However, I have a serious problem giving a grade of 50 to a student that has not completed any work, a scenario that has unfortunately happened more than once. To my way of thinking, in order to earn a grade of 50 - a student would either have had to complete 50% of the work with grades of 100, or done 100% of the work, with grades of 50, or some combination of the two. Giving a grade of 50 to a student who has done NO work, bothers me. It also leads to grade inflation, with report card grades not reflecting what students actually earn.
I think that students should receive the grades that they earn. In order to not discourage them, if they show significant improvement in subsequent quarters - the failing quarterly grades would then be elevated to a 50. For example, if a student fails the 1st quarter, but passes the remaining quarters - then the 1st quarter failing grade would be replaced with the 50. If the student doesn't take the steps to improve, then the original failing grade would remain, thereby the report card grades would more closely reflect grades actually earned.
What do you think about this? I'm interested in hearing your thoughts.
On 3/06/11, Michelle F. wrote: > In my district, we are not allowed to report a quarterly > grade of less than 50, no matter what grade the student > earned for that quarter. I understand that this policy > stems from a desire to not dishearten the student from > trying to improve. The student may believe that he or she > does not stand a chance to pass the course due to one or > two failing quarterly grades and, therefore, would give up > trying. > > However, I have a serious problem giving a grade of 50 to a > student that has not completed any work, a scenario that > has unfortunately happened more than once. To my way of > thinking, in order to earn a grade of 50 - a student would > either have had to complete 50% of the work with grades of > 100, or done 100% of the work, with grades of 50, or some > combination of the two. Giving a grade of 50 to a student > who has done NO work, bothers me. It also leads to grade > inflation, with report card grades not reflecting what > students actually earn. > > I think that students should receive the grades that they > earn. In order to not discourage them, if they show > significant improvement in subsequent quarters - the > failing quarterly grades would then be elevated to a 50. > For example, if a student fails the 1st quarter, but passes > the remaining quarters - then the 1st quarter failing grade > would be replaced with the 50. If the student doesn't take > the steps to improve, then the original failing grade would > remain, thereby the report card grades would more closely > reflect grades actually earned. > > What do you think about this? I'm interested in hearing > your thoughts.
Robin l FillionIt's pretty obvious that these studentes want to be out of the classroom and every time you send them out, you are reinforcing the behaviors. He's being rewarding for the bad behavior by getting to leave the classroom. Think about it. You've got to find a way to ignore the problem behavior, or find a different consequence.On 3/19/11, Prof. Howard S...See MoreIt's pretty obvious that these studentes want to be out of the classroom and every time you send them out, you are reinforcing the behaviors. He's being rewarding for the bad behavior by getting to leave the classroom. Think about it. You've got to find a way to ignore the problem behavior, or find a different consequence.On 3/19/11, Prof. Howard Seeman wrote: > On 3/14/11, md wrote: >> I am looking for advice about students who are not afraid >> of going to the office. I have a student who is often a >> behavior issue. The problem is that he doesn't fear the >> office because sending him there very rarely ends in any >> sort of repercussion for him. He will often act up and >> then ask if I will send him to the office. He doesn't want >> to try, and I think is worried that the work will be hard >> so he looks for an escape. >> >> By the way, calling home has been no help either. > > Best to call in a third party as late as possible in a system > of warnings with consequences. Thus, going to the office > should be late in your system of graduated warnings each with > a consequence. If they reach: "go to the office" as the > warning, send them there with hopefully a form: Office > Referral, that outlines the previous offenses and why they > have been sent. The Office where they go needs to be an > isoation, be boring, even where they must do a worksheet that > is not fun, before they go back. This Office referral needs > to be uncomfortable. > And I have a lot of suggestions on designing a system of > warnings with graduated consequences. > It is hard to explain more on just email about this. I have > written a whole book and made a training video on these > problems: > The book and Training Video: PREVENTING Classroom Discipline > Problems > > If you can get this book and video: [they are in some > libraries, so you don't have to buy them] email me and I can > refer you to the sections of the book and video [that > demonstrates the effective vs. the ineffective teacher] that > can help you. > > > If your library does not have them, you can get them at: > > [link removed]
I agree that going to the office should be late in the list of alternatives and that it should carry a hefty sense of trepidation. Why else would anyone change? I am fortunat to work in an environment with strong discipline and expectations for behavior are clear and enforced both with praise and with negative consequence.
On 3/19/11, Prof. Howard Seeman wrote: > On 3/14/11, md wrote: >> I am looking for advice about students who are not afraid >> of going to the office. I have a student who is often a >> behavior issue. The problem is that he doesn't fear the >> office because sending him there very rarely ends in any >> sort of repercussion for him. He will often act up and >> then ask if I will send him to the office. He doesn't want >> to try, and I think is worried that the work will be hard >> so he looks for an escape. >> >> By the way, calling home has been no help either. > > Best to call in a third party as late as possible in a system > of warnings with consequences. Thus, going to the office > should be late in your system of graduated warnings each with > a consequence. If they reach: "go to the office" as the > warning, send them there with hopefully a form: Office > Referral, that outlines the previous offenses and why they > have been sent. The Office where they go needs to be an > isoation, be boring, even where they must do a worksheet that > is not fun, before they go back. This Office referral needs > to be uncomfortable. > And I have a lot of suggestions on designing a system of > warnings with graduated consequences. > It is hard to explain more on just email about this. I have > written a whole book and made a training video on these > problems: > The book and Training Video: PREVENTING Classroom Discipline > Problems > > If you can get this book and video: [they are in some > libraries, so you don't have to buy them] email me and I can > refer you to the sections of the book and video [that > demonstrates the effective vs. the ineffective teacher] that > can help you. > > > If your library does not have them, you can get them at: > > [link removed]
If you don't have a system in place - or if you want to try something different either now or for next year, you may want to check out my classroom management system that enhances the positives in your room.
It's basically a classroom currency "Class Cash" and students earn cash for the behaviors that you want to see.
Everything is explained in the document - there are class cash templates so that you could start this program tomorrow if you wanted, ideas for rewards etc.
It can be a draining time of year and this system really helps you to focus on all of the positives that you see every day in your room.
I am in grad school for an MAT and right now we are studying classroom management. While reading the chapter on the topic, something said in the 'fighting' segment confused me. The book instructs that if students begin to engage in fighting the teacher should not physically intervene, sternly command the students to stop while relating consequences for their actions and ask another student to go and alert another adult. My question is do any of these strategies really work? They don't sound effective. I remember in grade school fights were usually broken up by students so...I don't see how teachers can be effective following these rules. Like, what would be the point of asking a student to get another teacher if that teacher is also unable to physically intervene or do anything but what the original teacher has already done? I was just wondering, do these strategies really work or do teachers resort to other methods to break up fights? Thank you
Prof. Howard SeemanOn 3/17/11, Brandi wrote: > Hello, > > I am in grad school for an MAT and right now we are studying > classroom management. While reading the chapter on the > topic, something said in the 'fighting' segment confused me. > The book instructs that if students begin to engage in > fighting the teacher should not physically interve...See MoreOn 3/17/11, Brandi wrote: > Hello, > > I am in grad school for an MAT and right now we are studying > classroom management. While reading the chapter on the > topic, something said in the 'fighting' segment confused me. > The book instructs that if students begin to engage in > fighting the teacher should not physically intervene, > sternly command the students to stop while relating > consequences for their actions and ask another student to go > and alert another adult. My question is do any of these > strategies really work? They don't sound effective. I > remember in grade school fights were usually broken up by > students so...I don't see how teachers can be effective > following these rules. Like, what would be the point of > asking a student to get another teacher if that teacher is > also unable to physically intervene or do anything but what > the original teacher has already done? I was just wondering, > do these strategies really work or do teachers resort to > other methods to break up fights? > Thank you
Best to not try to stop a fight by yourself. If you can get another teacher to help, each of you separate each fighter. It is not worth much to try to get to the bottom of who started the fight. The "cause" may go back many days/weeks, and the simmering to fight is often ambiguous. Best to have warnings and consequences for both in the fight, regardless of trying to figure out who "started" it. Of course, you can also teach conflict resloution. It is hard to explain more on just email about this. I have written a whole book and made a training video on these problems: The book and Training Video: PREVENTING Classroom Discipline Problems
If you can get this book and video: [they are in some libraries, so you don't have to buy them] email me and I can refer you to the sections of the book and video [that demonstrates the effective vs. the ineffective teacher] that can help you.
If your library does not have them, you can get them at:
[link removed]
that are also used in my online course: [link removed]
where I also offer individual tutorials on these issues. See: Reviews at: [link removed]
If you cannot get the book or video, email me anyway, and I will try to help more.
Best regards,
Howard
Howard Seeman, Ph.D. Professor Emeritus, City Univ. of New York
NikOn 3/17/11, Brandi wrote: > Hello, > > I am in grad school for an MAT and right now we are studying > classroom management. While reading the chapter on the > topic, something said in the 'fighting' segment confused me. > The book instructs that if students begin to engage in > fighting the teacher should not physically interve...See MoreOn 3/17/11, Brandi wrote: > Hello, > > I am in grad school for an MAT and right now we are studying > classroom management. While reading the chapter on the > topic, something said in the 'fighting' segment confused me. > The book instructs that if students begin to engage in > fighting the teacher should not physically intervene, > sternly command the students to stop while relating > consequences for their actions and ask another student to go > and alert another adult. My question is do any of these > strategies really work? They don't sound effective. I > remember in grade school fights were usually broken up by > students so...I don't see how teachers can be effective > following these rules. Like, what would be the point of > asking a student to get another teacher if that teacher is > also unable to physically intervene or do anything but what > the original teacher has already done? I was just wondering, > do these strategies really work or do teachers resort to > other methods to break up fights? > Thank you Ok....You have to stop the fight before it starts...Once the first punch is thrown the students both face consequences. We are proactive at my school and provide students with information on how to deal with tough problems without fighting.If a fight occurs I don't try to physically stop the fight(but I'm a small person,the kids are often bigger than me). I alert the office and usually someone around me who is larger will break up the fight.
I was looking for any interesting ideas for a classroom token economy or any unique ideas for positive reinforcement. Any help will be greatly appreciated!! Thank you!
I had a heterogeneous classroom with students that did not speak English well and by providing visuals that apply to the lesson, I found that all the students were interested in the lesson, and the visuals provided the anchors the ESL students needed as well.
Donna K.
On 3/19/11, Chrissy wrote: > I am studing to become an elementary school teacher, > hopefully a ESL teacher. One concern I have is that I am > worried that in a heterogeneous ESL class, with children > speaking both English and Spanish, the children will lose > interest when working on the native language. Does anyone > have any tips or strategies to ensure that both groupd will > be enganged in my class? > > Thanks!
When you ask them why this happens, what do they say? I think they'd be the better source of information on this - particularly as you have a good relationship with them.
But from my experience when my class gives a sub a rough time - it's never the class and it's usually a very few. It's in fact usually just one and that's the touchiest kid in the room and the sub comes in too heavy-handed. The touchy kid is already nervous because without me the touchy kid can't hold it together - he (it's often a he) and I have worked together for a while, we understand each other, he's comfortable in the room and knows he's 'touchy' but he can hold it together because we've worked it out - he's allowed to be a bit of himself in my room but not over the edge. I don't mind that he's touchy, we have a comfortable working relationship and he looks forward to my class and then - I'm not there. (though I Always tell me classes I'm going to be out when I know in advance)
He can't help himself - it's in his genes or something - his personality comes out immediately. It can even be in his reaction to seeing the sub - though I've told them I will be out and may have even said something to this one student in particular as in "John, keep a grip on yourself tomorrow. Do not battle with the sub."
But he eyeballs the sub and with surprise - or dismay - just because it is a sub (he's had run ins with subs since he was in K...) and he's discomfited. His needs will not be met that day - it's very difficult for any sub to be kid-skilled enough to manage "John". Subs tend to have a bit of a chip their shoulder from the get-go.
The sub calls out names for attendance and calls out "John Smith" and he doesn't answer or he answers "Present" when every other kid said "Here" and so distinguishes himself to the sub in that way. The sub doesn't smile at the "Present" and that upsets John - it shouldn't but it does because John's touchy.
It's downhill from there. The sub can and over does overreact - that divides the class between those who absolutely hate John to begin with - they're on the sub's side - and those who think the sub overreacted and shouldn't - they're not on John's side but they're not on the sub's side either. The community of the classroom that I've worked since Day 1 to build has been shattered and in the first five minutes of class.
Then rather than try to keep things moving with a pleasant briksness, no fights, no egos the sub starts blustering - with a wounded ego to boot and blustering is no way to manage any class or John.
I guess what I'm saying is - classroom management is a delicate thing and the dynamics of a class require more than our best lesson plans left behind. It's yet one more reason why I try to leave an interesting video to watch.
PS - sometimes our classes actually like our teaching style - they can miss us when we're gone and that goes into the mix as well. Subbed classrooms can be a bundle of mixed feelings.
> I teach a class that requires me to take several field > trips throughout the school year. This means that I leave > my other classes in the care of a sub. I always leave > adequate work for the class and thorough instructions for > the covering teacher. I have a large biology class of 3 > students who at times can be a bit too much to handle. As > their teacher I feel respected and do not have to > discipline students very often because of disrespectful > behavior. Recently I was on a trip and the covering > teacher told me that the class was unbelievably rude and > disrespectful. This isn't the first time this has > happened. I've addressed the class about this before. Why > does this keep happening? Does anyone have suggestions? > Does this happen to you? > Thanks!
In a new classroom or school, I would ask the principal or assistant to stop by to see how I was doing. If they stopped by early in the day, the students would pass the word - we were being checked.
As a teacher using a sub, I would clearly let my students know that the sub represented me, and infractions by students would earn not only my ire, but also that of the principal.
If I assigned work for that day, it would very definitely be graded and count! Somehow that seemed to motivate students to work. I encouraged the sub (on his/her instructions) to act as a tutor while the students worked. Seeing the sub as a tutor/teacher instead of a babysitter seems to work better.
I wanted my students and my subs to have a great experience together.
The Kid WhispererOn 8/05/11, Zodea wrote: > I am personally not a fan of ignoring mild behaviors. I don't > think you have to make a big deal out of those behaviors but I > do think you need to nip them in the bud. A simple "no talking > while I'm talking" is acceptable. Or "it's time to work > quietly not talk to your friend" seems perfectly justifi...See MoreOn 8/05/11, Zodea wrote: > I am personally not a fan of ignoring mild behaviors. I don't > think you have to make a big deal out of those behaviors but I > do think you need to nip them in the bud. A simple "no talking > while I'm talking" is acceptable. Or "it's time to work > quietly not talk to your friend" seems perfectly justifiable. > > Why do I feel this way? As a new teacher you finally get a > chance to teach. Most of the kids are quiet except for too > "good" kids in the back who are whispering so softly they are > not interrupting anyone else. > > So, you ignore it and get your teaching done. The next day a > few more students begin to whisper. Again nothing that is > causing a major problem. A few day after that, everyone is > talking, the whispers become a dull roar and when you finally > get fed up and ask them to stop talking the response you get > will be. "Why are you picking on me? You let everyone else in > class talk but as soon as I say something you tell us to be > quiet? That's not Fair!" The fact that the student was 5 > times louder than all the others put together doesn't matter. > You let it slide for a few days and now it is deemed > "acceptable" behavior by the students. > > I think the hardest part of being a new teacher is figuring out > which things are going to drive you crazy later. Is it going > to be talking, note passing, doodling, sleeping, working on > math instead of your subject? > > If you let those things slide early in the year, you will get > very frustrated later. It is very hard to get students to > "come back" once they have gotten into some bad habits. My > experience is that students need to be redirected frequently. > There is no punishment involved... just "please don't do that > now" types of intervention. > > Zodea
Zodea,
You are absolutely right. People who say that you should ignore any low level behaviors generally are not teachers. Ignoring behaviors like whispering or playing around in the back of class need to be stopped or else it tells the rest of the class that it is OK to exhibit these behaviors. I would add one wrinkle to what you have posted. How you intervene is extremely important. If you take time from teaching to address the issue, it will also increase the likelihood of it happening again, especially with difficult kids. In other words, if you say "No talking while I'm talking", kids who are seeking attention will note that by talking when you don't want them to, they can get attention from you and from the rest of the class, thereby increasing the likelihood that the behavior will be repeated. What I would wish for you is for you to use non-verbal interventions that take little or no time and give little or no attention to negative behaviors and are more effective in stopping the behaviors than telling a kid to stop doing something. Remember, when you tell a kid what to do, you run the risk of them taking the opportunity to make you look weak by either telling you or showing you that you can't make him do anything, which, of course is true. Instead, using the "evil eye", moving in on the low-level offenders, maintaining proximity to the kid while teaching all work as a an alternative to drawing attention to the negative behavior. You can go to my free blog [link removed]