The following messages were obtained from the website at
><> http://teachers.net/mentors/ <>< and were edited.
------------------------------------------------------------------
These e-mails are posted in order to elaborate on the techniques proposed on this website and to encourage teachers to keep high standards so that our students can strive to attain them. Be a good life coach and mentor and the returns on your efforts will be eternal.
Re: help?! with classroom management in a new class
Posted by John
New Teacher,
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 script can teach substitutes and regular teachers how to quickly keep an accurate accounting of 'every' disturbance during instruction and quiet study times in the rowdiest classes. A teacher then whittles down on disturbances by taking one or more minutes of 'free time' from the student(s) with the highest tally. If taking recess time would fail to cause continual improvements, the time-out reflection assignments would then be 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 an out of school detention would be to transfer a child to another teacher's class. If wisely used the hardest cases invariably improve 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.
Kind Regards,
John
SubstituteTool@yahoo.com
PS 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 whittles 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 "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 at the beginning of class. The most disciplined teachers use this be- seated rule for their classes because it sets a high standard of experienced professionalism 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 all good teachers role model poise under fire. The fortunate students of these few good teachers can then 'see' how they also shouldn't lose their temper whenever they'd be treated poorly by another, 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 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,
John
Substitute Tools www.oocities.org/SubstituteTools/SubstituteTools.html#RULES
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
Re: help?!
Posted by teacher
> New Teacher wrote:
>> What type of help is typically available in a school for a
>> new teacher who is having classroom management problems?
>> New Teacher
> Set your rules - discuss your rules with the students -
> stick to the rules - do not bend or break - be fair to
> everybody and 100% consistent - set your punishments and
> stick with them, don't give in - your students will then know
> what is expected and what the consequences will be for
> adverse actions - every day classroom management will become
> much easier
Re: help?!
Posted by Veteran Teacher
> Did your principal assign you a mentor? If not, is there
> someone that you could as to mentor you? If there is, ask
> them to spend some time observing and offering suggestions.
> Go to theirs and other classes and observe and get some ideas.
> Do you have Harry Wong's book? Also, keep in mind that first
> year is usually horrendous and next year and years thereafter
> will be better. That is just a fact of life. If I remember
> correctly, you teach middle school. Middle school kids are
> unmerciful as a rule, especially to new teachers and subs.
> When they see you hung in there when you return next year, you
> will have their respect. Teaching is one of the few
> occupations that you get to start over every year. If none
> of the above are available to you, call parents constantly.
> Enlist their support. Call for good things as well as not so
> good. I will never forget, my first year with the class from
> literally hell. Nothing was working with them, so I picked 5
> kids that I could say something nice about and called their
> houses. By 2nd period the next day, the entire class knew.
> They all wanted a good phone call and in-fact, WERE BEGGING for
> one. It didn't solve all of my problems but it certainly
> helped. From that I developed a good note home system on
> Fridays. These were kids that were traditionally in trouble
> constantly and had been for years. I focused on behavior and
> following rules and procedures for first few weeks, then
> gradually upped my expectations and included different other
> things like completing hw, coming to class with an actual
> notebook and writing utensil, participating in class
> appropriately, completing in class assignments, etc. It
> wasn't a perfect system but it was better than what I had and
> I think about half of the class had some changes made in their
> lives. It got me through the year with a class that even the
> most seasoned teachers in
-----------------------------------------------------------------
One teacher gave the following script and good advice for subbing a High School class:
Re: SUB Classroom Management
Posted by Certified Substitute See my comments:
New Sub wrote:
> Help! Need Advice!
>
> Yesterday when subbing for a high-school business class,
> students had poor attitudes. They refused to work,
New Sub,
Your class refused to work?
Try this:
Before the class begins make sure you do this: Write the entire lesson plan on the board. Write on the board: If you do not turn in your assignment, you will receive a grade of a ZERO.
When they arrive: Let them talk for a while at the beginning of the class, so you can observe who will be your challenges. (Be seated at the teacher's desk reading their textbook). If the entire class is talking, that is ok, this will be a tough one, maybe.
At the beginning of the class say this: (With book in hand) Hello, my name is such and such; I am filling in for your teacher, Mr. or Mrs. so and so. I am not going to strain my voice, so would you kindly quiet down. Start taking role.
With a big smile and enthusiastic voice say: "I see I have many seniors in my class today. I am very pleased to be in the classroom with future business people. I am so impressed. You must be so excited to be learning this material for YOUR future whether it be college or work, business is SOOOO IMPORTANT in today's world!"(Note: Now they are starting to feel excited too)
Normal voice: "Today the lesson is such and such, point to the board (never turn your back on them). Read each item on the board. You can work in groups or on your own. Please hand your papers to me before the end of class, I will be grading them"(If you know the material), "your conduct in the class is part of the grade (regardless if you are grading them). "When you are FINISHED you can talk quietly."
"If you need to go to the bathroom, my signout sheet is next to the door. You must sign your name, time out and time in; my 3-minute pass is next to the sheet. You are allowed to go one at a time AFTER you finish your work. It is school policy."
"All devices are to remain in your backpacks, except calculators."
"Please come up and take an assignment from the stack".
Then close the door. "Good Luck on your assignment".
Go sit at the desk- read their book. Give them some time to get into groups, get their calculators out, etc. and quiet down.
Go to each group, and ask them "How is problem one going for your group?" They will start to be focused. Do this every so often for problem two, three, four, and five.
Ten minutes before the class is over, say, "I just wanted to remind you that you have 10 minutes to finish your assignment. If you are done, please hand it in. Thank you, I hope you all have a wonderful day."
After the class is over: Put the assignments in a folder with a note to the teacher that these students handed in their work and had good conduct. Put the sign-out/sign-in sheet for the bathroom in the folder.
Thank you, so and so Substitute Teacher
Ignored
> my instructions, talked when I was trying to give Not all of the students in these difficult classes are unwilling to do the work. The serious students will get in line when they know they have to pass in their work. The serious students will be followed by the "middle of the road" students. The challenging students will either pass in nothing or get in a group. Some will try, "I'll do it for homework". Your reply, "Do you need some help with the problem?" If they say yes, you can help them, find someone in the class that will share their work, or make a note to the teacher that this student needs some help.
> assignments and take attendance, than mouthed off at me
> when I asked them to work.
I am concerned that they mouthed off at you. As a sub, I feel that students
> should work and learn all hour, that this is not a free
> day. They think it is a free period. Did any of them leave?
Am I wrong? Every other day, I have succeeded. Depends on how you measure success. Success to me is handling a difficult class, forget thinking that every student will be handing in the work, some simply can't do the work.
> However, students all day kept on saying that this is what
> they do everyday. A little white lie or this class is out-of-control normally so chock it up to experience for your next challenging class.
> I felt ineffective as a teacher. No, you are not ineffective. This was a difficult class. Everyday is different, so you must use your observation skills and develop a technique for the tough classes.
I left
> a note documenting the disrespect and rudeness, but perhaps
> the teacher will read it and feel I am a lousy sub. Please
> give me some pointers. I think the teacher will understand this situation. Forget about it, learn from it. Start a spreadsheet of classes right now. Class name, teacher name, comments, and Yes/No -will I ever sub for this class again. What would I do differently?
They may call you for this class again, so if you will take this assignment again have a technique ready to handle it. It is going to be harder the next time with this group, so be ready.
Hope my advice has helped. Certified Sub
------------------------------------------------------------------
One teacher begins subbing Elementary School classes as follows:
When it is time for class to start, wait for the kids to get quiet, count to ten, then start talking. I usually introduce myself, put my name on the board, tell them how long I've been teaching, tell them that I'm glad to be there for the day and that I expect to have a good day with them. I then tell them what I expect from them - good behavior. I ask the kids to raise their hand and tell me a classroom rule. We go over these (really quickly).
One Elementary School teacher recommends the following:
Ineffective teacher wrote:
> My class can't be quiet long enough for me to teach them
> anything. They've been a chatty class all year but the
> last few weeks have gotten so much worse. I feel like
> I've tried everything, but know there has to be something
> out there I can do. Staying in for recess doesn't work,
> sentences don't work, notes or phone calls home don't
> work, going to the principal doesn't work. Also, rewards
> for those who don't get their card changed (the system
> I've been using) doesn't work. Yesterday I was trying to
> teach social studies and when I would get one group quiet
> enough to go on another would start talking. Finally I
> just stopped and assigned the pages for homework. I feel
> very ineffective. First year teacher? you might
> ask.....no, I've been doing this for 20 years. Any ideas
> to help me survive the next three months would be
> appreciated!
Re: Endless talking Posted by Elementary Teacher on 3/23/03
I know that it's spring and nearing the end of the year, but I also know that 3 months can seem like 3 years if the situation doesn't improve. I had a similar class last year. Do you have the entire class stay in for recess or just certain students? I partner teach and have 53 students and we use a 3 strikes method that works well. Any time a significant number of the class is talking, not on task, they earn a checkmark. If they earn three checkmarks they lose 5 minutes of recess. Four checkmarks and they lose 10 minutes, 5 checkmarks 15 min... They really don't like this. Sometimes it's more effective when used on the whole class rather than individuals.
Also, what ended up really working last year was whole class time-outs. We utilize individual time outs as the basis for our classroom management. But at those times when the whole class just won't quiet down we announce a whole class time out. Everyone's heads must go down on their desks and there are NO VOICES allowed. We set the timer (one minute, three minutes, whatever you choose) and they must remain this way until the timer goes off. If ANYONE makes a sound then the timer starts over. If nothing else, this gives you 3 wonderfully quiet minutes to collect yourself. And in my experience this is really successful. I remember a day last year when we did this three times in one day. Things had really been getting out of hand in the chatting department. The students saw that we were serious and things went much better after that.
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
#337. ELEMENTARY SCHOOL DISCIPLINE by Sweathog
other, level: all
Posted by Sweathog ().
Materials Required: time and patience
Activity Time: varied
Concepts Taught: Behavior Modification in the classroom
http://www.teachers.net/lessons/posts//337.html
HERE IS SWEATHOG’S POST ON ELEMENTARY SCHOOL DISCIPLINE:
This is a copy of a post to the chatboard.
Post: WHAT SHOULD I DO?
Posted by Shoy on 1/28/98
As a first year teacher, I am having a terrible year! My students won't listen to me, they are very talkative, and they love to back talk. I teach third grade. I have implemented several programs, but I have had not had a lot of long term success.
I am really struggling to keep my cool. I am getting upset easier now and I am extremely frustrated. For two weeks we did really well, but now we are having some problems.
I am really having a rough week, what should I do?
SHOY
<<<<<
Post: Response to Shoy 's question --- "What Should I Do?"
Posted by Sweathog on 1/30/98
Hi Shoy!
I posted a response to your question 2 days ago but it didn't record because Sweathog used a few choice words that wouldn't let it pass through. Therefore, because I'm a one finger typist, here I am spending another 3 hours typing out this response. LOL That's my penance, I guess! That's all right! I'm only too happy to offer suggestions that might help you out.
Incidentally, your original post is about 2 miles down so I thought I would post my response here at the top. Sweathog is a retired teacher. (35 years) Maybe, I've been put out to pasture but I've still got something to offer to young teachers. Shoy --- been there! done that!
Well, let's get at it. Shoy, in your own words, you say you are having a "terrible" year. Yes, Shoy, you are and it will only become worse! However, the year is still salvageable but you've got to do certain things! If you don't, you will become even more frustrated, go home in tears more often, start "blowing your cool" more and more, and, soon, the principal will be camping out in your classroom. WHY? --- to determine if you will be retained next year! Hopefully, if your principal is worth his or her salt, he will take you under his wing!
Here is the situation as it stands right now!!! Shoy, very little effective teaching and learning is occurring in your classroom right now. In the early months of this, your first year, you were getting good results. We're now at mid- year and your students have "got you figured out". They have clued in to what they can get away with! --- almost anything!!! Shoy, you could work 16 hours a day preparing lessons and still, everything would seem futile. You've got so much you want to give but the little folks just aren't receptive. They are not attentive and many of your hours of lesson preparation seem to go down the drain. The students are unhappy! You're unhappy! They feel it! You feel it! You go home every night totally exhausted and feeling VERY depressed. You've still got lots of love in your heart for your students, but that's diminishing quickly, especially with the serious discipline cases. Soon, parental complaints will begin and you will have those additional headaches with which to contend. Shoy, as I mentioned previously, I've been there! done that! MANY teachers have!!!!!!! Perhaps, some right here on this board.
Shoy, you've got ALMOST all the traits and skills necessary to become a great teacher!!! Please notice the "almost".
Every good teacher MUST develop "effective classroom management skills." Without them, a teacher hasn't got a chance! Today's kids don't walk into a classroom and behave automatically. They must become convinced that behaving is much better than misbehaving. Been there! Done that! I'm ashamed to say that Sweathog was one of the worst behaved students in the history of Wallaceburg District Secondary School. Hence, Sweathog's name!!! I raised h--- in every classroom except in Miss Quigley's Latin class. The lady was superb! She knew EXACTLY how to handle a student like me. In fact, Shoy, the remainder of this message to you is dedicated to the BEST teacher I ever had. ---- NORA QUIGLEY --- May God bless her! As she looks down from heaven, I hope old Nora never finds out I became a teacher! Well, really yes, I do! Miss Quigley is the only high school teacher who never gave up on me!
It's very easy for teachers to say that today's kids are wild and spoiled and out of control, and impossible to teach. Hey, I was that way in the 1950's. It's just that there are more Sweathogs out there than ever before. It is true that today's kids are MUCH TOUGHER to manage. However, they are still MANAGEABLE!!!!
Shoy, you are the ADULT (and the surrogate parent) in your classroom, and the only one! How goes you, goes the class! Give the kids an inch, and they'll try to take a mile! Don't let them take a mile, only an inch!
For JUST A WHILE, throw out your programs, and much of what you learned in teacher training. Good stuff but they're not working for you right now. Forget "group work" for awhile. JUST FOR AWHILE, forget about varied learning styles and dividing the kids into bluebirds, canaries, robins, and dodo birds( isn't that awful?) or whatever, and according to rates of learning. Shoy, for JUST A WHILE, have ALL your students working as ONE group in EVERY SUBJECT. In other words, ALL the kids will learn the SAME stuff at the SAME time. Yes, just like your university class!!!! One prof teaching to ALL! Geez, Sweathog! You sound like a heretic! Yup! --- and I've been called worse! Shoy, it's mandatory that YOU SEIZE CONTROL of the learning environment!!!! Right now, your students are running the classroom. They are controlling the learning environment. They do what they want, when they want, if they want.
For JUST A WHILE, you MUST become a kind, esteem building DICTATOR just like NORA QUIGLEY. Shoy, YOU will determine WHAT the kids do WHEN you want it done and HOW neatly and ACCURATELY.
May I suggest that you initiate your palace coup on a Monday? NEVER ANY OTHER DAY, but Monday. The kids have come back after a 2 day hiatus and worn out from the weekend. You nail them before they have a chance to recuperate! It will set the tone for the whole week!
This is a good time to mention that Sweathog is NOT suggesting that you transform into a shouting, screaming maniac scaring and threatening the heck out of your students. God forbid!!! We've got enough of those around now. Perhaps, they should seek other kinds of work! ---- yodeling, perhaps!
Shoy, This coming Monday is a good day to start your dictatorship.
Bell rings!!! DON'T let anyone into the classroom! Have the students line up in the hallway OUTSIDE the classroom. Make sure you've got a well behaved SLOW WALKER at the front of the line. Quieten the kids down as much as possible. With a smiling face and a cheerful voice, "GOOD MORNING, boys and girls!! I missed you! I'm glad you're back!" In a forceful, yet controlled voice, tell the kids to walk SLOWLY to THEIR DESKS, and NOWHERE ELSE. (Winter coats and boots right to their desks with them). To your desks, please! Sally, to your desk, please! Yes, I know! But first, TO YOUR DESK, PLEASE! Thank you, SALLY! (Smile).
Once each kid is seated, "STAY in your seats, please! NO WANDERING AROUND! YOU MUST STAY in YOUR SEATS! ( always a forceful CONTROLLED voice, NEVER ANGRY!) No, John! I did not give you permission to sharpen your pencil. Sit down, please! You'll have time to do that, later! Thank you, John! ( SMILE, and make sure John sees you smile!)
Suzy! No talking, please! Thank you, Suzy! By the way, I LOVE the way you have your hair done! VERY nice! (smile)
No, Fred! I SAID NO GETTING OUT OF YOUR SEAT! Thank you! (smile)
Shoy, pick out the worst behaved kid in the class. Manufacture a compliment, if necessary! I meant to tell you. Last week, on recess duty, I was watching you play soccer. Young man, you ARE GOOD!! Where did you learn that stuff? I'm glad you're in my classroom!
Shoy! Your students will notice the change! (On the previous Friday, you were sullen and at a loss, and questioning your decision to become a teacher). Now, on Monday, your students don't know what the heck is going on but they do know they LIKE it. The FIRST day using the NEW you is super important. The kids will try to REVERT to their OLD habits. YOU MUST STIFLE THEM IMMEDIATELY!!! or this becomes an exercise in futility!
Shoy, I don't know your school's morning routine. Chances are that some old geezer comes on the intercom with announcements like the upcoming bake sale to raise money for basketball valve needles, and would students please refrain from running on the school roof during school hours. Sure, I'm being facetious but you get the drift! It's imperative that the kids be totally silent during the morning announcements. YOUR control of the students MUST be MAINTAINED even with outside interruptions!
Right after the principal's announcements, I suggest you do the following: TRAIN the students to settle down by using a "hand signal". It sure beats screaming! Many teachers use it but not to great effect! Shoy, use it as if you're a very spoiled little brat with the only game around and the other kids can't play until they settle down! SERIOUSLY! You OWN THE GAME! YOU CALL THE SHOTS! or I'll take my game home! Then, you'll be sorry! Teaching is ACTING!! Plain and simple! --- Boys and girls, when I raise my arm straight up like this, that means EVERYTHING STOPS!!! No more talking, stop walking, YOU FREEZE!, pencils down, hands together, ALL EYES ON ME! and I mean it!! If your neighbors don't see me, say "SHHH! to them or you raise your hand, too. It means that I've got to tell you something very important! Let's try it out! Boys and girls, go ahead and whisper softly to each other. (Shoy, give them 10 seconds) Raise your hand above your head. What's this mean? Let's do this again until we get it right! (THEN DO IT AGAIN and AGAIN, Shoy, until it's right!) YOU MUST DEMAND 100% ATTENTIVENESS! and cooperation! --- or you're done like a dinner! ---- "The art lesson WILL NOT CONTINUE until everyone DOES EXACTLY what I say." --- and, believe it or not, the following works: --- "I won't let you do any more math questions until you do the following: --------". --- works even with grade 8's. Go figure! I don't why it works on grade 8's but it does! Heck, it even worked in Nora Quigley's grade 12 Latin class on Sweathog!
Shoy! If you 're accepting of Sweathog's suggestions so far, you're about to teach the MOST IMPORTANT lessons you will EVER teach!!!
FOR JUST MONDAY and the first few days next week, FORGET the timetable! FORGET the curriculum! Choose YOUR favorite topics in your FAVORITE school subjects, but not art or other noise inducing subjects. It's ABSOLUTELY IMPERATIVE that you make THIS lesson the FIRST lesson you teach on MONDAY morning.
If it's noisy (even slightly), use the hand signal!!!!! DO NOT START THE LESSON UNTIL YOU HAVE 100% ATTENTIVENESS!!
TELL, not ask, TELL the students to clear their desk tops -- no pencils, no rulers, no erasers, no books, no paper, etc. NO NOTHING! You've got to get rid of the "toys". The ONLY things on the desk tops are clasped hands and 2 elbows. Shoy! That's crucial! Don't start your FIRST lesson until EVERY student complies. You're using peer pressure in reverse. The "usually bad behavior" kids feel obliged to comply because, now, most of their peers are complying. If some kids "unclasp" their hands, clasp your hands and STAND RIGHT in FRONT of them. Don't say a word, Shoy! Just SMILE! ---- and show them YOUR clasped hands!
Shoy, once you have 100% attentiveness, start your lesson! Make it a BANG UP lesson!!! The students must become CONVINCED that when Miss Shoy talks, and if WE listen, then WE LEARN!!!!
During the instructional part of the lesson, if a kid turns around to whisper or whatever, (STOP TALKING), and announce most officiously, "I will not continue the lesson until we have FULL ATTENTION! You have no right to interfere with my lesson." (Shoy, DON'T SMILE! but make a FROWN right at the kid.) Soon, the kids realize that the old bag means business! Stop talking EVERY time there's even the slightest variance from paying attention by any kid. Don't say a word. Just stare and frown slightly.
When you finish up the instructional part, it's time for seatwork related to the lesson. This is a crucial time! While the seatwork is being distributed, there is a tendency for friendly chatting to start up. Shoy, STIFLE it IMMEDIATELY! No noise, please! Thank you! I'm sorry, boys and girls, no one said to take out your pencils, yet! PUT them away, please. Thank you! Once every student has the seatwork on his or her desk, TELL them to take out their pencils, rulers, and erasers. (even if it's 5 seconds AFTER you told them to put them back in their desks). Yes, John! NOW, you may sharpen your pencil! NO, George, wait until John has finished. Then, YOU may leave your seat to go sharpen your pencil. (SMILE) ---- but, George, not until then!! O.K., big guy! ("handsome dude" works wonders also!)
Shoy! CIRCULATE! REMEDIATE! and PAY COMPLIMENTS (tons of them every day and you don't even have to smile each time you pay a compliment). Don't miss a kid! Nail each kid with a compliment at least once sometime during the day. VITAL!!! If you overlook a kid, nail him the first thing the next morning. "Teddy, I like your jacket! Nice color. Warm, I bet?"
Mary, remember to dot your "i's". Hey, nice "p's"! Emmy, remember your loops in "e". See that "e". Make the others just like that one. Hey, Joey! You remembered to cross your "t's". I'm so proud of you, young man! In fact, boys and girls, please put your pencils down. (Wait until everyone has complied). I'm so happy with you guys and gals! Did you know that all of you are better printers than I was when I was in grade 3? O.K. gang, back to work! Isaiah! You're getting better every day! How's your mom? Is she home from the hospital, yet? Tell her I said "Hi!" Mary Gaye! WOW! I hope the next sentence is just as neat as that first one. Janey! You make the best "a's " I've seen in a long time. No, boys and girls, stay in your seats! Janey, bring your page around and show everyone. Show them how you do it. Hughie! You keep surprising me every day but watch your periods and commas, big guy!
Shoy! Stay in this vein for at least a couple of weeks! You will have gained TOTAL control of the classroom, gained the kids' confidence in their teacher, let the kids know in no uncertain terms that you will not tolerate any more nonsense, raised their self esteem with your positive criticisms, and convinced the students that, "Hey, school ain't that bad! I really like Miss Shoy! She makes us behave!"
When you have created a happy, caring, positive learning environment, you can get back to "group" work! But, Shoy, always be ready to revert back to being a "kind dictator" for as long as it takes!
Shoy! Our Creator has called you to teach! Hang in there! Teaching CAN be a most wonderful human experience!
Have a great Monday!
Sweathog
<<<<<<<<<<<<<<<<<<<<
Re: names on the board
Posted by T
I was told it was against the law to have kids names on the board for behavioral issues. I quit doing it immediately. I've used a card system before, and I liked it. I didn't start the year out that way, so I didn't want to start it in the middle. Instead, I just count to five. If anyone is off task or talking when I get to five, we get a tally mark. If there are five tally marks in a day, they can't have their 45 minutes of choice time on Friday.
Students that have major behavior problems in the day get a phone call or email home to their parents. Next year, I will continue with my tally system (something I learned in this chat room).
But, I will also do the cards. Whenever a student pulled a card, I would write down why they pulled it. At the end of the quarter, I could show the parents the exact behavior problems I was having. Easy documentation!!!
Re: names on the board to TTT
Posted by 4th Grade Teacher
Talk about easy documentation ... have a behavior journal where the student himself writes down what rule he broke AND the reason. He signs it and you sign it. It is so awesome to have at conferences the student's own words for the behavior. It really opens parents eyes and never once has a parent said I was "picking on" their child.
<<<<<<<<<<<<<<<<<<<<
Post: How do you get it back?
Posted by S
I've had classroom management issues for a while now, and things have gotten to the point where I ask a kid, "why have I kept you after class?" and s/he responds, "I don't know," or "s/he was the one doing everything!" and refuses to accept responsibility. When I get to the point of sending a kid out into the hall, there is a cheer from all the troublemakers for the kid who gets to take a vacation from class. I've heard the philosophy that you have to get control of a class at the very beginning if you want to have a successful year, and I'm converted to the idea of doing that, but for those of us that didn't know everything the first day of school (which was March 1 for me; I'm student teaching), what do you think will help me get it back? If I am to believe that messing up the first day will always mean a rotten year, I'll never be a confident teacher.
Suggestions?
Re: How do you get it back?
Posted by B
What I used to do when things would go bad after a while, is that I would devise a new discipline plan, a stricter way of doing business. Along with the plan, I would do my makeup and hair more severely and dress up more in a suit. When I would come in to work Monday with my new plan and new outfit, the total R&D would have an ameliorative effect. Say, I would walk around with a clipboard, and give the children who participated check marks. I would require classroom participation as part of their grade. Anyway, it made the job fun to throw the kids off guard. God knows they tried to throw me off often enough.
Re: How do you get it back?
Posted by J
LOL, "Miss Nelson is Missing", it worked for her. Not to take your situation or the suggestions lightly, it just reminded me to read this response! I think it is a good idea, but you may want to include teaching them responsible behavior. I did this with my class, following the suggestions at the following web sites, and had great success.
http://www.marvinmarshall.com/aletterworthreading.html - This site includes a letter you should read from a teacher who successfully implemented this in her classroom.
http://www.disciplinewithoutstress.com/ - This site tells you about the book Discipline Without Stress Punishment or Rewards. The book explains the system and why it works.
http://www.marvinmarshall.com/aquickstart.htm - This site gives you a quick overview of the system, and a lesson you can teach to your class.
http://www.marvinmarshall.com/impulsemanagement.html - This site has posters you can print to post in your room.
I hope this helps you.
<<<<<<<<<<<<<<<<<<<<
Post: red light management
Posted by Elementary Ed Student
I am a college student that just finished some time in the field, not yet student teaching. My cooperating teacher used a stop light with name markers on it for her classroom management technique. Each morning the students would start on green and their marker would be moved only if they were causing a disruption. For the most part this was okay. However, there were some students that would be on red (lose part of your recess) early in the day and then their marker just stayed there the rest of the day even though they were still causing interruptions. I was wondering what a more effective way of handling this would be or a completely new way of classroom management... one that last the whole day.
Thanks!!!
Re: red light management
Posted by artjam on 4/28/03
I'm the art teacher and hear teachers telling kids, "That's a check!" when they misbehave in the hallways. I knew this meant a check on the chalkboard but always wondered what was behind it all because with even the least effective teachers at my school, the kids ALL hate getting a check. So I asked the students of one particularly effective teacher. They said if you misbehave, you have to write your name on the board. The next time, you put a check, and so on up to 3 checks. If you get 3 checks by Friday, you miss (all or part of??) Fun Friday. We have a school-wide Fun Friday, which basically consists of each class having an extra designated time on the playground and/or the teacher does something special in the classroom like popcorn and a video. The great thing that this particular teacher does (not sure if all teachers do this) is that if you behave well, then she will erase your checks. I think this makes a system like this a thousand times more effective. Otherwise, once a child saw his name with 3 checks, he'd figure he already blew it so what's the point in behaving now? I think if they already have 3 checks and they misbehave, then they go to time out in another classroom or to in-school-suspension, depending on the behavior.
Re: red light management
Posted by Second grade teacher
I use a similar behavior chart in my second grade.
1. Verbal warning
2. Name on board
3. Move your card to yellow
Any more trouble?
4. Move card to red and I immediately call mom or dad- often
have the child talk to them (they don't like that at all).
Only had to get to that point 2x this year.
I also put a star on each card that it is the green at the end of the day- and I dish out extra stars for excellent or helpful behavior during the day. When you have ten stars on your card, you get a "poga point"- our school motivators that can be used on Wednesdays like money at the student store.
This way, my behavior chart rewards kids that have acted decently, keeps track of kids that are blowing it. If they were "in the red" at 9 am I would call a parent then. My kids LOVE the chart and often come and count their stars- so really the positive behavior gets as much or more attention than the negative. This is the first year I've done it quite like this (22 yrs of teaching) and I'm thrilled with how it's working for my class!
------------------------------------------------------------------
Other teachers gave advice about managing Middle School classrooms:
Re: I'm new to subbing and need advice 4 discipline. Posted by John
New Middle School Sub wrote:
> So far I've only had middle school kids and boy oh boy!!
> I've gone to schools that people have literally warned me
> about due to discipline problems there. I take those jobs
> still thinking and trying to make a difference. So far, I
> haven't had that much success at all in the disciplinary
> area. I would just like some ideas of tactics and even the
> approach I should take to make sure they respect and
> listen. Thanks
New Middle School Sub,
The following post is my best advice. My advice will work in just about any situation because it kindly teaches the children in the first few minutes that they'll be held accountable for every misbehavior by an 'experienced' substitute.
><> http://teachers.net/mentors/substitute_teaching/topic_full_post.html <><
If you'd try it I hope you'll inform me of your results. I'm building a database of comments so I can improve on what I've done, or to possibly sway my district to teach many of these techniques at their yearly substitute orientation meetings.
Kind regards,
Peace,
John
SubstituteTool@yahoo.com
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
><> http://teachers.net/mentors/substitute_teaching/topic_full_post.html <><
Re: Your classroom management tips are respectfully requested Posted by John
New Sub wrote:
> I have been lurking and want to say that this is a
> wonderful learning place.
> Please post your best mind-saving tips for this scenario:
> A new sub who doesn't know students names comes into the
> classroom for the day. Students are flying paper airplanes,
> shouting across the room, hitting each other in the head,
> chaos reigns.
> How do A. Get their attention.
> B. Make them sit down and close their mouths
> C. Do A and B without screaming.
> All suggestions will be most appreciated.
New Sub,
It appears that you're asking about Junior High students, or are in an Elementary school that only passes out positive rewards or notes to parents. Whew. Unfortunately some students know that their parents don't respond to school notes. And these students will eventually honor and esteem the most those teachers who'll kindly role- model how to set fair impartial tough-love boundaries for everyone's sake. (-:
Over the din of the chaos I'd begin speaking to the class in a slow, kind, calm, and quiet tone of voice as if they were all giving you their undivided attention. Immediately spell out 'the' class rule that during instruction and quiet times any disruptions would be tallied on a seating chart you've got on your clipboard and your final tally would be left for the teacher and the principal. You may repeat this two to three times until you know that everyone understood the consequences of this technique.
Then mention that whoever is not in their assigned seat may be getting someone else into trouble, so they need to be in their correct seat if they don't want someone else to earn their detentions. All students older than 8 years old have been taught that a 'disruption' is either 1) not raising their hand prior to speaking, 2) getting up from their seat without permission during instruction and quiet times, 3) making any type of funny birdcall or noise, and 4) throwing things. So you don't need to elaborate on what a disruption is unless some have started listening and you feel they need to know that you aren't naïve to their school and class rules. Then calmly pass around a sheet of paper titled "Seating Chart/ Attendance Roster". Then you might begin calling role to be certain this is accomplished at the beginning of a period. Then begin your tally and point at the students every time you mark a tally. If the chaos doesn't subside call on the intercom for a principal or teacher to assist you so that you can finish the seating chart. If it's begun to calm down you might then begin to identify ringleaders and send one or two to the office until 'all' blatant misbehaviors totally cease. Then begin the class with the remaining students.
At the end of the day always leave a detailed note of what occurred, the class rules you used, and the names you've accumulated.
At the end of class you'd be surprised how many kids would come clean when a ringleader was in their assigned seat all period. (-: Also tell this to the teacher about a student being in another's seat all period, so s/he can verify it when s/he returns, so that students can't turn in the name of the best kids in the class to get them into trouble instead of the real culprits.
To minimize my note writing at the end of the day I leave a Xerox copy of the class rules. I've posted my own class rules at
><> http://www.oocities.org/SubstituteTools <><
Let the teacher and possibly the principal sort out whatever s/he wants to do in terms of detention, if s/he is willing to do anything at all. If you don't leave a note for the principal, leave a tactful detailed note anyway, since I think that the better principals would read them after you've left for the day.
Also you might mention to the teacher or the principal that if some students receive some sort of detention for overwhelming you that day, then you feel you'd be able to return to that grade in the future. So could s/he e-mail you a short note or call you on whatever detentions were assigned so that you'd feel at ease to return whenever you might get another call.
I feel that this is the most professional way to approach an out of control situation. And you should begin to be highly regarded as a sub who sets high standards for yourself and for your students.
I hope this will have helped someone.
Kind regards,
Peace,
John
SubstituteTool@yahoo.com
CLASS RULES
http://www.oocities.org/SubstituteTools/SubstituteTools.htm#RULES
> Management
>
> I am an eight grade instructor of algebra. I use the name warning on the board consistently. It works great. I also keep track of the discipline problem incidences using an excel program that I label as "citizenship". Each occurrence gets a citizenship mark. At the end of the week, the students with the most marks get letters home and parent conferences; students with the least receive positive letters home.
><> http://teachers.net/mentors/discipline/topic218/3.06.03.20.40.03.html
------------------------------------------------------------------
The following are some articles that might encourage some substitutes that we all experience some days that are better than others and some that are worse. We all are buffeted everyday but can have faith that everyone will be rewarded for their longsuffering and empathetic love for others, who are oftentimes in much more difficult family settings than we were brought up in.
Post: Am I In Trouble?
Posted by A New Sub
My 1st day of H.S. subbing was a breeze compared to middle school but I may have gotten in trouble for not showing enough authority. There was not enough work assigned to keep students busy. During the last period of the day I don't mind if they talk if they are finished - I remember what it's like to be in school all day. But when I was dealing with a situation about 5 students walked out of the classroom.
There was about 20 min. left in the day. I knew that they should not be loitering but also they were the loudest in the class & I have to admit it was nice to have some peace. I wrote down the names of those who left but I did not go searching the halls for them.
The parapro who was there working with a disabled student told me that I can not let them leave or walk in and out & that I DO NOT want the principal coming down to the classroom. She said I have to lay down the law to control them - which I will do for sure tomorrow. Now I feel like I'm 'in trouble' though. These students showed up, did their work & walked out. I could not physically stop them even if I was right next to the door. I know I'm still in my pushover phase but do you think this will keep me from being asked back if the parapro 'tells on me'? Kind of a bad way to end an otherwise good day.
Re: Am I In Trouble?
Posted by Mrs. EZ
I don't know the answer to your question of whether or not you will "get in trouble", but I just wanted to let you know that a similar thing happened to me recently, so you won't feel so bad!
I have not subbed for about a year and a half, so I got a call for a first grade at a pretty rough school. I figured I could handle a first grade on my first day back, but, lo and behold, it turns out to be fourth grade. These kids were a tough group, the classroom was a shambles, the plans were very weak, (i.e. "read about missions" but no mention of book or page number!) students would be sent to their "labs" or "extra help" classes, and they would come back saying they didn't want to go because the teacher is mad. I call the classrooms they are supposed to be in and nobody answers. I had three students run out the door - call office to have them captured. Have one student who is apparently allowed to either be in class or hang out w/ the VP. Can wander around classroom as long as he doesn't annoy anyone. I let him go to VP - he is a pain! Have another student who is supposed to go next door, if he can't behave. Won't go. So I did the TOTALLY WRONG THING. I just made him sit outside the door for the remainder of the day. But he joins the PE of another class! Another student informs me that he is running the track with another class - I let him! I was tired of dealing with him and didn't care at this point.
Anyways, I felt really bad over the weekend that I pretty much gave up on this class. Normally, I would have taken control, got more help from admin, something, anything. But the whole atmosphere at this school was so unorganized and chaotic, and weird. I don't know. Haven't heard anything from anyone about incident, which was last Friday. Sorry I have no advice for you, just wanted to let you know it happens to all (or most) of us at one time or another! Bye!
Re: Am I In Trouble?
Posted by A Plan
Here is what I say to the students when they ask to leave:
The school policy is that anyone caught outside the classroom gets a detention or suspension. There is a big crack down on this issue at the school. One student is on detention because of this. This is not a good thing to have on your record. The school will call your parents. I want you to succeed in life, so I really don't want to see anything negative on your school records. These records go to the High School and you don't want to be viewed as a problem before you even get there. If you need to go to the bathroom or your locker, you can go one at a time, when your work is passed into me. Here is my 3-minute pass. Make sure to sign out on my sign out/sign in sheet. This is your record to where the student went. (Some teachers do let the students leave 5 minutes early to go to their locker as long as they return to the classroom).
If a fire happened, and you were to have to go outside with these students missing, how would you know where they were? What if they got into an accident or got hurt?
You can always read the fire drill to them at the beginning of the class.
With that said, you cannot physically constrain them, so if they leave, make sure they sign out, then you have a record of who left.
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
Post: Out of Options
Posted by Mathgal
I am a seventh grade math teacher, desperate for advice. I have one student in particular who talks back and is constantly off-task (writing notes, reading magazines, etc.). She will also talk (at full volume, across the room) to her friends during lessons. She is obviously looking for attention and doesn't feel that she can get it positively (especially because her math skills are low). I have tried a behavior contract and set up a reward system to use positive reinforcement. I've tried a check system, I've tried complimenting her privately and publicly when I notice any improvement. I have called home many times, I have referred the matter to the guidance office, and I have sent the girl to the principal. He is no help (she swore at me in a long string of talking back, and his response was to have her write a letter of apology). She wrote a letter about how it was my fault because I shouldn't have gotten on her case (told her to stop talking DURING A TEST). Still, no further punishment because, "At least she tried to write the letter." The home life is not good, so there is not really an option there. HELP!!!! I have no idea what else to do. Any advice would help.
P.S. This girl prides herself on being tough.
Re: Out of Options
Posted by one option left
How desperate are you? Offer to tutor her after school. The investment of your time will be worth it. She is off task because she doesn't get the task.
When you wrote the behavior contract, did she help you write it? What did you promise to do for her in the contract?
Unless there were mutually agreed upon responsibilities on the part of both parties, it isn't a contract.
Do you think there exists a single punishment that can be administered that will shut her down in a class where she's lost for the rest of the school year? What would that be? Shutting her in a closet for the rest of the year?
This kid is one of those sad, loudly lost kids. Help her to find herself by tutoring her.
Re: Out of Options
Posted by Mrs. B.
Mathgal,
I have had some very difficult students this year (and in the past) and behavior contracts never seem to work, but if parents and administration was in on it, at least they know there's a problem...
So lets tackle each problem... First have you ever looked into the "love and logic" approach... it is a mix of appropriate consequences and empathy... Overall, I have had some excellent success from parts (all though I have never used all of it...)
When the kids walk into my class at the beginning of the year, they (and their parents) receive a copy of my policies and procedures. Therefore, they know this is how I run my class... If a student pulls out a book or magazine, then I quietly walk over and take it out of their hand.. If they say something, then I respond with "Bummer, that you made such a poor decision. You may pick your magazine up at the end of the school year if you remember..."
If they yell out or talk loudly across the room... And you have already asked or signaled for them to be quiet. Then quietly walk over and I am really sorry you are making such a poor decision, but the students in this class have the right to a quiet work environment. If you need my help, raise your hand and ask me politely. If you continue on talking, then you are disturbing both me and those around you. You may either work quietly or.... go work in the hall.... (or arrange for a spot in another classroom with another teacher, this is especially good if the teacher is another grade level...)
Or I also have a strike system... Three strikes and there is a consequence for the whole class.. (extra 5 problems of math, lost of break time?) Then when she calls out or yells, quietly walk over put a strike on the board.. The first time, "I'm so sorry that you are making a choice to put another strike on the board, I know your classmates won't appreciate if......" Soon you won't have to say anything and her classmates will be telling her to ....
But the point is... never argue with her... it is always her choice and consequence... never let her see she is getting the best of you... walk away after you say something to her so she can't keep you engaged... and say, "bummer" or "I'm sorry you're making this choice"
This takes away her "power" over you and leaves the "power of choice" in her hands...
Hopes this helps...
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
Post: Intimidated by one of my students
Posted by embarrassed by this
Hi
I am a little embarrassed to say this, but I teach seventh grade English and I have a horrible group!!! It is not so much that they are chatty but they make it a game out of getting me off task by insulting me personally, asking me why I "pick" on certain kids, etc. They defend each other and are very negative yet.
I am at my wits end. I have had numerous conferences, tried positive points, used timers, bells, time outs, detentions, etc.
One kid BEGS me to fight with him. When I don't want to go there, he tries to escalate the situation and makes me feel like a wimp for not fighting back.
This kid has cussed at me, threatened to cause trouble if he doesn't get his way, etc. I have referred him, spoken to him, and called home.
A couple of weeks ago, he almost made me cry in front of the class. I was trying not to shake as I called for security.
This class makes me feel like a beat up little kid. I am embarrassed to say I feel like I have lost control and feel like I am being eaten by a pack of coyotes. Please help!
I am a petite young female. Just thought you would like to know. I have been teaching and subbing for over five years.
Re: Intimidated by one of my students
Posted by Vet Teacher 1
If and when a student curses a teacher, I'd say that student should be immediately removed from the classroom and dealt with by the office (just the same as if they broken a window or knocked a desk over deliberately). Though being petite may be a handicap in some ways, some of the best disciplined classes I've ever seen were run by petite women. Work up a sequence of escalating consequences for various infractions by students with a teacher you respect in your school / perhaps take them out for a nice dinner somewhere so that you two can brainstorm away from the school.
Re: Intimidated by one of my students
Posted by Vet Teacher 2
Make sure you have a clear list of Classroom Procedures and Rules. Even though you are near the end of the year, pretend as if it were the beginning and remind everyone about them. Rearrange your room. Change the decoration. Post the rules and stick with them. Look at your instruction. Do lots of orderly activities and some fun ones. Make sure (since you are teaching middle school) that you do activities that last from fifteen to twenty minutes to make it easier for your students.
Apply a consequence for rude behavior. The kids can come in for after school detention with you, and if they do not show up they can get an office referral. When they come in, clean your room and talk with them for a while.
As for the student that is intimidating you, this sounds like harassment. You have the right to work in an environment that is safe, physically, professionally and emotionally. I don't care if the kid is twelve. He has no right to harass you. Write down everything you remember about this specific student in as much detail as possible. Tell the principal and the counselor that you are doing this. Notify his parents and keep copies of every message you send regarding this child. Let the administration know what is happening in your room. Make sure you know what kind of back up you have from the administration and decide on a plan with your administrator. Keep a record of the student's behavior. The next time he acts up in a way that hurts your dignity (insults, cursing), call him out of the room into the hall and tell him to be quiet and just to listen as what you are going to say is very important. In a firm and confident voice, looking him straight in the eye, tell him that you work there, that this is your working environment and that he has no right to treat you this way. Tell him that what he is doing is illegal. Tell him that you will not tolerate personal insults and cursing and that you know how to write a very mean letter describing everything that he is doing and how to make sure that there are consequences. Tell him that you have already sent a description of his former behavior to the principal (make sure you have done this first), but that if he EVER insults you again you will make sure that his parents, the counselor and the principal receive another letter documenting in full everything he said. Tell him since you are giving him this warning you plan to meet with his parents to make sure they know about it too. Tell him that you will do everything you can to make sure your working environment is a pleasant and safe one for you. Tell him if he goes back into the room and behaves in a polite manner, there will be a clean slate for him and you will both finish out the year very well. Ask him one close-ended question. Do you understand? Then return to your room, telling him he can either come back into the room and behave or go to the office, that it is up to him.
You sound as if you are not letting the administration know about your problems. I would do this. It will give you more power in your classroom, not less, especially if you have a gameplan to work with for misbehavior. Spring is upon us and I assume many teachers are running into problems right now. Be proactive!
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
Post: Need behavior management suggestions!!
Posted by Middle School Teacher
I teach seventh and eighth grade. My colleagues and I have been having trouble managing the behavior of our students. It is not so much the management of the "trouble" kids, but with the management of daily classroom activities. It seems like there is always someone interrupting, blurting out, throwing something, or being some other type of disruption. Most of our forms of punishment have not worked because parents call the school and get their kids off the hook. Positive reinforcement doesn't seem to work either. They just don't seem to care. What does your school do? Has it been successful? How do we make these kids more accountable for their actions? Please help!!
Re: Need behavior management suggestions!!
Posted by 9th Grade Teacher
I too would love to hear from some one on this subject. I teach on a 9th grade team. I have the same problems with the ninth graders coming from middle school. I've never had a group like this year's group. Non-stop talking, plus all the "shocking" behavior you described. They seem to love to try to shock me! I've never shocked very easily and I'm really tried of their "lame" attempts that only disrupt the class. This is the silliest bunch of ninth graders I've ever seen. I threaten to send their parents a bill for babysitting!! I've tried more structure, I've tried less structure, and all else in between. What's up with these kids?? I find them very "unteachable."
Re: Need behavior management suggestions!!
Posted by Sound like normal middle school to me
How long have you been teaching middle school? This is fairly normal 'middle school stuff' to me. These things happen no matter what you do. I do bounce some kids to the hall from time to time when it's too annoying but getting middle schoolers to stop interrupting all of the time is like trying to get birds not to fly.
Re: Need behavior management suggestions!!(long answer)
Posted by artteacher78
I teach 7th and 8th grade Art. Probably one of the most likely classes to get out of hand, just because of the various activities and amount of freedom these students have.
It is not about rules! It is about procedures! I have a procedure for everything and I teach these procedures starting with the first class and review them whenever the activity changes. To reinforce procedures pick out 2-3 kids who ARE doing what you want them to do, call out their name and state what they are doing that is appropriate. Most middle school kids are just looking for attention. I know that this seems silly. But what happened when you try it. A few kids will look at the students you are referring to, they'll see and hear what they should be doing, and soon the whole class is on the same page. For example, I start every class with the first set of directions on the board. I find students who have read them and are ready. I say: "Thank you Suzie for getting your book open to page 24 and having your pencil ready to take notes." I repeat this with 2 other students.
This way there is no yelling, there is no punishment or scolding. And the kids who do follow the directions are praised.
Pick out 4-5 of your most bothersome behaviors find a procedure or an immediate consequence you can give (so parents can't interfere).
Consequences I use: If a student calls out I ignore the student and say to a student with his or her hand raised : "Yes Billy, you're sitting there nicely with your hand raised, do you know the answer?"
For trash can basket ball or throwing or something, the student is to pick up 5 things off the floor and put them where they belong - usually it's just trash off the floor, but this gives them a reminder and keeps my room clean! You can email me if you have anything specific you need ideas with.
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
Post: I need a quick reward system that's easy to implement
Posted by Having discipline problems
Hi
I teach seventh grade English. Lately, I have been giving out detentions left and right, I am yelling too much at the kids, and have been feeling "tired."
I have kids that come in tardy almost every day. The problem is that it is hard to catch because while I am taking roll, they run in by the handful or crawl in and I can't catch them. They (one class in particular) accuse me of being mean, but they are rude, disrespectful, and talk through my lesson. The office doesn't do anything about tardies unless they are first period. Okay, I deserve this one, I don't personally keep track of attendance and tardies, I just bubble in the sheet.
I have tried ringing the bell, counting seconds, detentions, phone calls, using a timer, etc. I have a lot of apathetic kids that don't seem to care about much.
Last week, my students thought it would be funny to all stamp their feet in class!
Most of my classes have a D- average! I accept late work and occasional extra credit. I know it must sound like I have no control. I have read and applied a little of Harry Wong, been to Rick Morris management, etc. I just feel like the morale is low and I am enjoying my job a lot less.
I am not really supposed to show movies, yet other teachers do as rewards. I am new at this school and I have to hear about how other teachers do and why can't I.
I need some inventive way to motivate these kids. I am tired of being negative and I think I need more balance.
So what should I do?
Re: I know how you feel! (long answer)
Posted by Veteran Teacher
Having discipline problems wrote:
> Hi
> I teach seventh grade English.
If your 7th graders were perfect, you would be exhausted, because they naturally work on high speed. I also teach 7th graders (and some other grades) English. I particularly like 7th and 8th graders, but realize the priorities are a little different for them. Let me respond to your comments.
>
> I have kids that come in tardy almost every day. The
> problem is that it is hard to catch because while I am
> taking roll, they run in by the handful or crawl in and I
> can't catch them. They (one class in particular) accuse me
> of being mean, but they are rude, disrespectful, and talk
> through my lesson. The office doesn't do anything about
> tardies unless they are first period.
Several things here:
1. If the office doesn't do anything about it, then you can't either. Why try to reinforce something the office doesn't care about? You might bring this up to the principal. However, you could start with the "2 minute good grade" - make it fun, such as explain the "point" of a Far Side Cartoon (good inferential reasoning skills). The student must arrive, pick up, and have in the box by the end of the X minutes (or lose the chance). Have a box in your desk to drop the answers in, and refuse to accept anything else. At the end of the time, start teaching. Use assigned seats and simply check off if the seat is filled with the correct student's behind - do this after you get the students on their work.
2. Rude, disrespectful, and talk through my lesson is an entirely different matter from tardy. That should not be tolerated by the principal. Warn your principal that you are about to take charge of your class. Prepare some "quick discipline referrals" (prewritten and xeroxed - you only jot down the date and the student name and cross off the violation). Give 1 lecture to the students about the "new rules of engagement". Then, on the first occasion of disruption, write them up and throw them out of class. If it takes the whole class, write them up. If you do it 3 or 4 times in one class, do it. I would also begin the phone calls home, with the idea that, "Johnny is so smart, but he's starting to follow some disruptive members of the class. I'm letting you know that I will be forced to refer him to the office if he starts/continues poor behavior in class." Be sure to let your principal know beforehand so he'll be prepared for the number of students. I've had principals actually be standing at the end of the hall to intercept the students as they were thrown out.
> Okay, I deserve this one, I don't personally keep track of
> attendance and tardies, I just bubble in the sheet.
>
> I have tried ringing the bell, counting seconds,
> detentions, phone calls, using a timer, etc. I have a lot
> of apathetic kids that don't seem to care about much.
Well, if you are trying to teach, all this attention to behavior is preventing the teaching. Therefore, start teaching ASAP. Do the minimum, and go on with your life. You can take roll 10 minutes into the class. This sounds mean, I know, but you can't force motivation. You can and should enforce respectful behavior in the class and reward for good behavior.
>
> Last week, my students thought it would be funny to all
> stamp their feet in class!
Ask the principal what to do when this happens again.
>
> Most of my classes have a D- average! I accept late work
> and occasional extra credit.
No problem. Give them the Ds. Make sure you keep copies of all the work (don't return to the students), so you have backup proof that they aren't performing. You might consider reverting to desk work due at end of period with no homework until you get the discipline under control. Present this at the class meeting as a "reward" - no homework because you need to work so hard in class. No group work, no discussions - plain old seatwork! When they understand there is little/no group work until the focus of the class is on learning, they will begin asking for discussion. Make it as a reward for the whole class completing the work before the end of the class (you can reduce the amount of deskwork or increase it as needed to reinforce/reward). I know seatwork isn't great teaching, but it is great reinforcement for attention to the task at hand. You can be queen of xerox for a week or so.
> I know it must sound like I have no control. I have read
> and applied a little of Harry Wong, been to Rick Morris
> management, etc. I just feel like the morale is low and I
> am enjoying my job a lot less.
I had this problem my first year as a teacher, and I've seen it several times since then. My advice? Don't dither among various systems. Go to one system and work it whole-heartedly. You might want to consult with your principal on this and run some systems by him. I chose to go with Harry Wong (it seemed more applicable for junior/high school); my principal wasn't familiar with him until he read the book and called a few other principals. To help me, he learned enough to check my teaching and let me know if I wasn't sticking to the game plan. I found the more I followed the plan, the calmer my students became!
>
> I am not really supposed to show movies, yet other teachers
> do as rewards. I am new at this school and I have to hear
> about how other teachers do and why can't I.
Providing rewards at this time will not help your classroom. The ultimate success and reward for a junior high student is acceptance and respect from adults and from other students in a class. Interestingly enough, good grades aren't a high priority for these students. Academically, just showing a movie without appending to learning objectives is poor practice. There are so many other activities interesting and useful for 7th graders (exploring a community college, introduction to Shakespeare, doing a play, producing a newspaper, interviewing a local celebrity, exploring everything for college or a job or independent living). Don't worry about movies until it fits into your lesson.
>
> I need some inventive way to motivate these kids. I am
> tired of being negative and I think I need more balance.
If they are working on authentic objectives, then you are allowed to teach. If they aren't working, then you are simply running a large, unruly daycare. Definitely go for immediate "good student, X"; "keep on task, Y, you've been doing so well". Work for speaking to each student at least twice every period, and if possible make that comment for good behavior.
You can definitely fix this problem, and everyone (you, students, other teachers, administration) will be a happier and better problem for it. Go to your principal and tell him/her it is TIME for a classroom for learning. I think you will find support!
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
Post: Mid- year replacement
Posted by Frustrated on 4/03/03
Well I have come in as a mid-year replacement for a teacher that totally lost control. I have heard horror stories from the kids... Apparently they made her cry and then she resigned. There was a long-term sub who did pretty well, but now, being a first year teacher--It's hard. I am running into the same problems. I can't get the students to quiet down to do anything. I am really getting frustrated.
Re: Mid- year replacement -- Class Management and Discipline
Posted by John on 4/07/03
-- Class Management and Discipline
This is some excellent advice in this thread from exceptional
teacher/mentors.
To go a step further about consistent and fair discipline for the rowdier classrooms, I'd recommend a post I gave to another that can be accessed via the following link: ><> www.oocities.org/SubstituteTools/Email_teachers.htm#previous <><.
I hope this had helped some.
Best regards,
John
SubstituteTool@yahoo.com
Re: Mid- year replacement -- Class Management and Discipline
Posted by Mrs. N on 4/12/03
John - I recently read your classroom management technique using the seating chart on a clipboard and tallying each child's disruptions. I used this method very successfully in a 6th grade Core class where I substitute taught for a couple weeks.
I had been asked to take over for another sub who was not able to handle these kids. The morning group wasn't much of a problem and I was wondering what the sub's problem was and then the pm group came in! They were a handful, talking, getting out of their seat, throwing paper wads, and so on.
A more experienced teacher gave me the tally idea, so I made up a seating chart and attached it to a clipboard. I placed five boxes under each child's name on the seating chart, one for each day of the week, which allowed me to keep track of each child's progress for an entire week.
Every time a child talked out of turn, disrupted the class, got out of their seat, turned around in their seat, made noises, stopped working, etc., I put a dot in the box under their name for that day.
At the end of the day, I called the parents of any child who had received more than three dots. I called a dozen parents that first day, but by the end of the week, the class had gone from being as noisy as a zoo to so quiet you could hear a pin drop and I only needed to call one or two parents.
I actually had other teachers drop by just to see what I was doing and they all were very impressed with my classroom management skills. Mrs. N
Re: Mid- year replacement -- Class Management and Discipline
Posted by John http://teachers.net/mentors/classroom_management/topic2389/4.13.03.18.52.07.html
Mrs. N,
Thanks for the tryout of some techniques that I hope will someday become as widely used as Harry Wong et al's "give me your five."
Your five-day tally sounds like a great idea to document the results for any parent who may think that the substitute teacher was the reason for their child's poor grades that week. My own experiences show me that most every parent, including myself, are fairly naive that their kids sometimes change behaviors between home and school.
Also, another teacher recently passed on their one minute seating charts. I thought they were also a better technique than I was using so I've posted them at "www.oocities.org/SubstituteTools/SubstituteTools.html#><>"
Thanks again for your passing along what you've learned.
Kind regards,
John
SubstituteTool@yahoo.com
PS Most administrators have seen that good techniques will make an average teacher into a remarkably good one if s/he will take the time to learn them. So in the hopes of helping someone who'd read this in a future browser search, I'm attaching a previous post below that is my best advice towards any teacher/mentors in the public school system.
Previous posting:
-- Class Management and Discipline
I obtained this wisdom from another posting and since I thought it might be helpful to someone I'm reposting it.
<><
INDIVIDUAL RIGHTS IN MY CLASSROOM
"I have a right to teach and everyone here has a right to learn.
Anything that interferes with these rights will not be tolerated."
SCHOOL RULES: 3 Be’s
Be kind - no putdowns or rudeness.
Be respectful - follow class rules during instruction times.
Be responsible - follow class procedures during study times.
Quiet time procedures :
Raise hand for questions.
Whisper voice for neighbor’s ‘tutoring’ help is OK
At the beginning of every year in order to reinforce these classroom rights I usually have to correct the behavior of the most difficult students by giving one time out writing assignment similar to the following one for every offense beyond one to three per day.
Time out writing assignment for poor behavior:
Although writing is something that one should do to communicate, today I behaved so badly in Ms. __'s class that I have been assigned to write this long, boring, incredibly pointless and awfully constructed sentence (which really should be at least two sentences) several times; perhaps I will think about modifying my behavior so that writing can once again be used as a tool for communication rather than a time out assignment for reflection and punishment.
Websites with Good Class Management Ideas:
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 <><
Substitute Tools Website:
><> www.oocities.org/SubstituteTools/SubstituteTools.html#RULES <><
Making a Seating Chart in Less Than One Minute
><> http://www.oocities.org/SubstituteTools/SubstituteTools.html#><>SeatMap <><
GREAT EXPECTATIONS - Eight Expectations for Living
www.greatexpectationsok.org/classroomexpectations.html
GREAT EXPECTATIONS -- PROGRAM COMPONENTS
Tenets - Classroom Practices - Eight Expectations for Living - Life Principles
www.greatexpectationsok.org/programcomponents.html
GREAT EXPECTATIONS - ABOUT
Background and Purpose - Program Growth - Supporting Research - Program Staff
www.greatexpectationsok.org/aboutge.html
GREAT EXPECTATIONS - LOGO
www.greatexpectationsok.org/xlogo.gif
Daily Thoughts Website
><> http://greatday.com <><
Daily Thoughts Video Show
><> http://positivepause.com <><
A Daily Thought:
><> www.oocities.org/SubstituteTools/DailyThoughts.html <><
PPS when I started researching classroom management I was amazed at the paucity of techniques that were published for substitutes. I hope that some with better sales abilities than I've acquired in my life will eventually pick up where I may leave off.
I hope this had helped some.
Kind regards,
John
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.