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Kathleen/Moderator - Mentor Sheree "wizzlewolf" Rensel, NBPTS certified teacher With 21 years experience, with one year completed toward a Ph.D. in Educational Technology, active mentor to NBPTS candidates all over the WWW. Holds a BFA, MFA, one year completed toward a Ph.D. in Educational Technology. Is currently Florida certified in Art K-12, K-12 Special Ed. (Emotional Handicaps.)
Kathleen/Moderator - It's possible all the new teachers are taking the advice we handed out earlier in the week: take the weekend off, have fun, go out and dance!
Mentor wizzle - OK new teachers, I am holding the door open for ya'll, Come on in!
Kathleen/Moderator - Mentor Emma McDonald-veteran of more than 10 years in the classroom, is the co author of several books, including Survival Kit for New Teachers. The most recent five years have been spent working specifically with new teachers through her site Beginning Teacher's Tool Box www.inspiringteachers.com. She is also a Consultant with the Alternative Certification Program in her region.
Mentor wizzle - I wouldn't blame them!
Mentor Emma - Hello Jen!
Kathleen/Moderator - Hi Jen!! Thanks for coming!
Mentor Emma - Glad to see you!
Jen - HI
Kathleen/Moderator - Jen, would you intro yourself to those who don't know you and your grade level,and tell us how things are going.
Jen - I just started teaching 6th grade this week
Mentor Emma - That's a fun grade to teach! What subject area?
Jen - I started the week with an AWFUL case of laryngitis
Mentor wizzle - Hi Jen! How is it going?
Jen - Social studies and language arts
Jen - 3 sections of social studies --one of LA
Mentor Emma - My two favorites!
Kathleen/Moderator - Mentors Online will be conducted in a very informal format. New teachers are encouraged to log on with questions and concerns.
Mentor Emma - Jen, do you have any questions for us?
Jen - I teach my homeroom both subjects--I am on a team of 4 teachers two others teach math and science and there is one inclusion teacher
Jen - My class is the inclusion class
Mentor wizzle - Jen, I used to get laryngitis almost every year when school started.
Jen - the inclusion kids are VERY low and I am having a hard time figuring out how to make learning meaningful for the entire class
Kathleen/Moderator - Jen is having difficulty getting the kids into a routine having lost that first week to laryngitis
Jen - The laryngitis made it hard to get a good sense of control
Mentor Emma - Hello Mander!
Kathleen/Moderator - Mentors, what advice do you have for Jen?
Mander - Hola!!
Kathleen/Moderator - New teachers, please log on with your grade level following your name as in Jill/2.
Kathleen/Moderator - Hi Mander! Welcome, are you a new teacher?
Mentor wizzle - Jen, that is very tough. You are going to have to learn to juggle. I teach spec. ed kids and the academic level in one class can be vast. It will take you time, but eventually you will be able to address all the needs of various students.
Mander - Well, third year but still feeling ery new.
Mentor Emma - I would definitely suggest a "re-introduction" for the students in your expectations. Spend as much time as you can training them in your expectations and procedures. That may help you get a grip on the control issue.
Kathleen/Moderator - How should Jen start to get the situation under control>
Mander - I am 7-12 Spanish
Kathleen/Moderator - Jen, don't worry if you do nothing else for a week other than teach the kids the procedures and routines. It will pay off later, is not lost time.
Kathleen/Moderator - Mander, how are things going in your classroom?
Mentor Emma - Be sure that you are very specific in your expectations and cover ALL areas. Don't just go over classroom rules, but include expectations for turning in assignments (where and how), sharpening pencils, getting supplies, entering and leaving the classroom, and don't forget those important life skills of personal best, teamwork, cooperation, honesty and integrity, etc.
Mentor wizzle - Jen, did you tell the kids you needed their help? The reason I ask is that even though I work with the toughest kids, if I am sick or having a problem, I tell the kids to help me out. They usually rise to the occasion.
Jen - we have a "behavior clipboard" that follows each class from classroom to classroom-so if a child gets a warning in one room--the docmentation follows them to the next class--today I started using it, and the kids started taking me more seriously
Mander - This is my second year in a row. First year was so hard. This year is nice...kids know me, I know them. Still have some classroom mgt issues.
Jen - also--my voice came back
Mentor wizzle - Mander, it will get better and better every year.
Mander - May I addressthe other new teachers on the board, or only moderators?
Mentor Emma - I used a system like that in my classroom and it worked great! We had a system where if a student didn't get any marks on the clipboard for 10 straight days, they were awarded "Self-Manager" badge. They received extra privileges and responsibilities.
Mentor wizzle - Mander, can you be more specific? What kinds of management problems?
Kathleen/Moderator - Mander, this is informal, so go ahead.
Mander - Jen, glad you have your voice back!
Kathleen/Moderator - THE TRANSCRIPT OF THIS CHAT WILL BE ARCHIVED
Mander - I have some 10th gr boys who feel 'entitled' to get up and walk around the room, to chat while I'm teaching....
Kathleen/Moderator - Jen, try making a list of all the ways the kids are NOT doing what you wish them to do. Then brainstorm how you will role play and rehearse the proper procedures with them next week.
Jen - me too----the other teachers were snickering behind my back when they heard me today, because at the beginning of the week they thought I had a very timid voice
Mander - They are slightly better than last year.
Mentor Emma - Great idea Kathleen!
Kathleen/Moderator - What should Mander do about 10th grade boys who get up and walk around during a lesson when they should remain seated?
Mentor Emma - What kind of consequences do you have set for that kind of behavior? Also, have you firmly gone over your expectations for students in your classroom?
Jen - I am also finding that the more I learn the kids names--the more they pay attention (duh)
Mander - yeah, what do ti DO? lol
Jen - I was in a fog of cold medicine at the beginning of the week and couldn't focus on anything
Kathleen/Moderator - LOL Jen
Kathleen/Moderator - Jen, you were operating under a number of disadvantages
Jen - Indeed
Mentor wizzle - Mander, what do you do when the boys start wandering?
Mander - I have tried yellow card/red card (5 min in hall or trip to office) but in the moment, I forget to pull them out and use them
Kathleen/Moderator - New teachers, DON'T be shy! please log on with your grade level following your name as in Jill/2.
Mander - students to please sit
Mentor Emma - Jen, that's hard, but you can recoup since it is only the second week. Pretend that you are back to the first week and do things as you wished you had been able to do last week. You can talk to the students about it as "I don't feel you properly understood my expectations for the class last week. The behavior I witnessed is not what I expect on a day to day basis this year. Let's try again."
Mentor wizzle - You tell them to sit? What do they do when you tell them that?
Kathleen/Moderator - jen, announce, "We're going to start over."
Jen - I handed out a list of rules and procedures that they all signed and returned--and we went over them in class
Kathleen/Moderator - Mander, you know that consistency is crucial
Jen - I think we will review on Monday
Mander - they wander around a moment more,than gradually find their way backto the seat. It's not outright definace, just sneaky chronic behavior.
Kathleen/Moderator - Jen, now have them come up and role play those items you listed.
Kathleen/Moderator - Mander, do you have your back turned when they do this?
Jen - I can't imagine the amount of silliness that will most likely accompany role playing
Mander - i am usually so busy teaching that Idon;t always notice movement. I am training myself to be more aware.
Mentor wizzle - Mander, OK, did you tell them that when you give a direction, you expect immediate response and if there isn't immediate response this will happen (consequence)
Mentor Emma - Maybe you could announce that students who leave their seats without permission during class will make up the disturbance time after class. Then hold them to it. I always dismiss my students one at a time. The quietest students who also have a clean area get to leave first. I call them by name and dismiss them. Often I'll say, "thank you for being quiet or thank you for making your area so clean"
Mander - have not yet, but we talk about a state program where they cvan be legally removed from class if disruptive on a frequent basis
Mentor wizzle - Mander, that is the key. You have to have a guaranteed consequence and STICK to it every time. If you do, they will see you are serious and won't do it anymore.
Mander - boys seemed to take it seriously. My problem now is do I 'bust' them for every minor infraction?
Mentor Emma - Jen, every year I have my students work in groups with the rules. The group takes one rule and must show the class what the rule looks like when it is followed. They are allowed to do a poster, a skit, etc. Sometimes I have them think about what the rule looks like, sounds like, and feels like. This requires brainwork on the part of the students and forces them to internalize their rule.
Kathleen/Moderator - Jen, that's ok (the silliness), you will cement the rules, and they won't be able to pretend they don't know them. And it will help provide an enjoyable and "legal" way for them to "act out"
Mentor Emma - I've found that just talking about the rules or handing students a copy of the rules is not effective.
Kathleen/Moderator - Mander, it depends. Do you want them to continue the behavior?
Mentor wizzle - Mander, it depends on what you consider minor. They will test to see how far they can go to make it a MAJOR infraction though. So it is better to nip it in the bud quickly.
Kathleen/Moderator - practice, practice, practice
Jen - well, putting it that way makes sense
Mander - no, but *cringe* I don't want to appear mean. (how ridiculous does that sound?)
Jen - Mander-that is my problem
Kathleen/Moderator - Mander, I can tell you know what you MUST do, you have to have faith that you're a better teacher being just that, a teacher, rather than their pal.
Mander - I called one fella's mom last year. She said he told her he likes me.... I was floored--this is how he acts when he likes me?
Mentor Emma - Don't be afraid of appearing mean. You are not there to be their friend. You are there to help them have a positive learning experience. In trying to be their friend what will happen is that they will lose respect for you. Once your students begin to respect you, you'll find that they begin to think of you as not a friend, but as a friendly mentor or guide.
Jen - Today--we had a party for a teacher who left on maternity leave--there were kids in back throwing cupcake crumbs at each other, and I felt bad telling them to pick up the crumbs
Kathleen/Moderator - Consistency isn't mean. You MEAN business. That's what you're all there for.
Mentor wizzle - Mander, Mander, Mander....You know that is a common fear among new teachers. However, in the LONG run, if you start off firm (not mean) and serious, it won't be long until your kids will love and respect you. They want boundaries.
Mentor Emma - Also, being firm with students is not the same as being mean to them.
Kathleen/Moderator - At that age, sometimes the more they like you, the more they act out for attention.
Mentor Emma - Exactly Mentor wizzle!
Mander - so, you're saying they are acting like that because they are waiting for me to discipline them?
Kathleen/Moderator - You don't have to be mean to be firm.
Mentor Emma - Exactly!!!
Mander - I cannot beleive how wet behind the ears I feel right now.
Kathleen/Moderator - They're looking for attention. Beat them to the punch, recognize them when you greet every one of them at the door every day, saying their names, asking about life
Mentor wizzle - My tough, street kids come in the room and they even will tell you "Ms. Rensel don't play" but they love me so much and give me hugs and smiles. You have to learn to be firm with a "I mean business" smile on your face.
Mentor Emma - Children/Students test and test until they find our limits. They want to know where they stand with you. What will you tolerate and what will you not tolerate? When they think they've found the limit, they'll push some more just to be sure.
Jen - Join the club--and I am about 15 years older than the other "new" teachers
Kathleen/Moderator - Hi Jenniffer! Are you a new teacher? How are things going in the classrooom?
Jen - argh!
Kathleen/Moderator - LOL Jen and Mander
Jenniffer - first year kindergarten teacher
Mander - Jen! I have that too! I'm a thirty-something and not in my early twenties.
Jen - Me too
Mentor wizzle - Kathleen is right. The bottom line is ATTENTION. However, it is your job to teach them they will get attention for GOOD behavior.
Mentor Emma - The thing about respect is that in order to gain it, students must know exactly what you expect of them at all times. When you are consistent in what you expect, for example - always dismissing students at the end of class only after everyone has a clean desk and are quiet, they will begin to understand that you won't budge on that. Then they can begin to trust that you mean what you say. That trust leads to respect.
Jen - an experienced and effective mom feeling like a beginner
MENTOR CHAT *NOW* - Jenniffer, half or whole day, how many students? Do you have an assistant?
Kathleen/Moderator - ooops
Jen - I think I may be too much of a "Mom" in the classroom
Jenniffer - whole day, 23 students, and I have the most wonderful assistant for 3 hours each day
Kathleen/Moderator - Jen, you are a beginner, nothing to be ashamed of. We all started there, and had plenty of the same difficulties you're experiencing.
Mander - I feel having a year of experience at that school has made me more confident in other areas of discipline, with other classes
Kathleen/Moderator - So, Jenniffer, is everything going smoothly?
Mander - I will logoff and come in as another font color
Jen - well--I have to run--thanks for the input everyone!
Kathleen/Moderator - Your confidence comes from finding your way. Same for kids.
Mentor Emma - The first year is the toughest and it gets better as you go!
Kathleen/Moderator - New teachers, DON'T be shy! please log on with your grade level following your name as in Jill/2.
Kathleen/Moderator - bye jen!
Mentor Emma - Bye Jen!
Kathleen/Moderator - All new teachers who chat here during Mentors Online week are eligible to enter a drawing for a copy of Educating Esme, Diary of a Teacher's First Year by Esme Codell. Log on, then e-mail me with FIRST YEAR in the subject line, provide your screen name and real name, e-mail address. Send to me kathleen@teachers.net. Deadline: Today at 9:30 pmE.
Kathleen/Moderator - I'll be back in a minute...
Mentor Emma - Mander, how are your other classes going?
Mentor Emma - So Jenniffer, how are your classes going? Do you have any questions?
Mander/7-12 - whoa..got bumped. My other classes are good.
Mander/7-12 - I have students at 8-9th grades who remember things I taught them. I feel s oproud
Mander/7-12 - I am bursting to do so many things, I don't know what to do first!
Mentor wizzle - Mander, that is great! Gives you a fantastic feeling doesn't it?
Mentor Emma - That's the best! I love it when my kids come back to me and say, "Hey Mrs. McDonald! We just talked about...in Mr. so and so's class. It was great 'cause we learned all about that last year! " They feel so proud that they can contribute and already "know stuff"!
Kathleen/Moderator - I love that enthusiasm!
Mentor Emma - What kinds of things are you wanting to do?
Kathleen/Moderator - Jenniffer, tell us about your class
Mander/7-12 - hen I think about how miserable I was in October adn November of last year...."who was that person?" I think
Mentor wizzle - Or my little ones will come back from the year before and say "Ms. Rensel, do you remember when you taught me how to......" That is so cool.
Mander/7-12 - As long as I tackle the state topics....
Jenniffer/K - I was just transferred to a new school after three weeks at another school. I was placed in a school full of seasoned teachers. The kids are great, but the other teachers make me uncomfortable
Kathleen/Moderator - Hi Stanley! How was your day?
Mander/7-12 - I can do pretty much anything.
Mander/7-12 - classes, location, temporary conditions with 8th grade
Mentor wizzle - Jenniffer, give it time. You will adjust and the other teachers will warm up to you.
Kathleen/Moderator - Jenniffer, are they doing things to make you uncomfortable, or is the discomfort from within you because you're new?
Stanley 7th yr sub - Hi, I've a quick one which I'll ask, & then leave, checking in the archive. [I'm still @ school.]
Mentor wizzle - Hi Stanley, welcome back!
Kathleen/Moderator - Are you the only kindergarten teacher? Is the other K teachers who make you feel uncomfortable?
Mander/7-12 - geography of Spanish speaking world in 9th (they didn't get it one year)
Mentor Emma - Go for it Stanley!
Kathleen/Moderator - Sure, Stanley, go ahead...
Jenniffer/K - I am very familair with America's Choice, which they all hate. They are being foreced to used standards based instruction, which I like, and they make me feel like I am the enemy
Mander/7-12 - history of the Moors in Spain with SP III
Stanley 7th yr sub - [I also posed this Mon.] What would you, as experienced CONTRACTED Ts do differently your first yr -- if you had it all to do over again?
Mentor Emma - Mander - wow! Are you teaching in a private or public school?
Kathleen/Moderator - Jenniffer, you're not the enemy in their eyes, standards based instruction is
Mander/7-12 - public school....five grade levels
Kathleen/Moderator - Stanley, I'd establish clear procedures and routines, and worry less about being a pal to the kids.
Kathleen/Moderator - jenniffer, knowing that, you don't have to be an advocate for the programs the others don't like. Remember, they're veterans feeling threatened by something new, something they don't believe in.
Mentor wizzle - Stanley, If I knew then what I know now, I wouldn't have worried about all the little stuff that seemed to bother me.
Mentor Emma - I would spend more time the first two to three weeks in training my students in my expectations and procedures. I'd be sure that they knew exactly what I expected of them throughout the class period.
Mander/7-12 - I don't feel I ahve enough experience to answer your question, Stanley.
Kathleen/Moderator - Mander, you're underestimating yourself!
Mentor wizzle - Stanley, Like I used to just freak out because there was always so much change. I would just go bananas about the way things were never stable. Now I just go with the flow.
Mander/7-12 - You think so?
Stanley 7th yr sub - Mentor wizzle, what do you mean by "little stuff?"
Mander/7-12 - OK, truth is....I don't remember my first year too well! lol
Mentor Emma - If you've already had a first day of school, then you are definitely qualified!LOL!
Mander/7-12 - Seriously, I find organization is my key, and procedures for myself. Where do I put copies already made? Where do I store my seating chart transparencies?
Kathleen/Moderator - Mander, did you e-mail me to be entered in the drawing?
Mentor Emma - Mander - organization is definitely the key!
Mentor wizzle - Stanley, well the change thing that I just mentioned is one. Also, I used to try to figure out some of the illogical methods that seem to pop up in the educational community. It is like trying to figure out a tax form. Now I know to expect the absurd at moments and just embrace it as reality.
Mander/7-12 - no...I'm not a first year teacher.
Kathleen/Moderator - Jenniffer, why not have a little cider and donuts gathering some day before or after school for the other teachers and staff. Just a get to know you thing to warm things up.
Kathleen/Moderator - Mander, you're a new teacher, you qualify.
Jenniffer/K - that's a good idea, thanks
Stanley 7th yr sub - Mentor wizzle, THANKS for clarifying! [I'll have about 1300 days of subbing experience, I'm 55, so I've learned "what to expect!"
Mander/7-12 - okay... but I appear to be having trouble with my browser....I don't have your e-mail when I scroll down.
Mentor Emma - I have a manila folder for each class period that I teach. On one side I staple my seating chart. On the other side I staple a spreadsheet for taking attendance. Each class period I pull the folder, check the seating chart, and mark the absences & tardies. It works well for me to keep track of everything.
Mentor wizzle - Stanley, than you know all about the occasional absurdity of some educational situations right?
Kathleen/Moderator - mander: kathleen@teachers.net
Mander/7-12 - Jenniffer, I felt like I was intruding on a secret club when I was hired last year, with the older, established teachers
Kathleen/Moderator - It's always difficult being the new kid on the block, regardless of age
Jenniffer/K - Mander, did that feeling go away?
Stanley 7th yr sub - THANKS, everyone!]
Kathleen/Moderator - Just hold on to this guarantee: IT WILL GET BETTER
Mentor wizzle - Mander, that happens even if you are an old "new" teacher. Sometimes schools are like families and it takes time for the family to embrace you as a new kid.
Kathleen/Moderator - bye Stanley, thanks!
Kathleen/Moderator - Sometimes it's as much US as the other teachers.
Stanley 7th yr sub - Mentor Wiz, YES -- I like the term "educrats!" THANKS again!
Mander/7-12 - yes, Jeniffer. And they were just shy, too, like me.
Mander/7-12 - go in, smile, be friendly, NEVER gossip, ask about them....
Kathleen/Moderator - Have a good weekend, Stanley
Mander/7-12 - Bye Stanley
Mentor wizzle - Mander, Also, you would be surprised to know that some of the old teacher are shy and uncomfortable with new people. It just takes a little time.
Mander/7-12 - True, Mentor wizzle.
Mentor Emma - Another thing that I do is keep day of the week folders. I have a different colored folder for each day. I keep each classes set of folders in an upright file holder on my desk. Inside these folders, for each day, I place my lesson plans, copies of handouts, forms, notices to discuss, etc. - basically anything I need for that day. The end of the previous day I'll pull out the next day's folder (i.e. - on Monday I'll pull out Tuesday's folder), put my sub folder just inside and place it squarely on my desk. I go ahead and set up my chalkboard with information and get the materials laid out somewhere where I can reach them easily. Then I can leave feeling confident that if anything happens to me, everything is right on my desk and easily accessible.
Kathleen/Moderator - Jenn and Mander, here's a little secret: the veterans are probably a little bit afraid of you with all your youthful energy, enthusiasm, new ideas. So let them know you're safe.
Kathleen/Moderator - Good ideas, Emma. I always wanted to leave things just so for any sub emergency.
Mentor Emma - Also, many veterans love being asked for advice! I know I do! It makes us feel appreciated for our experience and "expertise".
Kathleen/Moderator - Being asked for advice will thaw the stiffest veteran teacher
Mander/7-12 - I like that Mentor Emma. And I have a hanging file bin and colored folders
Mentor wizzle - Yes, it is a two way street. It is funny because I have been at my school for ten years. About the fifth year, I started giving all new teachers "Welcome" cards. Since then, the new teachers are very friendly with me. Before the cards, hardly a word from them.
Kathleen/Moderator - LOL, GMTA!
Mander/7-12 - "GMTA"?
Kathleen/Moderator - Here's Mentor Emma's site: Beginning Teachers Toolbox: http://www.inspiringteachers.com
Kathleen/Moderator - Great minds think alike
Mentor Emma - I love the idea of a welcome card!
Mander/7-12 - ah....thank you. I bookmarked the site, Emma.
Kathleen/Moderator - Teachers.Net Beginning Teachers Chatboard and mailring: http://teachers.net/mentors/beginning_teachers/
Mander/7-12 - yeah, welcome card is ....uh, welcoming. Nice to feel someone has noticed you're new.
Mentor wizzle - I do that for all the new teachers in my school and all the new art teachers in the county. It helps to break the ice (plus I get to spread images of my own art around too!) LOL
Mentor Emma - Thanks! Well, I hope you get lots of tips from it. That's what it is there for!
Mander/7-12 - the home/careers teacher is experienced veteran, very friendly, supportive, and listens well
Kathleen/Moderator - There is a mailring (e-mail discussion group) for every grade level, most curriculum areas, and other interest groups, available from our Mailrings Page http://teachers.net/mailrings .
Kathleen/Moderator - National Association of Beginning Teachers http://www.beginningteachers.org/
Mentor Emma - The teachers.net mailring is a fantastic resource!
Kathleen/Moderator - Mander, then that's someone you can go to for support.
Kathleen/Moderator - Can't beat those mailrings for 24/7 support
Mander/7-12 - Mentor wizzle, do you cover all grade levels or have a concentration in one (elem v secondary)?
Kathleen/Moderator - And the grade level chatboards http://teachers.net/mentors
Mentor Emma - Thank you Kathleen for mentioning NABT! They are such a fantastic resource as well for new teachers!
Kathleen/Moderator - And the searchable Lesson Bank http://teachers.net/lessons
Jenniffer/K - Thanks for your thoughts tonight. I will start with a new attitude on Monday. Have a great night!
Mentor wizzle - I teach K-12 every week
Kathleen/Moderator - Emma, trouble is, many beginning teachers don't have time, but it's worth it if they make the time
Mentor Emma - Bye Jenniffer!
Mander/7-12 - I've visited chatboards, but not sure how a mailring works. Is it e-mail, or like a slower chatroom?
Mentor Emma - Time for? You've lost me for a minute.
Mander/7-12 - Wow!
Kathleen/Moderator - And the Teachers.Net Gazette is FULL of help for new teachers as well as veterans. And all back issues remain online, are linked from the current issue http://teachers.net/gazette
Kathleen/Moderator - Time for the Beginning Teachers' Alliance
Mander/7-12 - Okay, here's a quick question before our hour is up:
Mentor Emma - Oh!
Kathleen/Moderator - Mander, mailrings are e-mail discussion groups, we have over 100 of them.
Mander/7-12 - I'm in a small school, I talk to elem teachers al lthe time.
Mentor wizzle - Mander, If you join a mailring or listserve, you are on a list with many members. You send a question to the list email address and all the members get your email. Then they can all respond back to you via email.
Mander/7-12 - Is it breaking confidence to listen to teachers talk about my current students when they were younger, or to have them inform me "watch out for so-and-so"?
Kathleen/Moderator - Harry Wong's Classroom Management articles: http://teachers.net/gazette/wong.html
Mander/7-12 - So icould have a mailbox with more than vulgar ads for weight loss and cheap loans?
Kathleen/Moderator - Dr. Marvin Marshall's articles: http://teachers.net/gazette/marshall.html
Mentor wizzle - Mander, that is a sticky question. I NEVER listen to "what out for so and so" because I have a different viewpoint (and usually like the "what out kids" best anyway.)
Mentor Emma - I would try not to listen to talk like that. Sometimes it can be useful if they know something that may affect the student's work and behavior (such as a death in the family), but otherwise comments like that can really hurt your own relationship with your students.
Kathleen/Moderator - Mander, you can consult with former teachers about your students, but they aren't being fair to do the "watch out for" thing.
Kathleen/Moderator - You LOOK like you listen, but don't take it in.
Mentor wizzle - Mander, occasionally I will have a student who is different or has a particular problem and will inquire about them to a former teacher.
Mander/7-12 - I like that, Kathleen!
Mentor Emma - One year I had a teacher who told me to watch out for "so & so". I refused to listen and treated that student the same as I would anyone else. When I got to know him better, I began using instruction techniques that I knew would help him. He turned out to be one of my best students! Some teachers and students simply have a personality conflict, but that doesn't mean that you will.
Kathleen/Moderator - Dr. Marshall hosts monthly chats about classroom management, here, on the last Wed. of every month, 8pmE
Mentor wizzle - Watch not what, duh it is getting too late!
Kathleen/Moderator - Wow, our time is up! It's time for the NBPTS Exceptional Needs chat.
Mentor Emma - Dr. Marshall is definitely a good one to listen to. He has some fantastic ideas about classroom management!
Mander/7-12 - Is Dr Marshall a disciplinarian or a "we're too busy having fun to get in trouble" adherent?
Kathleen/Moderator - Thank you to all new teachers who seek out information to benefit their students!!
Mander/7-12 - oh, this was great, Thank you all
Mentor Emma - Mander, Mentor Wizzle, and Kathleen, it was great talking with all of you!
Mentor wizzle - Mander, I am the second one. LOL
Kathleen/Moderator - Dr. Marshall is somewhere between, take a look at his articles to see, and he publishes a free Internet newsletter: http://teachers.net/gazette/marshall.html
Mentor wizzle - Bye Bye everyone! It was a great chat.
Kathleen/Moderator - Thank you o wonderful Mentors!!!
Mentor Emma - Bye!
Kathleen/Moderator - This was a great effort, let's talk about doing this regularly, maybe weekly. Bye, and thanks again!
Mentor wizzle - Your welcome...!!!
