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Re: When a teacher says their kids are good but chatty = rea
Posted by Eunice Brooks on 5/09/08


    A teacher who subs in a variety of classes and levels over time
    has more depth in classroom management skills and doesn't really
    fall prey to the classroom antics you suggest.

    On 5/09/08, Elyssa wrote:
    >
    > The problem is, a substitute has no idea what the teacher
    > means by such a comment, and if he or she tries to institute a
    > definition of what is "disruptive" versus "chatty," most likely
    > she will hear "But the TEACHER lets us do it!" and things will
    > go downhill from there.
    >
    > Elyssa
    >
    > On 5/09/08, Eunice Brooks wrote:
    >> On 5/09/08, Anne wrote:
    >>> I have subbed for several teachers now who in the sub notes
    >>> say their kids are "good but talkative or chatty". I am
    >>> starting to wonder if this may be code for "bratty and
    >>> loud" instead though. :) What are your thoughts on this?
    >>
    >>
    >> I have subbed for 24 years in a school district in Southern
    >> Arizona. The schools are filled with "chatty" students.
    >> Many are mono-lingual and bilingual Spanish speakers. They
    >> talk to each other constantly in Spanish and English,
    >> decifering lessons, passing on information, translating
    >> informally for those teachers who aren't Spanish speakers.
    >>
    >> It is quite a phenomena. This system is also effective and
    >> useful to the students and the teachers. The behavior
    >> problems are not disguised within this system. They stick
    >> out here as well as anywhere else. When students are having
    >> random conversations on class time when they should be
    >> focused, there is a problem and it needs to be addressed when
    >> it happens.
    >>
    >> I have seen many superior students evolve from this system of
    >> codes and double lingual speak. I have also seen students
    >> removed from the classroom for disruptive behavior and being
    >> off task. It is up to the teacher to control the classroom
    >> environment and that authority passes to the substitute. Be
    >> clear on the behaviors in your classroom that contribute to
    >> the learning process, be just as clear on the behaviors that
    >> do not contribute to it.

     
     

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