Another point to being creative with the bucket idea. Let's say the
kids DO make fun of the bucket idea. How exactly do they make fun of
it? They interrupt class with sarcastic verbal commentary, which should
be something that you stop dead in it's tracks. "I only answer to a
raised hand. Please raise you hand first."

Then you say, "Are comments like these adding to your bucket or taking
away? Don't answer me with words. Answer me with your actions. If we
are going to have a great experience in this class, everyone will need
to add to the bucket in a positive way." It's hard to argue with this
calm and assertive logic. Most of the kids will be motivated by the way
you take charge. The logic in the argument just adds common ground for
you and the students. There's no need for punishment when you use this
type of motivation.

Steve

On 11/07/09, Steve wrote:
>
> I do wait for the eye contact. I normally have classes of 70+
> students (band). I scan the room and wait until everyone is looking.
> If they are looking at me then there's little else they can be
> doing. As I teach, I constantly redirect to this. Eventually, with
> both of these routines, the students will begin to make it their
> routine. It does take some time. The key to making it sticky is to
> be consistent in what you expect and don't break your own rule.
>
> It helps to use a metaphor occasionally to reinforce what you expect.
> Kids love stories and images. I've posed one below that I just
> posted on another thread. Try this out at the beginning of class and
> then constantly ask the question at the end of the metaphor as you
> redirect. A metaphor is powerful and you won't recognize the class
> after you create the image in their minds.
>
> As the weeks go on, you can refer to the bucket to bring back the
> idea. I use many of these metaphors with my classes. The story of
> Sisyphus rolling the rock up the hill is another. It's a Greek myth
> and can help you illustrate learning something one day and then
> having to relearn it the next.
>
> I use another one called the consistency principle. The consistency
> principle states that all people want to be seen as consistent. Ask
> the students to place themselves in your position. Imagine what
> expectations they would have if they were the teacher needing to
> teach the class. Then ask them to remain consistent with these
> expectations. It's like a magic trick and gets them to empathize
> with you. The fact that you made them believe in being consistent
> sets up the expectation that they should. You can then just keep on
> asking them if they are being consistent with what they would expect
> for the class.
>
> One caution. If the students make fun of the metaphor, they are most
> likely reacting to previous bias you have shown in the class. They
> will try and get you to react as usual. Just remain calm and smile.
> Keep your head and stick to logic and don't argue. If they already
> have ground to stand against you, then you will need to work over
> time to get rid of attitude. Developing a proper relationship with
> them is the only way to make it happen.
>
> Anyway, here's the latest metaphor I've come across. I plan to use
> it Monday.
>
> There's a book by Tom Rath called, How Full is Your Bucket.
> The idea goes like this.
>
> “How full is your bucket?”
>
> The metaphor of the bucket and the dipper.
>
> Everyone carries around a metaphorical bucket which represents how
> you feel from moment to moment. The bucket stores your positive and
> negative emotions. You also have a dipper that you use to fill or
> empty you bucket.
>
> When your bucket is full, you feel great. You’re the life of the
> party. You feel good about yourself and you are helpful to others.
> People like you and success is all around you.
>
> When your bucket is empty, you feel the opposite. You feel
> horrible and seem to have trouble everywhere you go.
>
> Along with your bucket, you also carry around a dipper. The dipper
> is your ability to fill the bucket or empty the bucket. The positive
> things you do in life fill your bucket and the negative things you do
> take away from your bucket.
>
> You have the choice between the two actions.
>
> Every interaction you have in life will either fill your bucket or
> take away from your bucket. You also have the ability to add or take
> away from another person's bucket.
>
> My question for the students is this: How will your actions today in
> this class contribute or take away from your bucket?
>
>
> Steve
>
>
> On 11/07/09, DL wrote:
>> Sorry to hijack the post, but you answer my help the OP as well.
>> When asking for eye contact, do you demand it and wait until
>> everyone has their eyes on you before you start speaking, or do
>> you go on with the lesson, redirecting people as you go?
>>
>> As far as hand raising is concerned, I find myself redirecting
>> students on that daily. Is simply not allowing students to speak
>> to me without first raising their hand without saying anything
>> and waiting to be called on enough, or is there something else
>> that needs to be done to make the procedure stick?
>>
>>
>>
>> On 11/05/09, Steve wrote:
>>>> I would think it is just me, but all special teachers (art,
>>>> music, PE, computer lab, reading specialists) have problems
>>>> with them too.
>>>> If any one can give me some direction, I'd appreciate it.
>>>> This is my 21st year, so I do have some experience under my
>>>> belt, but none of the tricks I pull out work for more than
>>>> a couple of days.
>>>> Please, I'm begging. My health and job are at stake.
>>>
>>> Wow. What a challenge.
>>>
>>> First rule for yourself is to remain calm and assertive at all
>>> times. Take you bias away completely. No anger, condescension
>>> or emotion. You need to disappear for this to be effective.
>>> If you have bias then the student will stand against you and
>>> ignore you.
>>>
>>> Second, create contest and be very specific. When you want
>>> something to change, ask and then create reasons why. Answer
>>> the question, "What's in if for me." Think as the other should
>>> be thinking.
>>>
>>> I can only say what I would do. It sounds like you may need to
>>> develop rules of conversation. After you do what I said above,
>>> I would take a step back form the content of the class for a
>>> few days an practice one thing at a time. First up would be
>>> conversation.
>>>
>>> The rules below are not for the students. They are for you.
>>> Don't tell them the rules. Use you actions to tell them the
>>> rules and always ask for what you want without bias.
>>>
>>> Rule one is that you speak and nobody else does without raising
>>> a hand. Remember not to say it that way. Ask. Don't tell
>>> them. Ask, it's important. Treat them as you would your
>>> pastor. Get a topic to talk about that is fun and practice
>>> this for some time. If someone speaks out, redirect to a
>>> raised hand. You will need to redirect many times. Don't get
>>> mad or angry, just keep with it and remind them of the rule.
>>> This rule is for you so don't break it by giving in even once.
>>> Calm and assertive.
>>>
>>> Rule two is to make eye contact. Direct students to make eye
>>> contact with you always. Demand it and redirect anytime you
>>> see anyone looking anywhere else. Make sure you have something
>>> interesting to say to keep their attention. If they are
>>> working on something themselves, the rule is that they do not
>>> talk and they work and stay to themselves. You must be there
>>> to scan the room and move around all the time. Don't sit at
>>> your desk and look at email. That won't work and you will be
>>> right back where you started.
>>>
>>> Rule three is for you as well. Use silence and don't say
>>> anything. Look at them as they look at you. Scan the room
>>> occasionally and make sure they are doing rule one and two as
>>> you pause for a moment of silence (5 seconds).
>>>
>>> Rule four: Constantly create context when there is a problem.
>>> Ask, positive, negative, positive. "Please make sure you make
>>> eye contact with me. This will ensure that you are paying
>>> attention and get the most from the class. If you choose to
>>> look away then you take the chance on receiving a consequence.
>>> If you look at my rugged good looks (humor is good) then
>>> everyone will be happy and the class will be very interesting."
>>> This is generic but you get the point.
>>>
>>> Use these four rules when you teach and make the four rules
>>> your goal and not the lesson. Focus on these as your own rules.
>>>
>>> Let me know how this works if you choose to try it. Talk to me
>>> one week later and I bet the class will be behaving. Just
>>> don't use anger or bias in any way. Smile on your face and be
>>> the one in charge, despite what they do. You already know that
>>> the class is made up of some difficult cases so accept that
>>> part. Deal with them where they are each day and make one
>>> improvement at a time, mostly in your routines. I've said this
>>> many times. No problem you face in the classroom is so band
>>> that it cannot be solved by simply changing your approach.
>>>
>>> On the topic of the girl that gets picked on. You should
>>> report that every time to the principal and parents and
>>> document everything. It's bullying and should not be tolerated
>>> ever. Notice it each time and send it to the principal and
>>> parents. That's due process and saves you trouble in the end.
>>> If it happens once on your watch then it's understandable. If
>>> it happens often then it's an issue with your supervision of
>>> the classroom. That's not easy to hear but it's the teachers
>>> job to stop it cold, every time it happens.
>>>
>>> Steve

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