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Consequences for Pullout?

by Victoria

Jul 23, 2009

Ok, I have my first year under my belt and have been doing some evaluating to see where I need to strengthen myself, my classes, and my program.

Quick stats: I teach at a small elementary and middle school. I have 46 students in my classes for the upcoming year between the grades of 2nd thru 8th. Before that, I taught 4th grade for 4 years. I have to work with a pullout program and I serve my children for about 1 hour a day (one elem. comes for 75 minutes most days and misses Wednesdays).

I'm going to be implementing principles from Capturing Kids' Hearts with all of my classes, but I still need to have a set list of posted consequences in the rooms. I had a hard time finding the right balance last year with discipline in the gifted classroom. In my regular classroom, I had classroom management pretty well taken care of...but with gifted, it has become a different kettle of fish altogether.

What do you use as consequences? I want them to be meaningful and re...See More

Mr. Ed/7th Gifted SS/GA re: On 7/23/09, Victoria wrote:

Victoria, I have a statement on my wall, above my whiteboard in front of the room that states, "STUDENTS HAVE A RIGHT TO LEARN. TEACHERS HAVE A RIGHT TO TEACH!" At the beginning of the school year, keeping in mind that I have 7th grade students who should already be aware of the school rules, I emphasize th...See Morere: On 7/23/09, Victoria wrote:

Victoria, I have a statement on my wall, above my whiteboard in front of the room that states, "STUDENTS HAVE A RIGHT TO LEARN. TEACHERS HAVE A RIGHT TO TEACH!" At the beginning of the school year, keeping in mind that I have 7th grade students who should already be aware of the school rules, I emphasize that I only have two rules in my class regarding behavior, the two statements above the whiteboard. If I ever observe a student breaking one of the rules I call them up and explain how they are keeping others from learning or how they are keeping me from teaching. I tell them a continuation of the behavior will result in action on my part. My action can be calling a parent, a private conference with the student, a conference with the student and parent, or administrative referral, in sequence unless it is a serious behavior.

I feel it is important, especially with gifted students, to make everything individual. These students are different, and they deserve different treatment. They are not always the easiest to get through to, but they thrive on individual attention. Make everything personal, whether it be positive or negative, and the results will come.

I read a book, which I can't name at the moment, a few years ago that recommended another novel approach. The author advised taking the student out of the classroom for a few minutes, making a point of walking past the student withour any comment no looking at the student and returning to the room for a couple more minutes, then going to talk with the student about the behavior. He recommended telling the student that you were considering calling the parent, and telling the student that the behavior was unacceptable in the classroom. Then he had the student return to the room. That night, the author would not call the parent unless it was something really serious. The next day, at the beginning of the class he recommended telling the student that you did not feel it was necessary to get the student's parents involved, but that you hoped the behavior would not continue. By doing this, you individualize the problem and give the student a break, making a bond of trust between the student and yourself. I have used this countless times, and it really works. Give it a try.

Jul 23, 2009

GT Teacher I had classroom management pretty well taken > care of...but with gifted, it has become a different kettle > of fish altogether.

True. > > What do you use as consequences? I want them to be > meaningful and relatable to whatever the action was. The > things that stand out in my mind from last year are a) name- > callin...See MoreI had classroom management pretty well taken > care of...but with gifted, it has become a different kettle > of fish altogether.

True. > > What do you use as consequences? I want them to be > meaningful and relatable to whatever the action was. The > things that stand out in my mind from last year are a) name- > calling/downgrading other students, b) provoking other > students and not respecting boundaries, c) refusal to work > with team/on the selected project, and d) anger issues that > spiraled out and the student did things out due to his > anger (ie. slamming doors deliberately and other things > along this line).

These are gifted kids - these kids should grow up to be leaders and problem-solvers. Start now. Consequences strongly suggests to them that it's ok to do what they did so long as they're willing to pay the price. 'Do the crime, pay the time." is a ridiculous message sent out by our District Attorney's office. The consequence should be - figure out why you did this and tell me how you'll get yourself Not to do this the next time. Why was this wrong? How does this serve the community of our classroom? (it doesn't)

And then they need to make some restitution - they need to solve the problem. Who is the aggrieved party (ies)? Especially on the anger issues - they need to manage their anger and recognize their touchpoints along the way before it gets to slamming doors.

When the aggrieved party(ies) come to you and say "we've worked this out. Henry apologized and explained how hurt he was feeling. Henry says next time he'll speak up before he storms off the project and next time I'll be a better listener." Then you know your system's working well and they're learning valuable life skills and not just sitting in a corner consequencing or wiping down the board instead of out at recess.

The classroom is a community and can be a happy one if we all work together to make it so. The worst consequence is that we've had a lousy day and the place is rife with festering feelings - and you don't legislate that consequence. It's a natural consequence that comes from them not doing the right thing. Good luck.

I don't want to give the impression that > these are everyday occurences or anything--mostly days were > calm and productive. But for those times when things do > happen that go beyond the acceptable range, I would like a > set of consequences ready to go. > > Thank you!

Jul 23, 2009

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