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Emma - Hello everyone! Welcome to this evening's chat for beginning teachers! My name is Emma and I'll be moderating tonight's chat. Our topic is Creating a Positive Classroom Environment. For those of you who have not attended one of these before, I am a veteran teacher and one of the co-author's of SURVIVAL KIT FOR NEW TEACHERS. My teaching partner, Dyan Hershman, will not be here tonight.
Emma - Well, let's get started. How many of you are a bit nervous about your classroom environment (i.e. - behavior, etc.)? I never really understood what was meant by a positive classroom environment until I had taught several years. Does it mean rewards or lack of consequences, etc? Many of us have these kinds of questions. I have found out from experience that respect is the key. Consequences are important so that students know what their limits are. However, they need to be treated with respect as well.
jessy - You mean if you respect them they will behave?
Emma - Basically, yes. Think about the times that you've acted out. Was their an older person there who patronized you? Most likely so. Our students don't like to be patronized any more than we do by our professors, or even by veteran teachers. There needs to be mutual respect. By giving your students the respect they deserve, they will begin to respect you.
Audrey Hepburn - How does one gain respect during a student teaching experience?
Emma - Okay - here is what I do. I tell my students up front that I expect their personal best in everything they do. I will do my personal best and I expect the same from them. I go over my expectations with them in a clear fashion.
Squirt - Yes Emma, but I teach in an environment where some children are sick (prenatally exposed to drugs and alcohol). They act out for different reasons. How can I keep classroom control then?
Emma - Squirt - So do I. These kinds of kids (as do all) respond so well to this!
Emma - Consistency is extremely important.
Island Girl - So how do I respect them when the are calling another student a F@g or telling me f@@@ off?
Emma - Island Girl - I know where you are coming from. When that occurs you can say to that student, "I am a person and I refuse to be treated in this manner. I don't treat you like trash and I'd appreciate the same in return from you." and then turn around and walk away.
Willie - Yes, my K students need to be taught what respect looks like. . . they have experienced it, but we give it a name, and role play situations the first day and week of school. I also let my students know that I value each one highly, and really care about them, their learning, and their quality of experience in my classroom.
Emma - Willie - excellent! Model what you expect from your students. How do you expect them to address you when they want your attention, or are asking a question? Go over EVERY expectation you have with them in detail. For example, "I expect you to address every adult who is in this room as M'am or Sir. I don't care if you don't know the adult, the same expectation applies!"
KW - Keep your cool too. It is beneficial for the student and for you. I haven't lost it yet. Remember that you are the adult and they are the students
Emma - KW - You are right, it is frustrating, but if you take the time to go over and over and over it in the beginning of the year, the rest of the year will go so much more smoothly.
Squirt - Emma, what do you say when a child is literally throwing blocks, beating you and other students, because they are ill?
Emma - Squirt - You don't put up with it. That may mean that you have to take away some responsibilities from that child (i.e - can only play with certain things). I know it is hard, but neither you nor the other students in the class deserve that kind of treatment. This needs to be explained to that student. For example, "Do you want us to throw toys at you? No one likes to have toys thrown at them. We are all people in this classroom and we have to work together. That means that no one throws toys at anyone else." If the behavior continues, then other intervention methods need to be used (i.e. - time-out, parent conference, office referral, etc.)
Squirt - So HOW do we create this positive environment?
Emma - We create a positive environment by being positive ourselves and by not allowing negative feelings to take over in the classroom.
Island Girl - Emma, any advise for those of us in Seconday on block schedules?
Emma - Believe it or not, block schedules put secondary teachers on a similar level as elementary teachers. You have your students in your classroom for a much longer period of time. Even older students need to be told EXACTLY what is expected of them.
Willie - I have used a problem solving session each Friday, where the students get to take turns sharing a problem with the class, and the class helps those 3-4 each Friday to solve the problem. Also, on Fridays we have compliment time, where 4 different students (also on a rotating basis) take turns sitting in front of the group, and they may call on someone with a raised hand, who will give that student a compliment. It cannot be about personal appearance, but must be something they like about the person, or enjoy doing with the student. It is a wonderful self-esteem booster.
Jacq - An important thing to remember when disciplining little ones, or kids with learning or behavior problems - the fewer words the better!
Audrey Hepburn - That's so tough to do sometimes Emma. How does one keep a postive attitude when your having the worst day ever?
Emma - You can have a bad day and still be positive. Explain to your students that you are having a bad day and talk about what happens to people when they have a bad day. How do they feel? Students of all ages will understand and may even try to help you have a better day.
Kathleen - Emma, I agree, children can be very compassionate and helpful when adults let them know they need help
Willie - I tell my K students if I am having a bad day, or if something that a majority of the class has been involved in has upset me, and how it affects me. They are very understanding, and do want to help me get back to my more positive self, because it directly affects THEM !
Shakespeare - I think it's good to talk about "bad days" and stuff like that with high schoolers. If you handle it well, you're positively modeling how to control yourself in a bad situation.
Emma - Shakespeare - Exactly. Modeling is how people learn. We learn how to do every day things and new things by watching the people around us. If our teacher is constantly losing his/her temper and yelling at us, then we pick up that it is okay to yell and get mad at others or to mistreat them. However, if I, as the teacher, am consistently treating everyone in a positive manner and controlling my anger, then my students will behave that way.
Kathleen - Providing choices can avert power struggles that then progress to negative situations
Bear - In My class (1st) My rules are be respectful and responsible. We spend the whole first week making a book about what is and isn't respectful. The students come up with ideas of what is respectful and illustrate them. that way they understand the words respect and responsibility. and then if they break a rule they can find it in the book.
Emma - One thing that I do in my classroom to show my students that they are respected is that we have "MY" time and "THEIR" time. During my time students are expected to sit in their seats, listen to me, not talk to others. During their time (class assignments, projects, etc.) they are allowed to get up to get supplies, sharpen their pencil, get some water, or even go to the bathroom - within reason. Students must let me know when they are leaving my room and if they don't then the priviledge is taken away. I find that by treating them in an adult manner, they self-monitor themselves so as not to lose the priviledge.
Emma - I have used that with 5th - 11th grades.
Bear - Paint brush- I went to a seminar about conflict resolution. They used art to teach students how to control emotions. Maybe you could work with an elementary class to make similar materials.
jessy - but they still go home and model their parents behavior, can we have that much influence?
Emma - No, we can't control what happens at home, but we can explain that when we are in different places there are different expectations. They will understand that while they are in your room certain things are just not done.
Island Girl - Jessy, even as early as 2 or 3 years old kids change how they act to reflect their caregivers. Kids will act like YOU treat them when they are w/you.
Emma - Exactly! If you expect your students to act a certain way, they will. You just have to be consistent with it. It can be tough some days. If you have especially challenging students, remember that you do not need to fight with them. Refuse to argue. Turn around and end the argument. If the student is being belligerant there is no need for you to return the belligerence. Explain that as a person you do not deserve to be spoken to in such as way and that when they have calmed down you will be more than happy to talk to them about it. In the meanitme they can sit in a place where they are by themselves.
jessy - what if a student is a consistent talker? Do you repeatly ask them to please stop?
Emma - Jessy - is the talking disrupting your class? Is there a reason behind all of the talking? Take a good look at the situation in order to make an appropriate action. If the talking is disrupting others from learning, then you need to explain that to the student. From that point on you need to be consistent in your consequences.
Samantha - Jessy, The first time I give a nonverbal cue, a look maybe. Then I will make contact, such as a hand on the shoulder with a firm "Please stay quiet." If it still doesn't stop, I will say something to the child in front of the class. This to many is many chances, the next step is a "discipline slip" or loss of privelages.
jessy - samantha, what kind of loss of priveledges?
Samantha - Snack, recess, free time, etc.
jessy - i'm a highschool teacher, no snacks, recess, etc.
Samantha - If I taught High School, I would have the student eat in my room during lunch, not with his/her "buds"
JoS - With older students especially a hand on the shoulder could result in "Don't touch me" How do you handle that?
Bear - JoS- Apologize for invading their space and then respect it.
Shakespeare - I would suggest not touching older students at all, especially if you're a young teacher. A pat on the shoulder became "she was rubbing my back" during my student teaching.
Emma - JoS - I wouldn't touch older students unless you know that they will be responsive to it. A look should work or a shake of the head. If this doesn't work, then you need to tell the student quietly exactly what he/she is doing incorrectly and how they should be acting. It is important to ALWAYS be specific.
Squirt - Shakespeare--Are you a man? I feel that men are discriminated against in the education system. I hug the kids all the time, but when our male music teacher comes in and a child tries to hug him, he backs away and told me that he can lose his job.
Shakespeare - No, I'm female. However, even now people mistake me for a student. I had 5 invitations to the prom. I'm doomed when it comes to 16 year old boys... You just have to be careful....
liz/AK - jessy-I learned that sometimes a silent signal when the behavior first begins that help, without you saying stop constantly. It also allows the student to save face.
Katie - What happens when you have a student, you give them choices and they choose to do neither--I had this problem over the summer
Emma - They can't choose to do neither. You have set the choices and that's it.
Squirt - Katie!!! Perfect Question ! I have experienced that kind of obstinance too. When I ignored him, the child acted out violently and often had to be carried out kicking and screaming by other staff members
Katie - Squirt--exactly--but that is not the type of situation I like to get involved in
Emma - Squirt - I have had the same thing happen. In that instance, what else can you do? You need to contact the office and write up a discipline referral explaining what happened.
Island Girl - one of the choices needs to be in your control--do this or I'll do that
liz/AK - Were there consequences that the student would face when they made neither choice? In project achieve they say that no choice is a bad choice.
Christine - I really like to see the class involved in establishing the rules and the consequences... that way everything is organized BEFORE someone "continues to be a talker". I think that the students are more committed to following the rules when they are invested in them.
Joy - One of the rules I have posted is "No name calling, insults, or put-downs." After a while, if someone does say something, the others will say "Rule number 3!" They do begin to control what they say to each other in the classroom.
Emma - Joy - I have the same rule and call it "No Hunting". We can't hunt each other down and hurt each other with put-downs or teasing.
Kathleen - Isn't there a group promoting (nationally) a "no more taunting" campaign among older studetns?
Audrey Hepburn - Is it bad to feel overwhelmed by all this? Everyone I've ever met seems overjoyed about teaching. I love teaching...I'm scared of the kids
jessy - Audrey-what do you mean by scared?
Audrey Hepburn - Jessy> Disipline. Planning for all different developmental levels. The violence going on in the schools. I know not all kids are bad...but it still scares me.
Katie - Audrey---you sound like me, but I know that I need to learn more--it is overwhelming
liz/AK - Audrey-I know, I get like that too. However, I've got to tell myself that I'm the one in charge and I've got to find a way to keep these kids together without everything going to pieces.
Emma - Audrey - It isn't bad to feel overwhelmed, but you can't let your fear show. The students (especially older ones) will totally take advantage of you. Work hard at portraying an outward image of calm and being in control. You are confident in yourself as a teacher. The students will respond to that "aura".
KW - The kids are the lest of the worries! It's finding out about the new school, the new faculty, the principal, how things run, how you're to do your plans, where to take the kids for special class, all that stuff. I was nervous about the kids too. Now that I have had them a week, it is a piece of cake! I NEVER though I would ever say that.
Katie - Well , KW, again, that gives me confidence, my first day is Aug. 30
JoS - What about the chronic "do-nothing"? How do you handle them?
Bear - JoS- Find out what they are interested in and encourage that.
Emma - JoS - That can be a real challenge. Try to find what motivates them. What do they love? Cars, drawing, computers, etc. Take that and work it in wherever you can.
liz/AK - JoS-I"ve read that when you have the chronic "do nothings" you have to look at why they are doing that. If they are avoiding failure, then you need to give them somethings that will build their self-confidence and allow them to feel competent and capable at learning.
jessy - Does anyone factor participation into the marking period grade?
Michelle - jessy yes..i plan to give students 1 point a day for participation and 0 if they dont...then i take the points and add them to the total of their grades before averaging...so it helps the ones who participate
Emma - Oh, everyone, I feel so bad, but I have to log off early. If anyone ever needs to talk about this topic, or wants to ask more questions later, you can use our Mentor services on BEGINNING TEACHER'S TOOL BOX at http://www.inspiringteachers.com. I'll talk to you all later.
Bear - Bye Emma and thankyou!
liz/AK - On the email rings, all I've been reading about is model, model, model. When it comes to anything in the classroom, I keep seeing that modelling what you want them to do is a really good thing.
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