Classroom Management Chatboard

by me

Mar 23, 2011

I need some ideas to teach a young student who admits he "cannot control himself" and often touches, crowds, or even sits on other children. We have a behavior chart in our classroom, with lots of positive reinforcement and attention when he shows good choices and an emphasis on natural consequences. I also give him lots of sensory input (laying on...See More

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Sara On 3/23/11, me wrote: Rome wasn't built in a day and it sounds like you're making progress with this child. You cannot cure his sensory input problems and your post isn't clear as to what's frustrating him - his behavior with other children or his sensory issues in general?

I use a 'secret signal' with some students - we agree that when I ...See MoreOn 3/23/11, me wrote: Rome wasn't built in a day and it sounds like you're making progress with this child. You cannot cure his sensory input problems and your post isn't clear as to what's frustrating him - his behavior with other children or his sensory issues in general?

I use a 'secret signal' with some students - we agree that when I touch my chin with one finger that's a sign that whatever he's doing he needs to stop doing. That way I don't have to call the entire class's attention to the fact that Johnny is acting up again.

Recognizing when these incidents are most likely to happen helps too. During line up time? Making that clear to the student that these happen some times more than other times can have the student be aware that line-up time for example is a time when he needs to be particularly alert to his tendency to crowd other children.

I also talk to such students about a 'seven second delay mechanism.' I remind them that on talk shows there is a seven second delay in transmission just in case a mistake happens on the show and they can 'bleep' it out. I tell impulsive students that we all have impulses but some of us also have seven second delay mechanisms and our brains says 'Uh-uh, don't do it. Yes, it would be fun to give Mary Jane's ponytail a tug and see what she does but uh-uh, don't do it. Mary Jane won't like it and Teacher will be upset."

I ask students " where's your seven second delay?" Did you stop, stop and think? (playing on the stop, drop and roll we teach them for fire)

These things help to give them tools to understand themselves and to improve themselves. > I need some ideas to teach a young student who admits he > "cannot control himself" and often touches, crowds, or even > sits on other children. We have a behavior chart in our > classroom, with lots of positive reinforcement and > attention when he shows good choices and an emphasis on > natural consequences. I also give him lots of sensory input > (laying on the floor or using crayons for wrok) since he > shows signs of sensory processing problems, which probably > lead to these behaviors. He is starting to recognize how > this affects him and get frustrated with the results, so id > like to find some methods to teach him how to contol these > behaviors.

Mar 27, 2011

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Prof. Howard Seeman On 3/23/11, me wrote: > I need some ideas to teach a young student who admits he > "cannot control himself" and often touches, crowds, or even > sits on other children. We have a behavior chart in our > classroom, with lots of positive reinforcement and > attention when he shows good choices and an emphasis on > natural consequenc...See More

Apr 5, 2011

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Foolproof Plan to Classroom Management

by Matt

Mar 23, 2011

I have found that the students will listen better if they are entertained and understand the reason for their lesson. Lately I have been going on [link removed].

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Classroom Mgmt Questions

by Tiana Hartley

Mar 24, 2011

Hello,

My name is Tiana and I am a secondary education student. My plan is to teach high school biology. I am hoping someone here can help me. I am currently taking a classroom management class and I have to interview a teacher about classroom management strategies. One of my son's teachers had agreed to do this but I have been trying to g...See More

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Lynde I'd like to add my two cents here as well.

1. Establishing classroom climate/control.

I rely on a) walk the classroom--slowly, deliberately, firmly, with a pleasant smile, a word here a word there. The kids feel protected, cocooned, and definitely a position # 2 (I"M position #1). and b) I use humor with misbehavior. I do the "sha...See MoreI'd like to add my two cents here as well.

1. Establishing classroom climate/control.

I rely on a) walk the classroom--slowly, deliberately, firmly, with a pleasant smile, a word here a word there. The kids feel protected, cocooned, and definitely a position # 2 (I"M position #1). and b) I use humor with misbehavior. I do the "shame on you" finger thing--with a smile, kids (I teach junjior high kids, by the way) and they love it. It also works, without write-ups, confrontations, etc. I also tell them that we're not in Kansas anymore--they left baby-school behind and are now big kids. Kansas is a row of desks facing the wall. That has also worked very well-- albeit not perfectly, but I'm convinced there is no "perfect" classroom management technique.

2. Multiculturalism. I teach on a prominent native American reservation, so this is a biggie for us. Posters for different things use as their models every cultural/racial group under the sun; native American artwork is scattered arounhd the room, as is other cultures; I say good morning/afternoon/goodbye/thank you in their language (it's easy enough to learn this little bit); I almost daily discuss native American history as we talk about world and American. "This was true of Europe and China, but countries like Australia and native America did not." "How does this compare with how the Lakota earned their living?" "Can you think of examples of when your ancestors faced this issue?" It's quite easy, and the kids learn to see that their culture is not so very different from everyone else, and that it's respected. I do not tease them for anything cultural--I don't understand all of the nuances-especially the spiritual kinds of things--but I let them tease me about "whiteness" (wa-shi-zu)--it breaks the tension that would otherwise exist.

Hope this helps.

On 3/26/11, Zodea wrote: > Hi Tiana, Teri did an excellent job answering your questions. I > would just like to add a couple of things. > > As a science teacher, you will need to keep control of students > during laboratory activities. I find the best way to do this is > to have things very organized when the students arrive. I'm not > saying you should do things for your students, but make it so that > the students can get to work right away. > > If we need sodium chloride and sucrose for a lab, I will prepare > small containers for each substance. I will have enough > containers so each lab group can have their own. This prevents a > long line at a single bottle that every one needs. I then keep > those containers intact to use in the next lab/next year. > > I also want the students to clean up after themselves. The best > way I found to accomplish this is to have the lab clean when they > arrive. It is much easier to say "it needs to look just like this > when you are done" than to get them to clean up what they see as > someone elses mess. This is true even if the next class will be > doing the exact same lab. I have each class take things out and > put them away. Otherwise, the cleanliness of the lab deteriorates > over the course of a day. > > I am also a firm believer in having an agenda for the day. I've > had many people comment on it. It is often referred to as my > objectives for the day. I do it for myself more than for the > students. One year I had four preps and couldn't keep track of > who needed to do what. I had a weekly agenda posted and that > saved me. That year was so bad that when my afternoon biology > class arrived and asked me what to do I had no clue even though I > had taught the class earlier in the day. I just pointed at the > agenda and together we figured out what to do next. > > Also, when I first began teaching I thought Harry Wong was too > "elmentaryish". I was so wrong, I now use most of his suggestions > and reread the book at the beginning of every year. > > Zodea > > > On 3/26/11, Teri wrote: >> On 3/24/11, Tiana Hartley wrote: >>> Hello, >>> >>> My name is Tiana and I am a secondary education student. >>> My plan is to teach high school biology. I am hoping >>> someone here can help me. I am currently taking a >>> classroom management class and I have to interview a >>> teacher about classroom management strategies. One of my >>> son's teachers had agreed to do this but I have been trying >>> to get in touch with him for weeks and am not getting a >>> response, and now time is running out, I only have a few >>> days before this is due. Anyway, I did a google search and >>> found this message board and am hoping you can help me. If >>> you could answer these questions for me that would be >>> great, please include what grade you teach. Thanks! :) >>> >>> 1. From the beginning of the school year, how do you >>> establish your classroom climate or classroom control? >> >> From the first day of school I establish my classroom >> expectations and routines (via Harry Wong). In addition, I >> begin to establish relationships with my students. If >> students know you truly care about them, it goes a long way >> both with motivating them to do well and with discouraging >> behavior problems. >>> >>> 2. How do you deal with a confrontational student? >> >> If you establish the right class atmosphere, you will very >> rarely encounter confrontational students. My first response >> would be to tell him/her that we could discuss the issue >> later, when I'm not working with the teacher. However, in >> those rare instances when the student remains confrontational, >> I do not argue with them; I immediately send them to the >> Dean's office. I will not let one student disrupt the >> learning of the rest of the class. >>> >>> 3. How do you (or do you) adjust your grading for students >>> with family problems? >> >> I may extend deadlines or work with the student to help them >> but I've never worked in a school/district that would allow >> you to adjust the grades due to family problems. Grades must >> reflect the students academic performance. Nothing else. >>> >>> 4. At what point do you send a student to the Dean or seek >>> administrative intervention? >> >> At the point when their behavior affects the learning of other >> students. >>> >>> 5. How do you deal with late work? >> >> I have a merit system in place in my classroom. Students earn >> merits for turning in all assignments, being in class and on >> time every day, participating.... They may use the merits to >> excuse late work if they choose. Otherwise, late work is 20 >> points off. >>> >>> 6. How do you enlist the assistance of parents? >> >> I teach 11th and 12th grade intensive reading. There is no >> parent involvement at that age/level combination. In five >> years in this position, I've had four parents show up for >> conferences despite asking for many others. Fewer parents >> return phone calls and if I did manage to speak to a parent, >> nothing was accomplished. I found it easier to work directly >> with the students on their behavior. >>> >>> 7. How do you recover from transition periods or >>> disruptions? >> >> Again, I try not to allow things to escalate that far before >> removing the student. However, if it does happen, I give the >> students 30 seconds to get their head around what's happened >> and then refocus the class back to what we were doing. >>> >>> 8. What usual procedures/routines help make your class run >>> smoothly? >> >> I have many routines--bell work, assigned seats, "how to" >> procedures, etc.--but, as I said before, I believe the >> atmosphere of the class is more important to making your class >> run smoothly. >>> >>> 9. How do you get to know your students as individuals? >> >> Talk to them. How else could you? There are also, of course, >> student surveys and an "All about me" project I start every >> year with, but primarily I take the time to talk to them and >> get to know them. >>> >>> 10. How (or do) you incorporate multiculturalism into your >>> classroom? >> >> My school and especially my class is a very eclectic mix. We >> relish our differences but still come together to help each >> other achieve. >> >> Not sure if you need this for your assignment but I teach high >> school intensive reading. The school is in one of the best >> counties in the state but is considered the "red headed step >> child" of the district due to its high level of minority >> (mostly Guatemalan) students and it's location "in the middle >> of nowhere."

Mar 31, 2011

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Ben It might be too late for your project, but I'll answer as best as I can:

1. Before the 1st day, I get the kids' names and make a seating chart alphabetically. Then I tape name cards to all the desks. On the first day, all I have to do is say "seats are alphabetical" and the kids can find their assigned desk. On the first day of school, mos...See More

May 16, 2011

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Anonymous Survey about Classroom Management Techniques

by Delia Browning

Mar 26, 2011

Hello Fellow Teachers,

I am doing a research project about how teachers decide what type of classroom management techniques to use. Part of my research is also to find out if teachers think that their college education prepared them for dealing with classroom behaviors.

I am posting a link to my anonymous survey (using Google-Doc...See More

Delia Browning Thank you for your time but this survey is no longer available.

On 3/26/11, Delia Browning wrote: > Hello Fellow Teachers, > > I am doing a research project about how teachers decide what > type of classroom management techniques to use. Part of my > research is also to find out if teachers think that their > college educ...See More

Apr 23, 2011

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Assigning and Assessing "Do Now" Activities

by David Ginsburg

Mar 28, 2011

Many teachers assign a "Do Now" to start class, but unless teachers monitor students' progress on it, the "Do Now" is really the "Do Later" or "Do Never."

JM On 3/28/11, David Ginsburg wrote: > Many teachers assign a "Do Now" to start class, but unless > teachers monitor students' progress on it, the "Do Now" is > really the "Do Later" or "Do Never."

I loved the article you posted, and I agree. I try not to let my Do Nows last more than 2-3 minutes, and I circulate WHILE they are worki...See More

May 1, 2011

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Nature vs Nurture, teaching approach

by Ren-Student

Mar 30, 2011

Hello,

Many of us are aware that infants have the capacity to be independent beings, that have the ability to communicate effectively with others. As children grow, they learn more and develop at individual rates.

I'm am doing some research around Piaget and Vygotsky theories and I am curious to know the different approaches you ...See More

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Tom Kerry,

Your posts are always so comprehensive and helpful.

Thanks so much.

Tom

On 4/17/11, Kerry in BC wrote: > Hi everyone, > > I first heard the term, "self-regulation" last spring as I was applying to > move to full day K. In my province FDK is a new initiative... to provide > a developmentally ...See MoreKerry,

Your posts are always so comprehensive and helpful.

Thanks so much.

Tom

On 4/17/11, Kerry in BC wrote: > Hi everyone, > > I first heard the term, "self-regulation" last spring as I was applying to > move to full day K. In my province FDK is a new initiative... to provide > a developmentally appropriate full day K environment and the development > of self-regulation is a big part of the program. > > At first, it seemed to me that self-regulation must be directly related to > Marvin Marshall's approach but I found out that although connected, > self-regulation and self-discipline or self- control are not the same > thing. Self-regulation is a much broader subject. Just now, in viewing a > video about self-regulation (in order to make a response here,) I wrote > down a key point.... "The better a child self-regulates, the better a > child can learn self-control." > > Another key point that the Canadian expert (Dr. Steward Shanker of > Toronto) I'm quoting makes is that self-regulation comes easier to some > children than others but it can be enhanced in all children by their > caregivers. It is also already quite well-established BEFORE a child > comes to school. In other words, we have the best chance to help kids > learn self-regulation the younger they are (and also the more > self-regulated WE are, as models.) It begins in infancy and has much to > do with caregiving. Not surprisingly, kids who grow up with caring, > self-regulated adults often develop good self-regulation too. > > Parents who are "tuned into" to their babies and are successful at > soothing them, eventually help the child learn to tune into themselves > and learn to soothe themselves. In other words, self- regulation has to > do with learning to deal with stress effectively. Some kids have more > challenges in this respect than others. Just as a small example, some > kids come into this world with more sensitivities to noise, lights etc. > The most challenged in this sense are kids who have degrees of autism. > > Self-regulation has to do with learning and this spectrum: > > 6. Flooded > > 5. Hyperalert > > 4. Calmly focused and alert (optimal learning*) > > 3. Hypoalert > > 2. Drowsy > > 1. Asleep > > As teachers, Level 4 of this chart is where we want kids to be in our > classrooms. The goal is help kids learn how to "tune in" to this level, > where they will do best in school. Although we typically notice many > kids at levels 5/6 and recognize that they can't learn well, it's > important to realize that kids at the other end of the spectrum (those > who just sit there or mope around or daydream etc.) also are not > self-regulating well either. > > We often don't really pay much attention to the quiet ones (or at least > they get less of our attention than those kids who are at the hyper > stages) we need we should be worried about them too... you can't learn if > you're half-asleep. > > The idea in making self-regulation a focus for teachers in full day K in > my province is that by having the children at school for more time at a > young age (in a play-based environment with no more academic curriculum > than they had before in half-day K) we can better help them learn to > self-regulate and this eventually will lead to greater academic success as > they move on to grade one and higher. > > Anyway, if anyone is interested, I'll add a link below to an hour long > keynote presentation by Stewart Shanker that I found online. In his > easy-to-listen-to talk, he gives an explanation of what self-regulation > is, how it develops, and how it relates to becoming self-disciplined. > > As for Marvin Marshall's approach.... > > I see his approach as a way of helping children to understand and learn > about the importance of self-discipline, self-regulation etc. As Tom > mentioned, his four level Hierarchy provides a very easy way to talk > about human behavior with kids of all ages. The main purpose is to use it > to teach kids the difference between the two top levels internal and > external MOTIVATION (as opposed to behavior.) To me, the amazing thing > is how this information spurs kids on to WANT to be internally focused > and more motivated in their learning and behavior. > > As Tom also mentioned, you don't need to use Marshall's actual chart to be > able to do this. If you can find your own words to get these same ideas > across to kids then you would be working towards the same goals that > Marvin Marshall promotes. > > Have a good week ahead, everyone! > > Kerry > > >

Apr 17, 2011

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Nicole I teach kindergarten special education, so my students are on a preschool level. I find that I need a balanced approach. They need to be nurtured at times, but need to be given the opportunity to grow and learn independently within their environment. On 3/30/11, Ren-Student wrote: > Hello, > > Many of us are aware that infants have the cap...See More

May 22, 2011

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Instructional Practice

by Beatris

Apr 4, 2011

Hello, I am a student and learning about instructional practices. I was wondering if you could help me with some questions. Ive posted here before and have appreciated all the help recieved from the last questions I posted. Thank you and hope to read the answers soon. Can you give me some advice on how to focus students’ attention at the beginnin...See More

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marjoryt Can you give me some advice on how to focus students’ -My syllabus includes a calendar showing what we'll be doing every day. I generally have a "today's menu" written on the board or showing via data projector - what I plan to accomplish. Students know that can ask for more items to be added; I decide if it's appropriate addition or small group ...See MoreCan you give me some advice on how to focus students’ -My syllabus includes a calendar showing what we'll be doing every day. I generally have a "today's menu" written on the board or showing via data projector - what I plan to accomplish. Students know that can ask for more items to be added; I decide if it's appropriate addition or small group discussion. I generally open the action (begin class) by standing up, moving to the front of the room, and saying, "Welcome! Let's begin. As you see on the menu, we're starting with X.. . ." This all happens first - not calling roll, which happens after I get the student involved in a deskwork activity. Don't be afraid to use the same system virtually every day. You'll be more likely to remember it, and the students will know it's time to focus. > What if I have English language learners in my classroom? > What strategies can I use to make sure I’m grabbing their > attention? -My "Welcome! Let's begin" seems to work for me. I've never had specific problems with ESL students, but sometimes with athletes or the "self-medicated" - I'll just say something like, "X - catch up with us!" or "We're moving into note-taking in 1 minute; everyone needs to be ready." > Can you give me some advice on effective ways to end a > lesson or provide closure so that students make connections > and better remember what they learned? -Show them how to generate a "lessons learned" (list of steps or rules, paragraph, example, whatever). Allow them to practice doing this as small groups, remembering to encourage content and doing it themselves. Allow 10 or 15 minutes the first few times for small groups, and have each group post on the board. Evaluate each and help them tweak responses. As the students get better, you can then assign individual assignments and shorter turnaround. Even in college, I provide at least 10 minutes, more for harder topics. Bullet lists seem to be very popular with my students, but I'll have them do webs and create tables too. > I’ve heard that closure/closings are often left out because > time runs out. Can you give me some possible strategies to > help me avoid this problem? -Move quickly between the activities, build discussion time into the lesson plan in addition to closure activities, reduce the time you are talking (teachers eat up more time just repeating themselves and going off topic).

Apr 7, 2011

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Esl Esl students will tune you out if they really can't understand anything, don't let this happen. Use lots of pictures, gestures, keep them involved by occasionaly asking them how do I say this in Spanish? Don't used idioms like "let the cat out of the bag", etc. and define more advanced words as you use them, or restate the sentence in a simpler way...See More

Apr 19, 2011

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Reducing what's in the bookcase

by marjoryt

Apr 7, 2011

I move among classrooms, and my only storage facility is my rather small office. Since I don't work well in cluttered environments, every item is carefully weighed for its viability. Recently I got rid of the full size bookcase and have a former DVD cabinet taking up a portion of the space. Obviously there aren't as many books! A coworker asked me ...See MoreI move among classrooms, and my only storage facility is my rather small office. Since I don't work well in cluttered environments, every item is carefully weighed for its viability. Recently I got rid of the full size bookcase and have a former DVD cabinet taking up a portion of the space. Obviously there aren't as many books! A coworker asked me how I could "get rid of perfectly good books?" Here's my response:

There are good books, and there are useful books. There is also information; and information can be found in several places: from a book, from a computer's hookup to the internet, and from my cellphone's hookup to the internet. If I can find information via my computer or my cellphone, book form leaves. No longer in my office: A dictionary (available on my computer and on my cell phone). MLA style guide (I have sections downloaded on my computer and have access to current style guides on the internet). Instructor's manuals for my textbooks (downloaded on my computer and available in the website). Employee manual for my job (updated version available on the website). Old editions of my current textbooks (I'm only using the latest edition, so I give the old editions away). Old editions of textbooks for courses I don't teach any more (the textbooks won't be used again). Old lesson plan books (kept as a computer file, faster to locate information). Telephone book (use the internet to look up). Sample books sent by publishers (I'm not going to use them, so I get them out). So, what's in the current bookcase? Textbooks for courses I currently teach or will be teaching in the next year. Test bank (doesn't come as a download - really bad publishing idea). Cleaner for my white board. Kleenex. Matches. On the top shelf, a candle and a bowl or hard candy for visitors.

Have I missed my 1979 edition of my college American Literature books? Not a bit. How about the 7 sample textbooks sent in hopes I'd adopt one? Nope. My old teacher's edition of McDougall,Littell's 8th grade English? Well, just a little, but I hadn't opened it in 4 years, and the elementary education student who received it used it to build a fabulous lesson plan during student teaching - it's gone to a better home. I think I look up more words with my cell phone than I ever did with that Webster's Collegiate tome.

What have I kept, just not in the bookcase? My small collection of old teacher editions; it's down from 20 to 8. I probably use 4 of them every year, and the others are for right now sentimental objects.

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Behavior vs academic points

by dl

Apr 30, 2011

I had a principal reprimand me for a reward/incentive approach that was working well.

What I would do is find at least one student per period (7th grade), and give them a little "Your son/daughter did well today" paper when someone did particularly well or tried extra hard that class period. I told them that if they took it home to have a ...See More

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Tara We are taught to teach students to not only be their best academically, but to be successful individuals in society. I was always told that we are helping to shape these students into the adults they will one day be. Teaching students good behavior is important, just like teaching students their math facts are important. I am surprised that you wer...See MoreWe are taught to teach students to not only be their best academically, but to be successful individuals in society. I was always told that we are helping to shape these students into the adults they will one day be. Teaching students good behavior is important, just like teaching students their math facts are important. I am surprised that you were reprimanded for encouraging good behavior with your students with a small incentive. Also this reward is more useful than candy or class parties. This reward shows that students care about their academic success because they want that small bit of extra credit. So in my opinion, based on all the education i have received, I do not believe that they are two separate things. Not only are they both important for their individual success, but well behaved students allow for a better learning environment which will help stimulate their learning. I have seen many different reward systems for good behavior in schools, and often it is individual to the classroom so I would not imagine you would face any problems in the future. I wish you luck with your classroom and I am glad that the approach is working. Hopefully you will not face any more problems with your principal.

On 4/30/11, dl wrote: > I had a principal reprimand me for a reward/incentive > approach that was working well. > > What I would do is find at least one student per period (7th > grade), and give them a little "Your son/daughter did well > today" paper when someone did particularly well or tried > extra hard that class period. I told them that if they took > it home to have a parent sign it, and then brought it back, > I would give them extra credit (1 point, but they didn't > know that). > > This approach was working extremely well with my students, > and that's saying something, considering I had some > difficulty with classroom management. But when my principal > was told by a student how it worked, she reprimanded me for > giving extra credit (again, 1 point) for behavior. Her > argument was that behavior and academics are two different > things. > > Two questions: > 1) Are behavior and academics really two separate things? > Because the way I look at it, the better the behavior of the > student, the better they will do academically. And students > are are doing well academically are less apt to behave poorly. > 2) Is this separation of behavior and academics something > that is enforced at other schools, and something I'll have > to watch out for when I get a new position?

Jul 8, 2011

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Tara We are taught to teach students to not only be their best academically, but to be successful individuals in society. I was always told that we are helping to shape these students into the adults they will one day be. Teaching students good behavior is important, just like teaching students their math facts are important. I am surprised that you wer...See MoreWe are taught to teach students to not only be their best academically, but to be successful individuals in society. I was always told that we are helping to shape these students into the adults they will one day be. Teaching students good behavior is important, just like teaching students their math facts are important. I am surprised that you were reprimanded for encouraging good behavior with your students with a small incentive. Also this reward is more useful than candy or class parties. This reward shows that students care about their academic success because they want that small bit of extra credit. So in my opinion, based on all the education i have received, I do not believe that they are two separate things. Not only are they both important for their individual success, but well behaved students allow for a better learning environment which will help stimulate their learning. I have seen many different reward systems for good behavior in schools, and often it is individual to the classroom so I would not imagine you would face any problems in the future. I wish you luck with your classroom and I am glad that the approach is working. Hopefully you will not face any more problems with your principal.

On 4/30/11, dl wrote: > I had a principal reprimand me for a reward/incentive > approach that was working well. > > What I would do is find at least one student per period (7th > grade), and give them a little "Your son/daughter did well > today" paper when someone did particularly well or tried > extra hard that class period. I told them that if they took > it home to have a parent sign it, and then brought it back, > I would give them extra credit (1 point, but they didn't > know that). > > This approach was working extremely well with my students, > and that's saying something, considering I had some > difficulty with classroom management. But when my principal > was told by a student how it worked, she reprimanded me for > giving extra credit (again, 1 point) for behavior. Her > argument was that behavior and academics are two different > things. > > Two questions: > 1) Are behavior and academics really two separate things? > Because the way I look at it, the better the behavior of the > student, the better they will do academically. And students > are are doing well academically are less apt to behave poorly. > 2) Is this separation of behavior and academics something > that is enforced at other schools, and something I'll have > to watch out for when I get a new position?

Jul 8, 2011

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End of the year behavior issues

by Daniel Hanson

May 5, 2011

Hi, all!

Well, it’s the last month of school for me and it seems as each year goes by, I seem to dislike this time of the school year more and more. I think the reason for this feeling is I see some kids start to “crash and burn”, both academically and behavior wise. Do you have any suggestions on how to combat this mentality?
...See MoreHi, all!

Well, it’s the last month of school for me and it seems as each year goes by, I seem to dislike this time of the school year more and more. I think the reason for this feeling is I see some kids start to “crash and burn”, both academically and behavior wise. Do you have any suggestions on how to combat this mentality?

Let me say that having more variety during the last month of the school year would help. And I know some teachers do huge point projects, etc., at the end of the year. However, part of me is saying that I shouldn’t have to entertain the students just because it’s the end of the school year, nor should make huge projects for the kids to do because what we do all semester is important. While I was a student in high school and in college, we were not entertained at the end of the school year. We were expected to work until the end.

In terms of administrative actions, during the last month of school, teachers can’t enforce teacher detentions, meaning, we can turn them into the office, but the office will only document them in the computer system. They won’t assign Saturday School or an administrative detention because it’s too late for them to process the paper work. So, that just leaves teachers with the option of suspending the kid from class for that period or having a teacher-parent conference.

At this time of the year, I feel like I use “ignoring the behavior” as a default tactic as well as nagging because at this point in the year, my only options are to kick the kid out of class for the period or try and set up a teacher-parent conference. There is no middle ground, like giving a teacher detention. Also, I think the kids pick up on the fact that the administration doesn’t process stuff like teacher detentions at the end of the school year. Some kids get really wound up this time of year, I tell ya.

Like I said, I am open to ideas.

Thanks for listening, Daniel Hanson Public High School Spanish Teacher Atwater, California, USA

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Nicole I agree that you shouldn't have to entertain the students at the end of the school year, but it does end up that way. As others have said, this is the best time of the year for group work. It gets the students up and moving and lets them be social, which is what most of us like to do when the weather is beautiful. On 5/05/11, Daniel Hanson wrote: &...See MoreI agree that you shouldn't have to entertain the students at the end of the school year, but it does end up that way. As others have said, this is the best time of the year for group work. It gets the students up and moving and lets them be social, which is what most of us like to do when the weather is beautiful. On 5/05/11, Daniel Hanson wrote: > Hi, all! > > Well, it’s the last month of school for me and it seems as > each year goes by, I seem to dislike this time of the school > year more and more. I think the reason for this feeling is I > see some kids start to “crash and burn”, both academically > and behavior wise. Do you have any suggestions on how to > combat this mentality? > > Let me say that having more variety during the last month > of the school year would help. And I know some teachers do > huge point projects, etc., at the end of the year. However, > part of me is saying that I shouldn’t have to entertain the > students just because it’s the end of the school year, nor > should make huge projects for the kids to do because what we > do all semester is important. While I was a student in high > school and in college, we were not entertained at the end of > the school year. We were expected to work until the end. > > In terms of administrative actions, during the last month > of school, teachers can’t enforce teacher detentions, > meaning, we can turn them into the office, but the office > will only document them in the computer system. They won’t > assign Saturday School or an administrative detention > because it’s too late for them to process the paper work. > So, that just leaves teachers with the option of suspending > the kid from class for that period or having a > teacher-parent conference. > > At this time of the year, I feel like I use “ignoring the > behavior” as a default tactic as well as nagging because at > this point in the year, my only options are to kick the kid > out of class for the period or try and set up a > teacher-parent conference. There is no middle ground, like > giving a teacher detention. Also, I think the kids pick up > on the fact that the administration doesn’t process stuff > like teacher detentions at the end of the school year. Some > kids get really wound up this time of year, I tell ya. > > Like I said, I am open to ideas. > > > Thanks for listening, > Daniel Hanson > Public High School Spanish Teacher > Atwater, California, USA

May 22, 2011

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GIna On 5/05/11, Daniel Hanson wrote: > Hi, all! > > Well, it’s the last month of school for me and it seems as > each year goes by, I seem to dislike this time of the school > year more and more. I think the reason for this feeling is I > see some kids start to “crash and burn”, both academically > and behavior wise. Do you ...See MoreOn 5/05/11, Daniel Hanson wrote: > Hi, all! > > Well, it’s the last month of school for me and it seems as > each year goes by, I seem to dislike this time of the school > year more and more. I think the reason for this feeling is I > see some kids start to “crash and burn”, both academically > and behavior wise. Do you have any suggestions on how to > combat this mentality? > > Let me say that having more variety during the last month > of the school year would help. And I know some teachers do > huge point projects, etc., at the end of the year. However, > part of me is saying that I shouldn’t have to entertain the > students just because it’s the end of the school year, nor > should make huge projects for the kids to do because what we > do all semester is important. While I was a student in high > school and in college, we were not entertained at the end of > the school year. We were expected to work until the end. > > In terms of administrative actions, during the last month > of school, teachers can’t enforce teacher detentions, > meaning, we can turn them into the office, but the office > will only document them in the computer system. They won’t > assign Saturday School or an administrative detention > because it’s too late for them to process the paper work. > So, that just leaves teachers with the option of suspending > the kid from class for that period or having a > teacher-parent conference. > > At this time of the year, I feel like I use “ignoring the > behavior” as a default tactic as well as nagging because at > this point in the year, my only options are to kick the kid > out of class for the period or try and set up a > teacher-parent conference. There is no middle ground, like > giving a teacher detention. Also, I think the kids pick up > on the fact that the administration doesn’t process stuff > like teacher detentions at the end of the school year. Some > kids get really wound up this time of year, I tell ya. > > Like I said, I am open to ideas. > > > Thanks for listening, > Daniel Hanson > Public High School Spanish Teacher > Atwater, California, USA

Hi Daniel,

Just so you know I do not teach high school students, I currently teach 4th grade and the end of the year is rough. My students have taken so many state tests that they are "stick a fork in them" done. So many of them have worked so hard and I want to reward them. However my students who have been lazy all year are what you could say, catching themselves up. So I plan computer projects for the upper students, then plan some cut and paste projects for my students that need fine motor practice. Finally, for my students who need practice for all subjects I create a culminating activity for them to work on. This keeps them all engaged but they can't cheat because they are all for the most part working on something different. This year my projects are going to be related to curriculum because we are not done teaching what they need to know for the end of the year. Hope this helps you in some way. Good Luck and enjoy your summer!

Gina

May 22, 2011

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