a difficult time not speaking whenever they feel they need the attention of their classmates. Even so, as I told your students when I outlined my classroom expectations today, I've attached a record of the disturbances that occurred today. (see attached expectations and disturbances) We had 45 classroom disturbances with approximately one fifth of them being overlooked because they were not too disruptive beyond their immediate neighbors. The four students with the most checks for the day were Logan D(5) Dwight B(5) Sandy E(13) and Eric L(8).

After the first series of disturbances I'd told the class that if I saw improvement for the rest of the day my records would not need to be passed on to you. {For Elementary School classes ->} [But if they continued as they were doing, then I'd eventually be forced to recommend that you'd allocate some of their recess time for a time out reflection period, or I'd give the "Last Chance Time Out Assignment".] {For Middle School or Junior High School classes ->} [But if they continued as they were doing, then I'd eventually be forced to give some a "Last Chance Time Out Assignment", or in the least I'd have to recommend that you'd have them write one reflection- time- out sentence for each disruption today, or I might recommend they complete one of the attached time- out assignments depending upon the severity of their rowdiness today.] Most did improve whenever I'd remind them of my quiet time rules, while others needed a reflection assignment in order to become remorseful for their behavior. (see attached)

So although I'm leaving this note, I don't recommend that any should be penalized with any further action for my first day of subbing for you, except for 'possibly' Sandy E. I know he's a good hearted boy who'll undoubtedly improve on his behavior towards his next substitute if he'd only be allotted a few short minutes to 'reflect' on how he lead the class in disturbances with little improvement throughout the day.

I was especially pleased that none of your students were belligerent with my strict rules, or were belligerent when I felt I needed to separate them from their neighbors. At the end of the day I felt your students were above average in behavior compared to other classes I've subbed for at this level.

So I can know how I might be able to serve you and others to the best of my abilities, if you or anyone else might have any criticisms of my efforts today, please let me know via e-mail at JohnSmith@internet.com or via phone.

I pray you'll call me again should you need a sub for your class in the future so that I can build upon the mutually respectful relationships I've begun with your students.

Kind regards,
John Smith

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chart

If a seating chart is unavailable, one will need to be made similar to the following examples.
Before names are accumulated make a seating 'map' in less than one minute on notepaper. ( see below via this link ><> Seat Map )
Consider making a seating 'map' to keep a fair - detailed tally and only post the names of the most disruptive students.
Or pass around a blank paper or for Elementary Schools pass out post it notes for the students to write their own names.
In order to reuse a seating map/chart, cover it with a clear poly film cover and keep a behavior tally with a Wet Erase pen.

Example attendance roster/seating chart and behavior tally for Middle Schools w/ hourly classes:
First signature on front row left of instructor and last signature is back row right (second numbers are the alphabetized sequence of the computerized name list)
1 18 Mary Mz                Front Left
2 15 Diana Mz 1 2 2 2 - 4
3 21 Debbie Sz 1 2 2 2 - 4
4 23 Alice Tz
5 22 Steve Sz                  Back
6 16 Jim Mz                    Back
7 9 Phillip Fz
8 5 Logan Dz 1 1 2 2 2 - 5
9 2 Dwight Bz 1 1 2 2 2 - 5
10 6 Pam Dz                    Front
11 8 Sandy Ez 1111112222222-13 Front
12 20 Lemar Pz
13 11 Travis Jz
14 14 Eric Lz 11111222-8
15 7 Polly Dz                   Back
16 13 Teresa Kz                 Back
17 12 Sue Kz
18 10 Delana Gz 1 1 2 - 3
19 3 Jennifer Bz 1 1 2 - 3
20 19 Tom Mz                    Front
21 24 Derek Tz                  Front
22 4 Linda Bz
23 1 Margaret Az
24 17 Joan Mz                 Back Right
TOTAL DISRUPTIONS FOR THE CLASS - 45
1- TALKING OR DISRUPTIONS DURING TEACHER INSTRUCTION
2- TALKING OR DISRUPTIONS DURING QUIET STUDY TIMES

Example seating chart and behavior tally for Elementary Schools:
             Front of Class
Mary M    Diana M Debbie S Alice T Steve S Jim M
          1222-4   1222-4
Phillip F Logan D Dwight B Pam D    Sandy E Lemar P
          11222-5 11222-5            1111112222222-13
Travis J Eric L   Polly D   Teresa K Sue K    Delana G
          11111222-8                            112-3
Jenifer B Tom M    Derek T   Linda B Margaret A Joan M
112-3
TOTAL DISRUPTIONS FOR THE CLASS - 45
1- TALKING OR DISRUPTIONS DURING TEACHER INSTRUCTION
2- TALKING OR DISRUPTIONS DURING QUIET STUDY TIMES

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><> ><>SeatMap

Instructions for the "Behavior- Improvement Reflection- Time- Out- Assignments" on pages 6 to 10.

If these tools and techniques would be consistently applied with adequate documentations, focused efforts should become abundantly fruitful in teaching and role modeling poised respectful behavior to the future leaders of America and the world.

The following suggestions are for Middle School or Junior High School classes:

The following "Behavior- Improvement Reflection- Time- Out- Assignment" on pages 6, 7, or 8 could be given after approximately three disturbances. After which a student would be 'encouraged' to read it, and would be 'mandated' to write at least one sentence. If poor behavior continued, the eight sentence "Last Chance Assignment" on page 9 could then be given. Usually this is all that's necessary for a class to improve on its behavior. If in extreme cases another series of disturbances would occur by a student who'd have been given the "Last Chance Assignment", a teacher would be more than justified in using the intercom to tell the office that the student is being sent. If prior approvals had been obtained for the office staff to help with a detention assignment, the student could complete the twenty minute "Behavior- Improvement Time- Out- Assignment" on page 10 prior to being allowed to return to class with the substitute teacher. If after being told to go to the office the student won't leave the class, use the intercom to call the principal in order to assist in removing the student. Also, a principal or neighboring teacher could be requested if one's students become belligerent or disruptive beyond two or three needing to go to the office. The details of the misbehaviors, the assignments and the results should be left in a note for the regular teacher when he/she returns.

The following suggestions are for Elementary School classes:

The classroom procedures should always be outlined in the first few minutes of the day even if you’d get behind on the teacher’s daily schedule. A less chaotic class will more than make up for these first few minutes. A good plan would be to outline that there would be three types of quiet work times throughout the day. The first would be a “quiet work time” which would be used for art or science periods or any assignments that require everyone to work quietly with their neighbor/buddy. The second would be “whisper study times” which would be used during math homework study times or if many students more than once would get too noisy during “quiet work times.” The difference is that if you put your finger on your throat’s adams apple, you shouldn’t feel it vibrate if you’re truly whispering. The third would be “super quiet times” when no whispering would be allowed and would be used for reading times or if many students more than once wouldn’t whisper during “whisper times.” Oftentimes during some of these times I allow sign language or notes to be given to a neighbor, as long as I can read the notes, and I’d leave them for their teacher if they’d fail to concern the class work. If the students fail to follow class procedure during “whisper or super quiet times,” I oftentimes give them a choice of 1) taking a silent time-out by standing or putting their head on their desk for ten seconds to one minute, or 2) they can have a time-out during recess that day, or 3) their continually disruptive behavior would force me to pass on ‘ALL’ the marks they’d accumulated throughout the day to their teacher. Usually the boys prefer to minimize their infractions and notes to their teacher by standing and the girls prefer to put their heads on their desk.

The following suggestions are for Upper Elementary School classes:

The following "Behavior- Improvement Reflection- Time- Out- Assignment" on pages 6, 7, or 8 could be given when the student would have been moved to another part of the room after accumulating approximately three disturbances. After which a student would be 'encouraged' to read it, and would be 'mandated' to write at least one sentence. After approximately three additional disturbances repeating the assignment is sometimes necessary. If poor behavior continued, the eight sentence "Last Chance Assignment" on page 9 could then be given. Usually this is all that's necessary for a class to improve on its behavior. If in extreme cases another series of disturbances would occur by a student who'd have been given the "Last Chance Assignment", a teacher would be more than justified in using the intercom to tell the office that the student is being sent. (Or if arrangements have been made at the beginning of the day, the student could be sent to the teacher's class next door. The next door time out could be all the more effective if the child would be sent to a class in a lower grade.) If prior approvals had been obtained for the office staff (or the teacher next door) to help with a detention assignment, the student could complete the twenty minute "Behavior- Improvement Time- Out- Assignment" on page 10 prior to being allowed to return to class with the substitute teacher. Also, a principal or neighboring teacher could be requested if one's students become belligerent or disruptive beyond two or three needing to go to the office. The details of the misbehaviors, the assignments and the results should be left in a note for the regular teacher when he/she returns.

IMPORTANT FINAL NOTES:

A substitute teacher should never send any disciplinary notes home to a student's parents or legal guardian. Leave this work for the school's staff who'd be more aware of how productive or counterproductive a note home might become. If a student has any grievance with another student that can't be totally reconciled in class, a student should always be allowed to speak to a counselor after the intercom has been used to verify that the student's counselor is available. To uphold a zero tolerance policy towards severe misbehaviors, a substitute should never allow any severe misbehaviors to have occurred without addressing the student's poor behavior one on one outside the class, and by ending the discussion with the offer to pass over the severity of the misbehavior if a heartfelt apology would be given. If an apology would not be given, then to reduce the likelihood of similar severe misbehaviors with a future substitute, the student's regular teacher or principal should always be informed of the details of the student's poor behavior.

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Dear Parent or Legal Guardian of _____________________________,

This is a behavior improvement time out assignment that I've found to be helpful in persuading most of my students to become less talkative during our class's quiet times.

I love children and you have a good-hearted boy, he is just talkative during our class's quiet times. He had been told that if after he would write the first sentence below and his behavior improved, then this note would not have been sent home for you to sign. After writing the sentence he was again disruptive on more than one occasion so I felt I should send this note home as I'd warned. Today I recorded that your child was disruptive _____ times and therefore he's been asked to write a total of _____ sentences. He has also been told that if his behavior during our class's quiet time doesn't improve after this assignment was completed, I 'might' need to make an appointment for us all to meet together or to talk via the phone. Even so, knowing your boy has never been belligerent with his behavior, I truly believe that an appointment will likely never be necessary.

Finally, I've seen that this short time out assignment has helped to encourage many students to respect their classmates' right to a peaceful and productive time at school, but I'd also appreciate as much help as you might provide me in discussing with your boy why quiet study times are so important to this next generation of students and to their parents.

I sincerely thank you for helping me to become the best teacher for my class that I can become.

________________________ ___________________________

Teacher's Signature Parent or Legal Guardian's Signature

PS If you would like to talk about this assignment, please leave me your phone number and the best times after 4:30 PM that I could call you.

Phone #(s): _________________________ Time(s) Available:

0. I will try harder to not talk during quiet times so everyone can finish their work.

Finish sentences on back or if needed use extra sheets of paper. (Approximately three minutes is needed to complete five sentences.)

A student should be assigned only the first sentence in class. For additional corrections in class the last chance assignment should be given.

6 of 14

Dear Parent or Legal Guardian of _____________________________,

This is a behavior improvement time out assignment that I've found to be helpful in persuading most of my students to become less talkative during our class's quiet times.

I love children and you have a good-hearted girl, she is just talkative during our class's quiet times. She had been told that if after she would write the first sentence below and her behavior improved, then this note would not have been sent home for you to sign. After writing the sentence she was again disruptive on more than one occasion so I felt I should send this note home as I'd warned. Today I recorded that your child was disruptive _____ times and therefore she's been asked to write a total of _____ sentences. She has also been told that if her behavior during our class's quiet time doesn't improve after this assignment was completed, I 'might' need to make an appointment for us all to meet together or to talk via the phone. Even so, knowing your girl has never been belligerent with her behavior, I truly believe that an appointment will likely never be necessary.

Finally, I've seen that this short time out assignment has helped to encourage many students to respect their classmates' right to a peaceful and productive time at school, but I'd also appreciate as much help as you might provide me in discussing with your girl why quiet study times are so important to this next generation of students and to their parents.

I sincerely thank you for helping me to become the best teacher for my class that I can become.

________________________ ___________________________

Teacher's Signature Parent or Legal Guardian's Signature

PS If you would like to talk about this assignment, please leave me your phone number and the best times after 4:30 PM that I could call you.

Phone #(s): _________________________ Time(s) Available:

0. I will try harder to not talk during quiet times so everyone can finish their work.

Finish sentences on back or if needed use extra sheets of paper. (Approximately three minutes is needed to complete five sentences.)

A student should be assigned only the first sentence in class. For additional corrections in class the last chance assignment should be given.

7 of 14

TIME OUT ASSIGNMENT

FOR CLASSROOM DISTURBANCES

For: ________________________

You are being asked to complete a reflection time out assignment for repeatedly being disruptive during quiet times, and for preventing our class from completing our work at school. I've noted that you've been disruptive on at least _______ occasions before _________ o'clock, and for this I'll ask you to complete _______ sentences identical to the one given below.

0. I will try harder to not talk during quiet times so everyone can finish their work.

Finish sentences on back or if needed use extra sheets of paper. (Approximately five minutes is needed to complete eight sentences.)

A student should be given this time out activity after having been moved from their regular seating assignment.

8 of 14

LAST CHANCE TIME OUT ASSIGNMENT

FOR CLASSROOM DISTURBANCES

For: ________________________

You are being asked to complete a time out assignment for repeatedly being disruptive during quiet times and for preventing your classmates and I from completing our work at school. If you don't quietly finish this assignment and turn it in to me within the next few minutes, you will have forced me to make additional time out recommendations to your regular teacher; and/or I will shortly send you to the principal's office in order to allow others to peacefully finish their work. I've noted that you've been disruptive on at least _______ occasions before _________ o'clock, and for this I'll ask you to reflectively complete _______ sentences identical to the one given below.

0. I will try harder to not talk during quiet times so everyone can finish their work.

Finish sentences on back or if needed use extra sheets of paper. (Approximately five minutes is needed to complete eight sentences.)

A student should be given this time out activity after having been moved from their regular seating assignment.

9 of 14

Time Out Writing Assignment - Class Disturbances

BEHAVIOR IMPROVEMENT TIME OUT ASSIGNMENT

FOR CLASSROOM DISTURBANCES

You have been assigned to quiet detention time for repeatedly disturbing your class during quiet times. While in detention, write the following assignment quietly and clearly so that it can be checked by the teacher. If you do not quietly finish this assignment before your detention time is over, you will probably be asked by the teacher to finish it during the next detention time. (Approximately 20-30 minutes required to complete.)

Directions: Copy the lesson in your best handwriting onto a sheet of notebook paper; be sure to title it "Detention Time Writing Assignment" and put your name on the top right-hand corner of your paper.

DETENTION TIME WRITING ASSIGNMENT

BEING A CLASSROOM DISTURBANCE

When you bother the other students, it is hard for them to learn. To learn, you must be able to think about what you are doing. You are being selfish when you make it hard for other students to concentrate. When you disturb someone, you want them to pay attention to you. This is not fair since they may want to pay attention to their schoolwork.

Can you think of times when you do not like to be bothered? Some students do not like to be disturbed while watching their favorite television show. Others like to be left alone when they are reading a book. If you were playing a video game, would you want to be bothered?

You can bother someone when you talk to them. Tapping a pencil or ruler can be distracting. Yelling or throwing things can also disturb others. It is the teacher's job to make sure everyone can learn without being bothered with the disturbances of others.

RESULTS OF BEING A CLASSROOM DISTURBANCE

If you bother other people, they will be unhappy. They also will not respect you very much. If you are not respected, you may find yourself left out when students do things together. Most people do not want to be around those who are a nuisance (a bother). Some people say that if you are a nuisance you are a pest!

Think about these two stories. Mr. Lee was Stan and Pete's teacher. As Mr. Lee was trying to teach, Stan was trying to get Pete's attention. This was not fair to Mr. Lee or the other students. Mr. Davis was a substitute for Mr. Lee and was treated badly by Larry. The other students helped Mr. Davis get used to their class. Larry tried to make it hard on Mr. Davis by throwing paper airplanes. No one liked the actions of Stan or Larry. Now the teachers may have to keep their eyes on Stan and Larry.

Students who bother others often get poor grades. They are so busy trying to disturb the class that they fall behind in their schoolwork. Because they have not paid attention, they often do not know what to do. They are lost and have to ask others for help with the assignments.

HOW TO STOP BOTHERING OTHERS

The best way to stop bothering others is to promise yourself not to be a disturbance again. When you think of such a promise and try to keep it you have made a goal for yourself. This means you are trying to be a grown-up. By realizing that you are doing something wrong and by trying to correct it only one thing can happen - improvements will be made. On the other hand, to ignore a problem only makes matters worse.

[Finished]

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Time Out Reflection Assignment - Class Disturbances

BEHAVIOR IMPROVEMENT TIME OUT ASSIGNMENT

FOR CLASSROOM DISTURBANCES

Directions: Copy the lesson in your best handwriting onto a sheet of notebook paper and fill in the blanks with your own words. Be sure to title it "Time-out Lesson" and put your name on the top right-hand corner of your paper.

TIME OUT LESSON

I understand that school is a place for learning. Every student in America is offered 12 years of free education. No other country in the world offers this to their students. I understand that I choose to use this time well or to not use it well. I can get an education and learn more about myself and the world around me, or I can waste my time at school.

I understand that the teacher is responsible for many things. The teacher needs to plan the lesson and then do what is possible to help students understand the material. The teacher has a big job because it is not easy to help a class full of students. When I behave disruptively, I am making it hard for the teacher to do a good job teaching the whole class. This isn't fair and I don't have the right to do this.

I understand that the other students in my class have a right to the best education they are willing to work for. When I behave disruptively, I not only keep the teacher from doing a good job; I am also keeping students from getting the best education possible. This is not fair and I don't have a right to do this.

I understand that right now, I am missing out on valuable learning time. Instead of learning, I am copying this lesson. I understand that I made a decision to behave unacceptably in class and the consequence for this was being sent out of the room and my grade will likely not be as good as it could have been this week. I understand that I have the power to make good decisions or bad decisions. When I make good decisions I am rewarded for them. In school, this means getting a good education and feeling good about myself for trying hard and doing the best I could do. I understand that I deserve a good education and I have the power and responsibility to make this happen.

I am here copying this because I was sent out of the room. I was sent out of the room because

[Explain in a way that your teacher will not need to redo this sentence.]

____________________________________________________________________________

When I return to class, I will [Write 2 to 4 options that could prevent future “time-outs”.]

1)___________________________________________________________________________

2)___________________________________________________________________________

3)___________________________________________________________________________

4)___________________________________________________________________________

[Finished]

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Please do not 'copy' prior to contacting SubstituteTool@yahoo.com for permission. 11 of 14

This hall pass is for ________________________ This hall pass is for ________________________

to go to the ________________________________. to go to the ________________________________.

_____________________________ _______________ _____________________________ _______________
Teacher's initials & Time Left Class Teacher's initials & Time Left Class

_____________________________ _______________ _____________________________ _______________
Staffperson's initials & Time Left Destination Staffperson's initials & Time Left Destination

This hall pass is for ________________________ This emergency hall pass is for one student in

to go to the ________________________________. Mr/Ms______________class to go to the restroom

EMERGENCY RESTROOM PASS

_____________________________ _______________ _____________________________ _______________
Teacher's initials & Time Left Class Teacher's name & Time Left Class

_____________________________ _______________
Staffperson's initials & Time Left Destination

This hall pass is for ________________________       This office pass is for ______________________
                                                     who has permission to
to go to the ________________________________.       ___ see the nurse
___ media center to obtain a book                   ___ have temperature taken
                                                     ___ use the telephone regarding: (below)
___ office for continual disruptive behavior
                                                     ___ Other ___________________________________
                                                     RESULTS: (below)

___ __________________________________________ ___ Can try to call later at ________ o'clock

_____________________________ _______________ _____________________________ _______________
Teacher's initials & Time Left Class Teacher's initials & Time Left Class

_____________________________ _______________ _____________________________ _______________
Staffperson's initials & Time Left Destination Staffperson's initials & Time Left Destination

When I was a substitute for you today, these were the emergency hall passes that I allowed. If there is another method that you'd prefer I'd use in order to keep the students accountable when a hall pass appeared to be warranted, then please feel free to contact me whenever it may be convenient.

____________________________

EMERGENCY HALL PASSES

Student Destination Time Left Time Returned

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

12 of 14

When I was a substitute for you today, these are the names of those who did not bring a pencil to class.

_____________________________

Student

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

13 of 14

THREE TIME- OUT- REFLECTION LESSONS

RESPECT LESSON
TALKING LESSON
THINKING ABOUT BEHAVIOR LESSON

Give one or more of the following time- out- reflection lessons to a student when you send him/her to detention, or when you send him/her out of the room, or when you put him/her aside from other students because the student's behavior was not acceptable. After the student copies down the lesson, have him/her write out a plan on how he/she can change his/her behavior to be allowed back into the regular class-work. This lesson should be brought to you before you should accept the student back into the regular class-work.

Copyrights for this material are legally reserved for www.oocities.org/SubstituteTools Co.
Please do not 'copy' prior to contacting SubstituteTool@yahoo.com for permission.

First
RESPECT LESSON

Directions: Please copy onto a separate piece of paper. Be sure to put your name in the right hand corner of your paper. Title your paper "Respect".

We all need and deserve to be respected. However, we cannot respect others when we don't respect ourselves. When you are rude, put people down, talk negatively, or insult people; you are hurting your respect for yourself as well as for others.

Everyone needs to feel good about themselves in order to get along with others. When someone does not feel good about himself or herself, he or she speaks and acts in ways that hurt others. When you don't feel good about yourself, everyone loses.

We all have bad days. No one is immune to having things go wrong. That is why we always have to remember to treat people with respect, even if we are not feeling very good about ourselves, or can tell that they may not be feeling much respect for themselves. When you automatically treat people with respect, you help everyone feel better about themselves.

How can I treat people with respect automatically?
1. Ignore them when they say or do something that hurts my feelings.
2. Overlook it when someone is trying to tease me to get me mad.
3. Don't argue with someone who is obviously not feeling good about him/herself.
4. Don't say things in anger, count to ten before I speak or don't say anything until the anger has passed.
5. Don't say negative things. I have a right to my opinions, but I do not have the right to express it.
6. Always try to think of everyone as doing the best they can, see everyone as the best that they can be.
7. Put myself in the other person's place and try to understand what their point-of-view is.
8. Most importantly, treat others as I would like to be treated.

Second
RESPECT LESSON

Directions: Onto a new sheet of notebook paper put your name in the upper right hand corner. Title your paper "Respect". Copy the definition for "respect" that's given below. Write a one page essay on what respect means to you and how you can show others that you respect them. A simple rule that may help you with your essay is, "we should all treat other people the way we would like to be treated ourselves."

Respect- The state of being regarded with honor or esteem.

Copyrights for this material are legally reserved for www.oocities.org/SubstituteTools Co.
Please do not 'copy' prior to contacting SubstituteTool@yahoo.com for permission.

TALKING LESSON

Directions: Copy the lesson onto a separate piece of paper. Be sure to title it "Talking Lesson" and put your name on the top right-hand corner of your paper.

I understand that time is one of the most valuable things we have. Forty-eight minutes is so little time to do all the things we need to do in class, so it is vitally important to make every minute count. When I talk or goof off or disrupt the class, I am wasting valuable learning time. That is not fair to my teacher, my classmates or to myself.

I understand that it is okay to talk:
1. If I raise my hand and the teacher calls on me.
2. I've seen an emergency and I must speak up so no one will get hurt.
3. The teacher has allowed a talking time.

But I know that I must not talk without raising my hand for permission:
1. When the teacher is talking.
2. When a student is asking or answering a question.
3. When the teacher has instructed the class that it is a quiet time.

I can see that learning how to talk only when it is proper to do so is very important, so I will copy this paper as many times as it will take to show you that I have learned this lesson.

Copyrights for this material are legally reserved for www.oocities.org/SubstituteTools Co.
Please do not 'copy' prior to contacting SubstituteTool@yahoo.com for permission.

THINKING ABOUT BEHAVIOR LESSON

Directions: Write out the question and answer it in complete sentences by using some words in the question in your answer. Ø Please think carefully about your answers. An administrator and/or your parents could read them in the near future.

1. What did you do that got you into trouble?
2. Why was it wrong to do what you did?
3. What can you do differently in the future so that you will not get into trouble?
4. What can the Teacher do to help you stay out of trouble and to help you do better in class?

The effectiveness of using a form such as this is discussed in the book by Marvin Marshall; “Discipline Without Stress Punishments or Rewards : How Teachers and Parents Promote Responsibility & Learning”; pg 101-107 of 350 pages; Piper Press; (February 1, 2001); $27.17 @ Amazon.com.

Copyrights for this material are legally reserved for www.oocities.org/SubstituteTools Co.
Please do not 'copy' prior to contacting SubstituteTool@yahoo.com for permission.

ThinkAboutIt.doc

ThinkAboutIt.ppt

The following is a seven-minute timed assignment.

The following is a list of the materials a substitute would need in order to apply the techniques within this package:

One 1" 3 ring binder.
A pencil pouch with sharpened pencils or stubs, five grading pens for the students who'd lost or forgotten theirs, two silent sharpeners with a paper clip to clean out broken leads.
A clipboard for the seating chart.
Three to six clear poly-film report covers to enclose the days seating charts.
One wet erase marker to keep a behavior tally on the poly-film seating chart.
1-1/2" post-it notes for the students in the lower grades to write out their names for the seating chart.
Ruled paper for the seating- chart/ attendance- roster in the upper grades and for a teacher's note at the end of the day.
Two clothespins for one restroom pass and a spare.
Smiley face stickers for the lower grades - given out for being happy for the student's efforts which should make up for most daily failures if given out with a genuine smile [(-:] .
1 script pages (pg. 2).
8 boy and 4 girl take home sentence writing assignments (pgs. 6&7).
6 in class sentence writing assignments (pg. 8).
6 last chance sentence writing assignments (pg. 9).
4 detention writing assignments.
Hall passes.
2 hall pass lists (pg. 12).
2 borrow a pencil or pen lists (pg. 13).

CD's for quiet study times ---- Pachelbel - Classical Relaxation: Pachelbel with Ocean Sounds - Canon in D -- ASIN: B00005AQG3 - List Price: $2.98 --- Beethoven - Classical Relaxation: Beethoven with Ocean Sounds - ASIN: B00005ORC6 - List Price: $2.98 --- Mannheim Steamroller - Meets the Mouse or Classical Gas --- Enya - Paint the Sky with Stars : The Best of Enya --- Gary Lamb - 60 beats per minute piano instrumentals.

Recommended reading -- Teaching With Love and Logic: Taking Control of the Classroom; by Jim Fay, David Funk; Love & Logic Press; April 1998. The First Days of School: How to Be an Effective Teacher; by Harry K. Wong, Rosemary Tripi Wong; Harry K Wong Publishing; Revised: 17th Printing edition (2001). Discipline Without Stress Punishments or Rewards : How Teachers and Parents Promote Responsibility & Learning; by Marvin Marshall; 350 pages; Piper Press; (February 1, 2001); $27.17 @ Amazon.com.

Website where most of these techniques were developed:
><> http://teachers.net/mentors/substitute_teaching <><
Link to some ideas that were accumulated from:
><> http://teachers.net/mentors/substitute_teaching <><

Websites with Good Class Management Ideas:

Substitute Tools Website
><> http://www.oocities.org/SubstituteTools/SubstituteTools.htm#RULES <><

Previous Post to Chatboard Recommending Daily Tallies of Every Disturbance
><> http://www.oocities.org/SubstituteTools/Email_teachers.htm#previous <><

Homework and Grading - Time and Class Management and Discipline
><> http://www.oocities.org/SubstituteTools/HomeworkAGrading.htm#middle <><

Making a Seating Chart in Less Than One Minute
><> http://www.oocities.org/SubstituteTools/SubstituteTools.htm#><>SeatMap
<><

ANOTHER GREAT WEBSITE:

GREAT EXPECTATIONS IN THE CLASSROOM
><> http://www.greatexpectationsok.org/classroomexpectations.html <><
GREAT EXPECTATIONS -- PROGRAM COMPONENTS
Tenets - Classroom Practices - Eight Expectations for Living - Life Principles
><> http://www.greatexpectationsok.org/programcomponents.html <><
GREAT EXPECTATIONS - EIGHT EXPECTATIONS FOR LIVING ><> http://www.greatexpectationsok.org/classroomexpectations.html <><
GREAT EXPECTATIONS - ABOUT
Background and Purpose - Program Growth - Supporting Research - Program Staff
><> http://www.greatexpectationsok.org/aboutge.html <><

><> The following picture links to a great website at http://www.greatexpectationsok.org/classroomexpectations.html <><

Substitute teacher class management and discipline techniques. Various tools and behavior improvement time out detention assignments for Elementary, Middle, and Junior High School classrooms.

><> The preceding picture links to a great website at http://www.greatexpectationsok.org/classroomexpectations.html <><

Author's Viewpoint: The tried and true materials and empathetically fair methods presented in this package should enable a new or experienced substitute to achieve high standards within almost any classroom.

Regards: Substitute Class Management Package

Ms. Jane Doe,

It was a pleasure to chat with you today.

As I'd promised, I'm sending a copy of some substitute tools I've been working on this past month. If you leave an unedited copy somewhere, please leave the copyright message intact so that I could high grade these tools from the criticisms of other teachers and substitutes.

I feel that one person's views might have little influence in changing entrenched philosophies. But my hope is that if several mentor teachers would be able to bind together to endorse techniques such as these, that more effective low stress time management techniques could eventually become taught to the substitutes within our schools.

These substitute techniques are in a rough draft stage, so if you ever chat with administrators about instilling some of these class management techniques into the district's substitute orientation meetings, I'd appreciate it if you'd let me know beforehand so that I might be able to high-grade my current efforts.

So before this particular package of class management techniques is presented to any administrators, I feel I need to 1) find a select few who'd critique the package, 2) find a select few would've begun to put them into practice in their classrooms, 3) build a statistical database of how well they worked day to day and on return visits, 4) build a database of comments from those that appreciated/criticized these methods.

I'd put this package together primarily because I was unwilling to go back into those grades and schools that I had a difficult time with in the past. I've been to the most impoverished areas and the richest areas of our district, and sometimes the richest seem to be the most 'spoiled' whereby it appears that more of these children 'insist' on a chaotic classroom whenever a substitute is present. After talking with several teachers I've concluded that substitutes that have had a minimum of mentoring/training in effective classroom management techniques is a major cause why some classes are so much more rowdy and chaotic than others whenever a substitute is trying to teach it.

If I don’t endure the test- of- time to provoke the district to give some sort of low stress class management training at their yearly orientation meetings before financial concerns would cause me to suspend my present efforts, then I'll hope that someone I've talked to will eventually pick up where I've left off.

If you ever have any negative or positive criticisms or comments, or learn of other class management techniques and methods that may work as well or better than what I've put together, please feel free to pass them forward.

Kind regards,
John Paul Smith
JohnSmith@internet.com

Attached:
SubstituteTools.doc

<<<<<<<<<<<<<<<<<<<<<<<<<

Indexed Links:

The following link is to a duplicate to this webpage that is accurately formatted for printing -
><> LINK TO 240 kb MS WORD DOCUMENT <><

The following link has two assignments to help with drowsiness -
><> Link to two seven minute assignment, 91 kb powerpoint <><

Previous Post to Chatboard Recommending Daily Tallies of Every Disturbance:
><> http://www.oocities.org/SubstituteTools/Email_teachers.htm#previous <><

Previous Post to Chatboard Recommending Daily Tallies of Every Disturbance and
Highlighted an Excellent Script to Use In Middle Schools:
><> www.oocities.org/SubstituteTools/Email_teachers.htm#kindly <><

CLASS RULES FOR SUBSTITUTES

Class rules for pre-k to twelfth grades

The Canter and Jones Discipline Models

"Give me five" by Dr. Marvin Marshall

Seating charts for substitutes

Instructions for the "Behavior-Improvement Reflection-Time-Out-Assignments" on pages 6 to 10

The following time out suggestions are for Middle School or Junior High School classes

The following time out suggestions are for Elementary School classes

Time Out Writing Assignment - Class Disturbances

Time Out Reflection Assignment - Class Disturbances

THREE TIME- OUT- REFLECTION LESSONS

RESPECT LESSON
TALKING LESSON
THINKING ABOUT BEHAVIOR LESSON

Additional Web Pages with more time and class management techniques:

First Day of School Scripts - Published by Harry and Rosemary Wong

Elementary - Art Teacher
Elementary - Art Substitute
Middle and High School Class Procedures
Seventh Grade Class Rules
Schoolwide Rules

The following posts are primarily the result of the chatboard posts of several teachers on ><> www.teachers.net <><. It's been edited (in first person) to include several class management techniques that’s used in various elementary and secondary schools:

Upper Elementary School Grading

Middle School Math Grading

At the bottom of the Grading Webpage is 1) a fourth grade teacher's method for assigning homework that’s oftentimes not graded, and 2) the Supreme Court's decisions concerning grading homework in class.

Additional Class Management Procedures

The 3 Bee's
The 3 R's
Rules from "Great Expectations"
A "life- rule"
Rules from "Love and Logic"
The Canter and Jones Models
The Canter Model
The Jones Model

Additional Class Management Procedures Posted by Others

Teacher and Substitute Chats For Elementary and Secondary Classes

Teacher and Substitute Chats for 1st and 2nd Grade Classes

<<<<<<<<<<<<<<<<<<<<<<<<<<<

The Friday Fun Discipline Plan - Here is a discipline plan for first and second grade (though older grades could use it too). Easy for the teacher to manage and easy for the kids to understand. source :

<> http://www.fortunecity.com/millennium/taunton/1037/teacher/frifun.html <>

<> An edited version of the above plan that will teach children that some misbehaviors are more hurtful to one’s neighbors than others - is accessed via this link. <>

<> http://www.oocities.org/icmmclubs/FriFun30tickets.htm <>

<<<<<<<<<<<<<<<<<<<<<<<<<<<

<> A POSITIVE REINFORCEMENT system that attempts to teach children responsibility and good citizenship via “NATURAL CONSEQUENCE REWARDS” - is accessed via this link. <>

<> http://www.oocities.org/icmmclubs/tokensystem.htm <>

<<<<<<<<<<<<<<<<<<<<<<<<<<<

>< Additional organizational ideas from ><

<> http://www.comp.org/tips.html# <>

http://www.oocities.org/icmmclubs/ClassArrangements.htm

Table of Contents

Section

·| 1 Room and Materials Arrangement

·| 2 Rules and Procedures

·| 3 Managing Student Work and Accountability

·| 4 Maintaining Good Student Behavior

·| 5 Planning and Organizing Instruction

·| 6 Conducting and Facilitating Instruction to Maintain Lesson Momentum

·| 7 Getting the Year Off to a Good Start

·| Module 8 - Climate Communications and Self-Management

http://www.comp.org/tips.html#

Mailing Address:
COMP Box 541, Peabody College
Vanderbilt University Nashville, TN 37203

Phone: (615) 322-8050
Fax: (615) 343-6148

E-mail: info@comp.org

<<<<<<<<<<<<<<<<<<<<<<<<<<

2 Good Websites for Class Management & Discipline Techniques

using POSITIVE REINFORCEMENT and NATURAL CONSEQUENCES.

What I’ve found to be good common sense systems to minimize “classroom- disturbances” and “put- downs” through the use of positive reinforcement while mainly using natural consequences can be found at the following sites.

<> http://www.oocities.org/icmmclubs/ICMMClubs.htm <>

<> http://mspowell.00freehost.com/documents/tokensystem.doc <>

OR AN EDITED PAGE AT

<> http://www.oocities.org/icmmclubs/tokensystem.htm <>

IMHO - I feel that all three reinforcement strategies could/should be used in any elementary classroom and would hopefully be applied school wide. Unfortunately I teach in a Middle School to children who’ve apparently become “hardened” by their previous teachers’ and their parents’ discipline and management methods.

What I would do if I taught in an elementary school is to make time for my students to vote on class procedures and standards of how everyone should be treated from the first day of school and then re-teach these standards continually or periodically throughout the year.

I would then 1) use the time-out periods mentioned in the ICMM Club procedures for the repeat offenders, 2) give out Dinosaur Dollars to the children who were “doing- their- best”, and especially to those who oftentimes had to be allotted recess time-outs for talking- out but who were “really” trying, and 3) I would use the token-system to reward those children who did random acts of kindness or who had a history of being a good role- model class- leader peacemaker towards everyone else in the class.

<<<<<<<<<<<<<<<<<<<<<<<<<<

Additional Indexed Links:

<<<<<<<<<<<<<<<<<<<<<<<<<

NoteToCopy.htm

Dear fellow teacher:

We appreciate your note regarding our efforts.

Feel free to use and share whatever resources from our website you may find useful to yourself or others.

Although we've been working on this project for several months, presently our 'SubstituteTools' website is a part time effort and all of our research and resources are free.

Most of our efforts have high graded many 'ideas' found at 'www.teachers.net/mentors/'. We highly recommend this site as a good mentoring resource to teachers. If you desire to high grade our efforts one step further and use them in your own class management programs, feel free to do so but we'd ask that you'd then delete our copyright notice. If you feel comfortable helping us to expand our efforts, we'd appreciate it if you'd note our website as a reference for any tools or techniques you might use or publish. Also we'd ask that you'd modify the puzzles found on this website if you'd ever republish them. This measure should limit any financial liabilities in the very remote chance of court action being taken by any future copyright holders to the puzzles we've published. We've plagiarized most every idea on this website without giving all the credit to any individuals or consultants, since we've recognized 1) the true originators of all these ideas are likely unknown to us and 2) the true genius behind most wisdom is through the efforts of our comforting encouraging Heavenly Father working through yielded servants. We will not debate with those who'd oppose our views and we'd always pray that these rare few would seek wisdom from above.

<><

If any should ever have any comments, criticisms, or insights that could help our website become upgraded from being rough draft quality and more accepted to the teaching community, feel free to contact us and we'd likely incorporate your views into the future editions of our WebPages. Also, if you may come across any ideas that other teachers could use to help improve their time and classroom management skills, feel free to pass them forward.

We hope that our efforts will eventually encourage other educators and consultants to develop simple and straightforward class management philosophies, tools, and techniques that could be inculcated into individual classes, schools, and into entire districts.

Our best wishes to you in your future teaching career.

Kind regards,
John Smith
SubstituteTool@yahoo.com

HigherWisdom -- James 3:17-18 NJB Whereas the wisdom that comes down from above is essentially something pure; it is also peaceable, kindly and considerate; it is full of mercy and shows itself by doing good; nor is there any trace of partiality or hypocrisy in it. The peace sown by peacemakers brings a harvest of justice. (Matthew 5:9)

Excerpted from: ><> http://fairuse.stanford.edu/rice.html <><

><>
The law lists the following factors as the ones to be evaluated in determining whether a particular use of a copyrighted work is a permitted "fair use," rather than an infringement of the copyright:

· the purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit educational purposes;

· the nature of the copyrighted work;

· the amount and substantiality of the portion used in relation to the copyrighted work as a whole, and

· the effect of the use upon the potential market for or value of the copyrighted work.

<><

It is the authors' belief that since the use of the puzzles in this package are 1) "for nonprofit educational purposes" and 2) should not adversely affect "the potential market for or value of the copyrighted work"; but instead will likely encourage the purchase of similar puzzles by those who'd attempt the two herein, the use of the puzzles in our package is, in our opinion, considered "fair use"; and "fair use" could eventually become proven in court. If the law might change or the courts might eventually alter our viewpoint, we will gladly pay any costs the courts might impose.

Cut along the faint lines to make a nine-piece puzzle. Approximately ten percent of teenagers have solved this puzzle within 7 minutes.

The following is an excellent article found at:

><> http://teachers.net/gazette/JAN03/marshall.html <><

Promoting Learning...
by Dr. Marvin Marshall

Learning and Relationships
The two are inseparable

In my February, 2002, free electronic newsletter, "Promoting Responsibility," I relate how the famous horse whisperer, Monty Roberts, trains a wild mustang in 30 minutes.
http://www.marvinmarshall.com/promotingresponsibilitynews/promotingresponsibility_2-02.htm (Number 4 - Improving Relationships)

The article concludes by describing the fundamental principle he uses: trust.

Trust is really the foundation of any relationship. It assumes that you will be safe, that you will not be harmed.

With people, trust also carries with it an implicit message that the other person has your own best interests in mind. That is why we can accept criticism and even anger from those whom we trust. We know, deep down, that they really mean to help us.

Trust is an interesting quality because, once it is lost, it is hard to recapture. Many a relationship gasped its last breath on the words, "I just do not trust you any more."

To have optimum relationships, all parties must feel a sense of trust, a sense safety. The feeling must be that harm will not be forthcoming--physically, emotionally, or psychologically.

Trust also has a direct influence on behavior and learning.

In a recent class visitation, I observed the teacher having great difficulty getting students to behave responsibly. The teacher continually raised her voice commanding the students.

In private, I interviewed a number of students who gave the teacher trouble and asked them the reasons for their irresponsible behavior. All gave me the same response: they felt that the teacher did not like them. The relationship became reciprocal--and resulted in the students' trying to sabotage what the teacher wanted them to do.

Students do not need to like a teacher, but when students' feelings are so negative about a teacher, they rebel against what the teacher wants them to do. And this is exactly what the students were doing each time they were given an order.

I do not recommend a goal of having the students like you--respect you, yes. (Respect is earned; it is a result of your actions.)

When students harbor a visceral dislike, then teaching and learning suffer. Here are a few tips to engender feelings that are conducive to learning:

1. Plan procedures before content.For example, be sure you have an efficient attention-getting technique to obtain all your students' attention within five (5) seconds. IF THE PROCEDURE TAKES ANY LONGER, let your students know you are confident that they can give you their attention in less time. (This is a challenge; students love challenges.) Reinforce the attention-getting technique by practicing it again--and sometimes again and again. (My favorite is, "Give me five"--raising my hand with five fingers apart representing two ears listening, two eyes watching, and one mouth closed.)

2. Rather than raise your voice, lower it. The most effective teachers I have seen, Kindergarten through twelfth grade, never used loud volume to talk to students. More often than not, a quieter than usual voice was used. Using these first two approaches will greatly increase the effectiveness and pleasantness of a classroom.

3. Use the pause. Just wait. Speaking when you do not have the attention of the class is fruitless. Dare not count how often you do it. On the other hand, when you become conscious of how often you speak without the class's full attention, you will quickly stop the practice.

4. Influence by persuasion--rather than by coercion. No one likes to be told what to do. Just think of your own experiences of how you felt when someone TOLD you to do something. Telling conjures up negative feelings. Instead, think of SHARING. When your mindset is to share information, you will notice an immediate release of stress and a much more joyful approach to teaching--which, in turn, will have a significant effect on students' learning.

5. Encourage. Encouragement is often the spark that ignites motivation. It is a significant motivational approach to stimulate a striving to do well. "The teacher believed in me," is a comment that researchers have heard time and time again by students. Remember that A WORD OF ENCOURAGEMENT AFTER A FAILURE IS WORTH MORE THAN A WHOLE BOOK OF PRAISE AFTER A SUCCESS. A comment such as, "I have seen how capable you are; I know you can do it," is a good starter.

6. Empower. Empowerment is a close cousin of encouragement. Encouragement is usually vocal--something you say to someone. Empowerment may be vocal, but it need not be. For example, giving the student a responsibility can be very empowering. In my own case, my eighth grade social studies teacher gave me the assignment of being the class secretary. That responsibility empowered me in such a way that I began to participate in school government. My co-curricular activities gave me experiences and values that played a significant role in my development.

7. Find an interest and build on it. Everyone has something that he or she likes to do. An easy way to determine this is to find out what students do during their leisure time when alone. A good way to start is to have students share their interests in small groups. Then have students complete a 3 x 5 or 4 x 6 card with their names and one or two favorite activities. Make a list of possible interests--art, writing, reading, volunteering, mechanical things, etc. Then classify the students in one of the categories. Refer to it when planning differentiated lessons.

8. Ask for help. For a student who is particularly bothersome, let the student know that YOU have a problem and the only person who can help you is that student. (Of course, the problem is the student.) Machiavelli knew the effectiveness of this approach when he told the "Prince" that he would gain as much loyalty BY HAVING HIS SUBJECTS DO SOMETHING FOR HIM as when the prince would do something for them. There is something almost genetic in young people that, when given the opportunity to help someone else, they rise to the occasion.

9. Use positivity. Before saying anything, ask yourself, "Will this communication be perceived negatively or positively?" If it will be interpreted in a negative way, change it so the statement will be interpreted in a positive way. "Don't do that!" vs. "Can you find a more appropriate or better way?" "You are not standing in line as you should!" vs. "Show me how you should stand in line." "Put that down!" vs. "How should that be handled?"

10. Develop procedures to help students help themselves. For example, if a student is hyperactive, elicit--perhaps with a suggestion or two from you--some procedure(s) that would redirect his energy. The student may tap his thigh; stretch; take a long, deep breath; hold his sternum high for better body alignment and more efficient, breathing (and thereby learning); or some other technique in which the student can engage that is not bothersome to you or disruptive to other students.

How we feel effects and even directs how we behave and learn. As you have heard time and time again--with a great deal of truth--students don't care how much you know until they know that you care.

Superior teachers avoid stimulating students to have negative feelings toward them. This is not to be confused with having high expectations and giving quality assignments

You can be rigorous and a "demanding" teacher. Just don't do it in a demanding way.

Ideas for implementing the proactive (Covey), noncoercive (Glasser), collaborative and empowering (Deming) approach to reducing behavior problems is at http://www.MarvinMarshall.com/raise_responsibility.htm

Subscribe to the free monthly newsletter, PROMOTING RESPONSIBILITY, at http://www.DisciplineWithoutStress.com.

Enter e-mail address and click on "Subscribe."

Dr. Marshall's website: http://www.MarvinMarshall.com
Email Dr. Marshall: marvmarshall@teachers.net
© Dr. Marvin Marshall, 2003.

Questions submitted to Kathleen Carpenter at kathleen@teachers.net will be considered by Marv Marshall for responses in future monthly columns in the Teachers.Net Gazette

Love and Logic Solution:
The Rules of Love and Logic
By Jim Fay

RULE #1
Adults set firm limits in loving ways without anger, lecture, or threats.

RULE #2
When a child causes a problem the adult hands it back in loving ways.
1. In a loving way, the adult holds the child accountable for solving his/her problems in a way that does not make a problem for others.
2. Children are offered choices with limits.
3. Adults use enforceable statements.
4. Adults provide delayed/extended consequences.
5. The adult’s empathy is “locked in” before consequences are delivered.

http://www.loveandlogic.com/Media/rules.pdf

INTERVENTION STRATEGIES-(1)

1. Give the student "the eye."
2. Indicate by a shake of the head, movement of the arm, etc., "enough".
3. Walk toward the student, smiling, and no eye contact.
4. Stand close to the student, keep teaching.
5. Touch the student, keep smiling.
6. Change location of student. "Would you mind sitting over there?" Don’t get into an argument.
7. Assumption of compliance - move away from student.
8. Have student do an "I" message. Traditionally 3 parts: Ask student, "Describe what happened, how did it make you feel, what are you going to do to prevent it from happening again."
9. Make only enforceable statements: "People who are ready are allowed to go to lunch." "I'll take up your papers at the end of class."
10. Give student choices for the ways to correct their misbehavior.
11. Time outs - keep it only as long as students say they need to get themselves together. Give choices. Don’t allow a student to do regular work during a time out reflection period.
12. Expanded time out: Students must answer these questions: What happened? How do I feel? What did I do? Did it work? What will I do next time?
13. Use administrator for a "cool off" time, not for counseling.
14. Appointment with student to discuss behavior. Don’t say much. Make it convenient for you. Get the student to talk. Smile and say thanks. No show - call parent.
15 Restrict from your class until they come up with a "plan for improvement"
16. Systematic removal - Remove each time misbehavior occurs. Come back next day, period. Student stays at school.
17. Logical consequence with empathy for the student when talking to the student or via informational phone calls letters and e-mails.
18. Conference with parent.
19. Suspension.
21. Systematic suspensions.

ADDITIONAL INTERVENTION AND PREVENTION STRATEGIES-(1)

1. Use I instead of YOU statements.
          "I need you to cut that out."
          "I will dismiss class when the room is ready."
2. Ask don't tell.
          "What do you plan to do today?"
          "Is that helping or not helping?"
          "What's your best guess as to what will happen if ___ ?"
3. Don't let your button be pushed.
          "Could be." "Probably so." "Nice try."
4. Reinforce the positive half.
          Student cuts in lines. You indicate with eye contact or shake of the head to return to his place. When student complies, you skip lecture 554 on cutting and simply say "Thanks" or "Good thinking."
5. Circle 'round.'
          "Just wanted to let you know that I didn't like ___ . Do you think that will be a problem in the future? I hope not. Thanks."
6. Give choices.
          You are welcome to play the right way or find another place to be."
7. Teach responsibility.
    ASSIGN A RESPONSIBILITY            "Homework is due in the morning."
    WAIT FOR THE PROBLEM               "No homework today?"
    LEAD WITH EMPATHY                     "How upsetting?"
    USE LOGICAL CONSEQUENCES     "What happens when it isn't turned in?
    REASSIGN THE RESPONSIBILITY "Homework is due in the morning."
8. Hold problem solving conferences.
    EMPATHY                                     "Tough problem, huh?"
    SINCERE QUESTION                    "What do you plan to do about this?"
    PERMISSION TO SHARE             "Would you like to know what others have tried?"
    POSSIBLE CONSEQUENCES       "How do you think these might work for you?"
    ALLOW TO SOLVE OR NOT       "Good luck. Let me know how it works out."
    OR TAKE OWNERSHIP                "We can go with my ideas." "Feel free to ___"

9. Move into involving other people.
Principal, parents, other school and/or community resources.

PREVENTION STRATEGIES-(1)

1. Eye contact, touch, smile.
          Look, look, look.
          Hug, handshake, high five!
          It takes fewer muscles to curve it up than down!
2. Position yourself for success.
          Be at your door as students enter and leave.
          Move, move, move.
3. Structure your environment for success.
          Arrange your space.
          Create a bonding period.
4. Use words of respect.
          "Please, thank you, I'd appreciate ... , It would be helpful..."
5. Listen, and prove you've listened.
          "You think Steven is really mad at you?"
6. Acknowledge feelings (empathy).
          "That's really upsetting, huh?"
7. Ask don't tell.
          "What do you plan to do the report on?"
          "Is that an idea that will work for you or not work for you?"
          "Your report will be on. ... ?"
8. Give choices.
          "You're welcome to use cursive or print today."
9. Use I instead of YOU statements.
          "I will be taking you to lunch when the room is quiet."
          "I need your eyes on the board."
10. KISS
          Keep it simple sweetheart. Be a teacher of few words.
11. Apply "Attribution Theory."
          "I noticed you got 8 out of 10 correct. How did you do that? You studied or you tried harder, or you're a good guesser?"
12. Make sure students can do the work.
          Students need to be successful 80% of the time to achieve.
13. Address one deficiency at a time.
          Speech, Chapter 1, Resource Center, Counseling groups? Pick one!
14. Model and teach problem solving skills.
15. Move into Intervention Strategies as soon as signs of trouble begin.

(1)- TAPE: Preventing Misbehavior in Your Classroom, Betsy Geddes, Ed.D., Geddes Consulting, P.O. Box 82579, Portland, OR 97282 1-800-392-5204

The following link is to a duplicate to this webpage that is accurately formatted for printing -
><> LINK TO 240 kb MS WORD DOCUMENT <><

The following link has two assignments to help with drowsiness -
><> Link to two seven minute assignment, 91 kb powerpoint <><

><> The following picture links to a great website at http://www.greatexpectationsok.org/classroomexpectations.html <><

Substitute teacher class management and discipline techniques. Various tools and behavior improvement time out detention assignments for Elementary, Middle, and Junior High School classrooms.

><> The preceding picture links to a great website at http://www.greatexpectationsok.org/classroomexpectations.html <><

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