Re: Classroom Management
Posted by great idea! on 5/06/08
"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 love this... plan on using it tomorrow on the "crazy" class. On 5/03/08, ~connie wrote:
> 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!
>
Posts on this thread, including this one
- Classroom Management, 5/02/08, by Susannah.
- Re: Classroom Management, 5/03/08, by ~connie.
- Re: Classroom Management, 5/06/08, by great idea!.
- Re: Classroom Management, 5/07/08, by Darren.
- Re: Classroom Management, 5/10/08, by Ryan.
- Re: Classroom Management, 5/13/08, by Dina.
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