Thanks for the feedback, but, with all due respect, I have never
exploded with my kids. I HAVE given them the lecture on behavior,
but the problem is that, unlike, say, seatwork, I don't expect labs
to be ultra-quiet. In my mind, they shouldn't be. So, the problem
really is one of teaching them what the proper volume level should
be....somewhere above a whisper, but less than loud.

I LOVE the idea of using music...I saw my kids' Montessori
kindergarten teacher use this technique. Her rule was that, if the
kids couldn't hear the music, then they were talking too loudly.
You've never seen a quieter kindergarten class in your life.

I actually thought of trying this with my kids, and mentioned it to
my Principal, but he was ADAMANTLY against the idea, because, he
says, it is distracting to auditory learners (playing music in the
background). So I can't really go against his direction....

Steve, did you teach a science course with labs? I'm just curious
if you used the strategy you're recommending (i.e. having the
disruptive kids take notes...) I have given kids detentions for
bad behavior, but maybe I just need to be more consistent?

The thing is, the way my room is set up, I don't really have a way
to separate the bad behavior kids from the lab groups. I just
don't have the room.

- JM

On 10/22/09, Steve wrote:
>
> I think that I can predict something with a reasonable amount of
> accuracy. You've tried asking them to get quiet only to allow the
> noise to return until you get angry and explode. You get visibly
> aggravated and then go into a lecture about behavior. You repeat
> this process and the student don't take you seriously. Am I
right?
>
> The problem is solved by calming yourself down and getting
> assertive with your expectations. Put a smile on your face, tell
> they how it's going to be and then do it. You can accomplish this
> easily and without emotion. You can provide a better atmosphere
> for the students to learn and they will take you seriously. Don't
> give them control of the situation.
>
> Set a strict policy on speaking above a whisper and then stick to
> it. Make the policy your main agenda for the class. Let the
> students know that they can either work quietly or be separated to
> the edge of the room to take notes on what the others are doing.
> The notes then go home and are returned in the form of a 3 page
> paper describing the lab, signed by the parent. Only give them
> partial credit. Make it their choice through their behavior. If
> they continue disrupting class when you separate them, send them
> on to the principal for disrespectful behavior. Don't mess with
> poor behavior. If you do, it will rule your class and you won't
> get anything done. If your students are some of the brighter
> students in the school, they will do what you ask and avoid the
> alternative.
>
> For those who repeat the problem, call or email the parent and
> stress that your expectations are not optional and that Johnny is
> risking his grade when he refused to meet this reasonable
> expectation. Be nice and show value for the student. No
> detentions necessary.
>
> I promise you that two students with this plan will cure the
> problem and the rest of the students will respect you for it.
> Your word now means something and when you ask for them to get
> quiet, they will. Keep this policy in place and your problem is
> solved each time a student needs a reminder. The students that
> you separate will still be there to learn and a partial grade for
> one day will not destroy their GPA.
>
> One key to making this work well is to stay on top of the noise
> level 100% of the time and stick to your word. Don't ever allow
> the majority of the students to break the rule or you're right
> back where you started. Make your expectation your focus or it
> won't be an expectation. If you need to remind them with a
> warning, follow through with the separation on the next student to
> act up. This puts you in control of the situation and keeps the
> problem out of the principal's office. The students are focused
> and you are doing what you are supposed to do-teach.
>
> Steve

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