Email_teachers.htm
Email_substitutes.htmE-mail post for substitute teachers:
What I do in a class from third through eighth grades that need to have quiet time in order to finish the homework individually, is to use the clipboard-tally method that's the same as tallying on the chalkboard except that's it's much easier and quicker on a clipboard. (I've included a previous post below with additional links about how I feel this is the best method I've ever used.) Then I let the kids know that if someone talks to them and they don't raise their finger to their lips and face the person and quietly- whisper "shhhh!" I'd have to consider them just as much a part of the problem as the person who's 'accidentally' speaking when others are trying to educate themselves.
What I've learned is that when a substitute will accurately document what occurred and would stay poised through it all, the kids soon sense that they'll be in "big- trouble" when their regular teacher will have 'seen' that the class tried to overwhelm a sub when s/he was out sick, and will then verify this from the better students.
If it's a totally demoralizing experience you may want to tell the teacher that you'd like to stay in touch with her/him via e-mail over what might be done so you can feel 'safe' in returning to the school, without any fears that the kids would become emboldened towards you after they took advantage of you so much today. This should do the trick but if you ever do all this I hope you'll post the results so others would follow your lead.
In the link from the previous post I've shown how to instantly create a seating chart from the signature- attendance- roster. Also, as some will enter early for your first class, you may ask the less rowdy ones if the class has assigned seats, or do they usually sit in the same seats day after day. If they do then you can begin the class using a seating map for the room, and with kindness and a smile just tell the nameless kids that you'll be keeping a clipboard tally of the 'location' of everyone who's disruptive in any way.
I hope this had helped.
Regards,
John><> previous post <><
Dear Thread Readers,
The following view is my personal opinion from what I've learned with my years in education and any can take it or leave it, but if some may want to enhance their standings in the sub pools, I hope these would consider this post. In 2nd grade classes and older, many schools are working towards having more quiet reading times when some finish their work earlier than others. When subs are continually bringing games, the kids get used to playing when they have a sub. Then when some subs try to uphold the educational goals similar to the regular teachers, the kids seem to have a hard time not being playful and rowdy since apparently they've been 'conditioned' by other subs to having a day of rowdy play.
If your school doesn't have a classroom management and discipline plan that has a simple technique and a variety of tried and true detention time out assignments for 3rd to 8th grade students, I'd recommend the website given below. The scripted techniques can teach substitutes or regular teachers how to quickly keep an accurate accounting of 'every' disturbance during instruction and quiet study times in the rowdiest classes. A teacher can then prune down on student misbehaviors by giving the student(s) with the highest tally a time out of a few seconds or a few minutes. If taking 1, 5, 10, 15, or 25 minutes of free time or recess time would fail to cause continual improvements, the time-out reflection assignments could then become the next step. These assignments continually reinforce why the child lost their free time, and as the next step could eventually be sent home to a child's parents. A final step before recommending an out of school detention would be to transfer a child to another teacher's class for a day, a week, or indefinitely. If wisely used the rowdiest classrooms should eventually become more peaceful if a teacher would be consistent until improvements would occur. Usually within the first few days of school almost any class should become well behaved if a teacher is consistent with her high standards and would endear the class to her by exhibiting poise under fire.
Set reasonable and strict rules of appropriate school behavior, be consistent and keep kindness as a priority (i.e. always be sad not mad), and you'll have kids that will remember their remarkably peaceful class and your 'mentoring' them for the rest of their life.
My best wishes and high hopes for your future teaching career.
Regards,
John
SubstituteTool@yahoo.comPS I've seen the clipboard-tally method work well for 3rd to 8th grade substitutes and also for regular teachers. It's similar to the tried and true method of writing names on the chalkboard. But since the clipboard-tally isn't on the chalkboard, the rowdier students aren't continually reminded of their ranking in order to compete for the honor of having the highest tally at the end of the day. Also, because it's not on the chalkboard the children won't be able to see how disruptive they might become in order to 'assist' their friends to not look so bad at the end of the day.
The website I've given below elaborates on this technique with a
'script' for substitutes that respectfully and kindly teach in the first few seconds of class that every student will be held accountable for every misbehavior by an experienced substitute. And since this method is nearly the same as a chalkboard tally that nearly all schools have used, it isn't solely dependent on the teaching style and personality of the teacher to be effective.The website also teaches a substitute how to make a seating chart in less than 1 minute (or a seating map in even less time) where s/he can instantly begin to keep an unbiased tally of all disturbances or whenever the class' rules are broken. In order to reuse the same seating chart every day, the seating chart is covered with a clear poly report cover and the tally is kept with a wet erase pen. The seating chart is normally composed of movable post- it notes in order to either 1) help a substitute make it in one minute or 2) to help the regular teacher stay up to date with the many moves that are made in the first few weeks of school. The clipboard-tally is carried continuously since in the first days of school 30 to 60 disruptions a day is normal for the rowdier classes.
The advantage of this technique over all others is that with 10 to 60 classroom disturbances a day, a teacher can't keep up with an accurate chalkboard tally or card flipping. [Flipped cards is an elementary classroom management technique where three strikes a day, or in a week, and the student then sets out recess or has a detention period.] The tally method is also superior since it unbiasedly prunes down on the classroom disruptions day after day whereby only the greatest disrupters would always lose their free time. Unbiased consistency and continually being sad not mad should cause any class to become more mannered and peaceful as the year progresses.
Whenever daily/weekly penalties need to be administered, a teacher should talk to the student(s) one- on- one with kind empathy about their unbiased tally. Explain why you're 'saddened' they'd lose a few minutes of free time in order for them to take time to 'reflect' on how they might do better the rest of the day and tomorrow. For substitutes one scripted method is to remind the student(s) that just like in all team sports, rules are necessary to help us all to 'learn' to always have good behavior and sportsmanship towards everyone, and to teach us all to work together as a better team. Another script is to remind the student(s) that the class rules are necessary 1) so as many who want to do all their work at school and get the highest grades they want to work for can do this, and 2) so I can help other students, and 3) in order for me to finish my own school work. It's oftentimes helpful to continually remind one's students of the penalties for classroom disturbances by the saying, "If you choose to play and keep others from learning you might end up working when others are playing."
When a sub or teacher needs to update another teacher or an administrator, or the parents of a child who's been disruptive, give them a copy of your class rules and a break down of the daily/weekly disruptions. For everyone's sake the tally technique effectively highlights the number of misbehaviors that can be attributed to only a few of the children. Usually less than three to five children are 90 to 100 percent of the disturbances in every class. Oftentimes children can behave quite differently at school than at home. So an accurate unbiased tally is necessary to enlighten those parents who feel that their child doesn't really have a problem with behavior, but their child has a problem with a biased teacher.
What I like most about this method is that it's easy to remain kind and poised all day long no matter how rowdy the class, which is a dramatic improvement over most others I've observed with chaotic classrooms. After being a substitute for a season I eventually saw that it was wise to accurately and professionally report on what occurred during the day, while always praising the good behavior of the majority of the students.
Also, I should leave the heavy handed disciplining decisions in the hands of their regular teacher who knows each of the children and the school's discipline problems much better than I do. Also for some classes that apparently weren't used to not talking when doing their homework, I've told these classes that if anyone may have unintentionally been disruptive because they weren't used to my high standards, if they'd apologize from their heart after everyone had left at the end of the period, I'd then consider leaving a note about their 'apology' for their regular teacher, but I'd never erase the tally they'd earned.
One thing to consider is that at the end of the day (or period) you'll find that the kids try to get you to throw away your rules. Unless you want to re-begin from scratch whenever you'd return, I encourage you to not let this happen. Also, I've seen that almost all my elementary classes have responded well to quiet reading times all- day- long. So I sometimes work out the day's schedule so I can read to them until the final bell. If their regular teacher isn't reading a book aloud to the class, I then sometimes try to have a 'sharing' time on the carpeted floor as we're waiting for various release times and the final bell. The kids share about family events, or they can vent about anyone that'd treated them poorly that day. I've seen this venting period make an average group of students into a close knit family team that other teachers envy for their stellar behavior.
One important point that is my own view from my years of teaching. Elementary children usually yearn to feel that however much they've misbehaved, they want to know that they're loved and respected at the end of the day. And they will esteem a teacher who won't ever harbor a grudge for their playful rowdiness, that's likely the inevitable result of a horrid home life, poor nutrition, and poor sleep habits. All in all there are far too many students (and teachers) who are miserable, and are just taking out their frustrations in the classroom. [A good book that gives insight in this area is "Teaching With Love and Logic: Taking Control of the Classroom" by Jim Fay] The knowledge that they're loved in spite of their lack of self-control can only be imparted by your kindness and poise throughout the day and via apologies to those you might have 'accidentally' lost your poise with. I've oftentimes apologized for my sternness while also reinforcing the point that the behavior that caused me to become stern was far below what I knew they were capable of and my own behavior was below what I'd like to become known for.
If these techniques are consistently pursued with kindness and empathy for one's students, who are likely oftentimes hyper-stimulated and unable to focus due to poor nutrition and poor sleep habits, you'll be surprised how fast a chaotic class will become well mannered and several score disruptions will rapidly dwindle to fifteen or less. ~John
PPS. One final point. Most times I abbreviate my scripted speech at the beginning of class and elaborate as the day goes on and the situation warrants it. For example, in middle schools I'll either be in the doorway talking with the other teachers or I try to be at my desk working diligently in order that some won't try to become chummy. I've come to see that the boys that want to be chummy with a male substitute oftentimes become the rowdiest, and sometimes these very rare few seem to get pleasure when offering an obviously insincere handshake along with "yo hey dude" or "what's your name sub." While the kids are entering I'm also surreptitiously attentive for those who are pushing the boundaries of what they know is appropriate behavior in a good classroom. As the kids enter I sometimes quietly and kindly state that any students that are not in their seat and quiet when the bell rings will likely be reported as tardy and/or disruptive throughout the entire class period. The most disciplined teachers use this be- seated rule for their classes because it sets the tone from bell to bell. If the class continues to be rowdy, as the bell is about to ring, I sometimes kindly repeat the tardy rule and point at the rule on the chalkboard. Next, as soon as the bell rings I begin the class by kindly giving my name and the following speech:
"In order for your teacher to know how things went today I'll be keeping a tally of every classroom disturbance. A disturbance is anything a student does that's rude to others, or prevents anyone, especially me, from enjoying their day and educating themselves as much as they're able. So a disturbance can be considered talking, or getting up from your seat without raising your hand for permission to come to my desk, or bird calls, or using your desk as a drum, or dropping books loudly, or wadding up trash, or throwing something in class, or sneezing when someone laughs at your sneeze. Most real coughs and sneezes I hope to overlook, but obvious disruptions prevent others from learning as much as they want to today, and prevent others and me from enjoying our day. So I'm only a visiting observer substitute teacher for your class today, and the results of what I tell your regular teacher will be totally up to you all and how much I've enjoyed this period and my whole day today."
Give this speech with kindness and poise and you should have some of the best-managed classes in the whole school. Sometimes better than what their regular teacher is able to accomplish.Even if you feel you've failed some days, for everyone's sake it's always beneficial to teach your students that everyone should always be held accountable for their offenses towards others. And they should especially be held accountable if someone whose 'primary' role is to quell and reconcile these offenses observes an offense.
I strongly feel that most all teachers strive to role model poise under fire unless they'd begin to become overwhelmed by their students. The students can then 'see' how they shouldn't lose their poise whenever they'd be treated disrespectfully by another person, since this oftentimes makes bad situations much worse.
If you'd try what I've recommended I believe that you'll rarely ever feel you've been overrun by your students. This oftentimes happened to me before I developed the techniques that I now use.
Also, if you'd try the clipboard-tally method I hope you'll inform me of your results, especially if you can compare it to other techniques you've used. I'm building a database of comments so I can improve on what I've done, or to possibly sway my district to teach this technique at their substitute orientation meetings. Also, any criticisms or ideas or additional scripts someone may be using that could help me to improve on the techniques and acceptability of this website would be appreciated.
PPPS My primary hope and goal with a well ordered class is that a teacher could then easily correct the behavior of those students who'd "put- down" another. This is the most subtle, but also the most demoralizing form of 'bullying' in the long term. Yet many teachers have never sought for the courageous mentoring- skills to strive for a zero tolerance of "put- downs." Instead many have justified their lack of professionalism by saying that students being cruel to each other is simply a part of growing up. Some students never get over the cruelties they suffered as a child, and because of unkindness in one's past, this is why so many adults oftentimes turn to medications that cloud their memories.
What I've seen work is when wise teachers use every opportunity that presents itself to teach and mentor children that no one should continually 'allow' another to insult him or her with any form of unkindness, ever. I teach my students that if someone ever puts them down they should help them become a better person by first using their own words to either ask for an apology if they considered the unkind person their friend, or to demand to never be put down again if they're simply peers. If they'd become 'harassed' by the same person again and put down a second time, they then need to come tell their teacher, or any other higher authority, and I'd then use my own words to make it clear that put downs are not to be condoned or tolerated anywhere at anytime. I explain that if they'd be harassed by the same person again that person would then probably have words with our principal. After this they'd likely have words with their parents before they'd be sent home for a day of quiet time so they could reflect on the school rule that put-downs wouldn't be tolerated at our school.
I then use this opportunity to teach that if people would stay away from those who're unkind, a bully would quickly learn to not be unkind anymore since they're most likely only seeking for attention. So we all need each other's help to become a kinder nation; and correcting others and staying away from those who are continually unkind is the best way for us all to accomplish this goal. For adults there are laws that keep harassment and put-downs from continually occurring and in school we have similar laws. "So students you need to learn to use your words, then I'll use my words, then the Principal will use his/her words, then someone's parents will have to use their words until everyone in the world will learn to not be cruel, scornful, or rude to anyone anymore."
Also, after a teacher had used her words for the first time, the first time out lesson attached below has oftentimes had great results. After a principal has used her words for a second offense, the second lesson has oftentimes reinforced the session with a principal. (See Lessons Below) A last resort would be to send these notes home to parents along with a note sharing what's occurring. It's always good to offer to have a parent teacher conference when you could share why public schools have been pursuing a zero tolerance policy towards put- downs the past few years. The final step is to obtain the parents help in allowing a child to spend a day at home writing a further reflection time out assignment on, "Why it's not right for me to be unkind to anyone."
The results of the attitude "kids will be kids" has been catastrophic this past decade. As teachers and mentors we all need to keep in mind that continued unkindness towards individuals have oftentimes provoked them to become either 1) a malevolent monster towards others, or 2) self destructive towards themselves. Get other teacher's support for a zero tolerance policy in your school and you'll begin to enjoy teaching more and more as the policy and procedures takes root. In hindsight you'll see that the root problem is simply a matter of setting high reasonable standards of appropriate behavior, and 'insisting' upon the standards via fair and just time out penalties when they aren't upheld.
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.
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?
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PPPPS I'd decided to publish the techniques I've learned through the years when I recently stepped out of my administration job to substitute and find out what's going on in many of our district's classrooms. What I 'feel' I've found is that many teachers are overwhelmed with rowdier and rowdier kids every year, and are then not being consistent in applying their class rules with poise the first few days and weeks of the year. Kids really do forget to not talk during quiet- study- times, and also sometimes choose to pay the penalty for a disruption in order to make or keep friends.
What has bothered me the most is when teachers have sometimes been inadvertently discriminatory against some students whose home life is obviously below average, when the class 'helpers' get away with breaking the class rules because they are just not as noisy about it. Some of this may be warranted if we truly don’t hear or see an infraction, but we must remember to appeal to every student's sense of justice and fairness if we are to obtain the lifelong results we are seeking for.
For any substitutes who want to improve on their classroom management skills I've published a recipe-script that I believe will help any teacher that would 'consider' trying it. The scripts and other tools are at the link given below:
><> www.oocities.org/SubstituteTools <><
<> email: SubstituteTool@yahoo.com <>With my highest regards to all of our full time teachers and substitutes,
JohnSubstitute Tools
www.oocities.org/SubstituteTools/SubstituteTools.html#RULESSame E-mail post as the one above that has four additional paragraphs for substitute teachers:
www.oocities.org/SubstituteTools/Email_substitutes.htm