Susannah, I teach 7/8, buy my mom is a veteran teacher of
the primary grades and we talk A LOT about classroom
management stuff. Pre-2 aren't that different from junior
high students--LOL!
I'll share a few ideas below, and hopefully it's not
something you've already tried.
~connie
On 5/02/08, Susannah wrote:
> have one student who is ADHD and on medication and is also
> very immature. He whines and has temper tantrums when
> things don't go his way. He will actually whine and then
> put his head in his hands and sit there unless I talk to
> him and make him sit up or do his work.
Depending on the situation, there are a couple of things I'd
try.
1) I'd say, "I can't stop you from whining, but it's
interfering with the learning in the classroom--would you
rather whine in the hall, in the principal's office, or in
the resource room (or maybe you have a timeout room)?"
2) Say, "I noticed that you're whining is interferring with
doing the assignment. It's okay if you don't do your work
now, because there will be time at recess or during music or
free time--which one seems best to you---now, recess, music,
or free time?"
There is another
> boy in my class whose parents are going through a nasty
> divorce. This child is a nervous wreck and can't stay
> still for a second. He can't have a conversation without
> walking around the room or wiggling or just moving.
This really tweaks at my heart, 'cuz my kids went through
this in the elementary grades, and I wouldn't be surprised
if they exhibited some of the same behaviors. He probably
feels totally unsafe and insecure right now, and very little
learning can take place when the brain is in that state. If
I were in your shoes, I'd do my best to make the classroom a
safe haven for him and hopefully some the disruptive
behaviors would "fade" with time.
> Another student is an only child and he is very spoiled.
> He talks when we're in circle and gets up when he feels
> like it. When I reprimand or correct him he says I hate
> him and like the rest of the class but not him. He is very
> manipulative.
Ugh. The whole thing about saying you hate him is DEFINITELY
manipulative--pretty savvy for first grade!
1) I would give objective feedback that doesn't single him
out--this works like magic! It feels weird when you first
try it, but it is one the easiest ways for me get kids on
track. "14 out of 18 of you are giving me your full
attention right now." "Almost all of you are seated where
you're supposed to be." "20 out of 27 of you are reading
quietly."
2) The other technique is to get the class to rate
themselves on a scale of 1-5, using their hands with 5 being
excellent. For example, "I need everyone to rate the class
on how well we're doing in cirle time right now--all five
fingers up means that everyone is doing what they're
supposed to do right now." You'll likely see some 3s and
4s. Call on those students to explain. Once the students
get the hang of rating the class, they can rate themselves
personally. I've found that kids are really candid about
this, and within just a few seconds they are back on task.
I use both types of rating A LOT at the beginning of the
school year when I'm teaching procedures.
Another boy in my class is being tested for
> a learning disability. He is very young and is very
> impressionable. Unfortunately, he is impressed with the
> negative behavior and tries to copy what he sees. He will
> do anything for attention. He is not able to keep up with
> the other students and gets frustrated and acts out
> because of it. He thinks if he can do silly things he can
> get the other students attention off of learning and on
> him.
I would use a goal-setting program for him... When he goes X
amount of time without any attention-seeking behaviors he
earns a treat for the Whole Class. Part of the agreement is
that you and he keep the goal-setting a secret until he
earns the treat and then you announce how he has earned a
treat for the class. Start small and build up.
My last student is a very aggressive child. he has
> been through 3 schools before he came to my school. He
> has been in my class now for 2 months and has an IEP. He
> runs from anything academic even though I break down
> assignments for him. He used to climb on furniture and I
> had to call my administrators to come remove him from my
> room. He has been in In School Suspension now three
> times.
Aiy Yi Yi! What is his IEP? By any chance is he
Oppositional/Defiant? It sounds like the classroom does not
meet the "least restrictive environment," since his learning
is being disrupted by his wild behaviors. Least restrictive
for him might be the resource room instead of the regular
classroom... This is a tough one.
Hope this helps!
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