HI- I just attended a Harry and Rosemary Wong workshop in Lafayette, La. It was wonderful. Harry mentioned that on their teachers.net I could find a trifold brochure a teach gave out to students and to parents with classroom procedures. I did not take down the date. Does anyone know how I can locate this? Thanks- from a second year teacher!
On 7/13/11, s saye wrote: > HI- I just attended a Harry and Rosemary Wong workshop in > Lafayette, La. It was wonderful. Harry mentioned that on > their teachers.net I could find a trifold brochure a teach > gave out to students and to parents with classroom > procedures. I did not take down the date. Does anyone know > how I can locate this? Thanks- from a second year teacher!
Anybody have any thoughts on how I can get students to do m...See MoreHomework is checked every other day in my classroom. It is not daily and depends on the topic I am going over. Doing this keeps my students on their toes because they do not know when it will be checked. If homework is checked everyday, students will not do the homework everyday.
Anybody have any thoughts on how I can get students to do more homework if I check randomly and assign less problems for each homework assignment.
This post was interesting. As I am an inclusion teacher and have worked in the upper grades, as well as, the lower grades, this is an interesting idea. In fifth grade we collect and check homework every day. As students complete their homework they are given positive rewards. One of these being extra time on a Friday for playing around at the end of the day. As it is an inclusion class, there are two of us in there. The students who have completed their homework can go outside with one teacher, the students who still have homework to complete stay behind and work on it then with the other. This system has worked very well in the past. Let’s face it, many students don’t have the drive to complete things on their own, especially at a young age. They also do not have the parental enforcement at home. This system can really help your students begin to complete their homework on a regular basis!
My cooperating teacher always had the top of her desk empty, so I took after her. :-) Plus, in some schools (like the one I student taught at), some people share classrooms, and it's not fair to them to leave a mess on the desk, when for that period, it's their desk too.
On 8/02/11, Brian B wrote: > I have always thought that being organized was essential to > good classroom management. Having a plan and knowing where > everything is makes transitions so simple. I have used my > desk the past two years as a surface for holding my various > files and containers. I have it tucked in the corner in the > back of the room and never sit at it. While I am not sure I > will eliminate it, I am glad to see that I'm not the only way > who doesn't see it as a necessity in a functioning classroom.
If yours was the only class they were doing 'real work' in that suggests they were in fact working - however much they may not have wanted to be. Why is your class the only one required to take the Regents exam in June??
And what is the consequence to them of not doing well on the Regents exam? That would be your only motivator unless you can build such a strong relationship with them that they will 'do it for the Gipper' - old expression which means do it out of loyalty to you because you ask it.
If these are college bound students who have been accepted into college, won't they do fairly well on the Regents anyway?? Is it necessary to drill them to the last minute? If it is, tell them that. But if they are into college and likely to pass the Regents without further study, it's clear to me that New York State can't really care all that much about the Regents or how well they do on it or the State would have timed the test differently.
I teach very good students who do very well in school and I do minimal test preparation - could they do better if I drilled them? I'm not sure because they are so resistant to the humdrum nature of test preparation. If your students need do better on the test just to make the school look its best, then tell them that and hope that your school has endeared itself to them sufficiently well that they want to do well for the sake of their school.
> Does anyone have good advice on teaching seniors that will > have a state assessment in June? I did and will be teaching > a class again of seniors who are require to take the New > York State Regents Exam in June. This is a month after > many of their and their friends’ classes have taken the AP > Exams and the elective classes are just completing > projects, etc. Many of my students told me that after > Memorial Day, my class was the only one they were > doing “real” work in. Also, most of them have been > accepted into their colleges already. Any tips or tricks > to keep them behaved and motivated? Thanks!
When students view an experience as positive, t...See MoreOne of the most important things when working with difficult students is to have them enjoy the classroom experience. Even more than simply enjoy the experience, students who typically fail in the classroom, need to leave in June knowing that school isn't the enemy or an insurmountable task.
When students view an experience as positive, they are more likely to be open-minded the next time. If teachers can reinforce positive learning characteristics and use specificity to correct inappropriate behavior, students can learn that school is a productive place. We aren't wasting time and the classroom is a not necessary a place they always want to be, but in the end, the experience is worth it.
I would like to discuss another issue that has been brewing in the back of my mind this past summer. Midway through the year, I started becoming lax about cell phone use in my class. I think it started with allowing one girl to listen to her iPod in class because she had shut down and planned on failing the entire course. So, another girl started sneaking her earphones in class. I gradually went down the rationalization slope until I didn’t mind students’ texting each other unless we were taking an exam or a quiz. I know that there are some teachers at my campus who have given up on the cell phone and iPod fight. I was at a school assembly and was warning students to put their cell phones away and a history teacher commented on why even bother with it; they are doing to do it anyway. Also, this last year, the administration told us in a faculty meeting or two that they cannot handle a huge cell phone caseload and told us to use are discretion and that they would support us in the classroom if the student is using their phone or iPod because it was interfering with the learning environment. However, for in the hallway, during lunch, etc., we were told by the administration to just warn students to put away their cell phones. The school policy for cell phones is: 1st time submitted to office— student picks up the phone at the end of the day with a warning from the dean, 2nd time—parent has to pick up the phone and the student is assigned a Saturday school, 3rd time—student is suspended from school. As you can see, I’m sure the administration doesn’t want to deal too much with suspending students, which I don’t blame them.
Anyway, I don’t know what my position is on this issue now. I can totally see texting as the modern form of passing notes in class. I can totally see using cell phones and iPod/MP3 players to listen to music while working quietly (which many teachers allow, some even during and after tests). I know for some students, they really mellow out because they are allowed to listen to music. Sometimes I play music in the background while students are working. I tend to assign a lot of written book work. Also, sometimes when I find students pulling out their phones, I really do feel like they are checking the time. Kids are so used to looking at digital clocks that they are not accustomed to non-digital clocks, which is what the school has in every classroom. Should I purchase a digital clock so students don’t have the excuse of looking at their cell phone for the time? (At this point of the game, I’m okay with spending the money to do that if it would reduce the numbers of students who try to secretly look at the time on their phones.) Also, instead of having to pull a big dictionary off of the bookshelf in the back of my room, they can very easily use a Translator or Dictionary app on their phone. I probably would do the same thing if given the option if I wanted to know how to say something in Spanish or I didn’t know a word I was reading in the textbook or something. (The vocabulary used in the reading sections of the ¡En Español! Textbook series are notorious for using words not listed in the back of the book glossary and students can’t understand everything in the reading and get frustrated.)
On the other hand, there is still a part of me that feels guilty for allowing students to use iPods or phones in class because they should just be focused on my class and nothing else during the entire 56 min. period. They should learn how to read non-digital clocks. They shouldn’t be texting each other, even if it’s the modern version of passing notes. And there have been some students who are immature or irresponsible with their phones, like playing with their cam or other apps in class. I don’t want students to rely on technology to do their work for them nor will students fully remember and use the vocabulary in spontaneous speech if they haven’t worked with the vocabulary and grammar themselves.
Another part of the issue is do I want to go through with the cell phone policy and send phones up to the office according to the school policy (which the secretaries and administration will begrudge) or do I keep the phones myself like one teacher does, which leaves the office out of the equation to enforce the cell phone policy. He holds the phone ‘til the end of class, then holds the phone until the end of the day. Then, for the rest of the school year, the offender has to place his/her phone in a basket as they enter class. That seems like a possible problem because if the phone gets broken or misplaced while in my position, I get held responsible. It’s a lot safer to just send it to the office with a campus monitor or to take it up their myself in between classes.
Anyway, that’s one of my dilemmas I don’t know how to tackle.
Thanks for listening and for any guidance you can give me!
We have state e...See MoreYour post could have been my post. I have the same concerns. I will tell you what one teacher I know did. She asked all students to take their phones out and make sure it is off. She has them place the phone where she can see it. If it rings, lights up or gets moved from the spot then she has the student put it in a basket.
We have state exams here where I teach and students all have to put their phones on the floor or below their chair for all to see.
I am thinking about this policy this year.
On 8/07/11, Daniel Hanson wrote: > Hello again! > > I would like to discuss another issue that has been > brewing in the back of my mind this past summer. Midway > through the year, I started becoming lax about cell phone > use in my class. I think it started with allowing one girl > to listen to her iPod in class because she had shut down > and planned on failing the entire course. So, another girl > started sneaking her earphones in class. I gradually went > down the rationalization slope until I didn’t mind > students’ texting each other unless we were taking an exam > or a quiz. I know that there are some teachers at my campus > who have given up on the cell phone and iPod fight. I was > at a school assembly and was warning students to put their > cell phones away and a history teacher commented on why > even bother with it; they are doing to do it anyway. Also, > this last year, the administration told us in a faculty > meeting or two that they cannot handle a huge cell phone > caseload and told us to use are discretion and that they > would support us in the classroom if the student is using > their phone or iPod because it was interfering with the > learning environment. However, for in the hallway, during > lunch, etc., we were told by the administration to just > warn students to put away their cell phones. The school > policy for cell phones is: 1st time submitted to office— > student picks up the phone at the end of the day with a > warning from the dean, 2nd time—parent has to pick up the > phone and the student is assigned a Saturday school, 3rd > time—student is suspended from school. As you can see, I’m > sure the administration doesn’t want to deal too much with > suspending students, which I don’t blame them. > > Anyway, I don’t know what my position is on this issue now. > I can totally see texting as the modern form of passing > notes in class. I can totally see using cell phones and > iPod/MP3 players to listen to music while working quietly > (which many teachers allow, some even during and after > tests). I know for some students, they really mellow out > because they are allowed to listen to music. Sometimes I > play music in the background while students are working. I > tend to assign a lot of written book work. Also, sometimes > when I find students pulling out their phones, I really do > feel like they are checking the time. Kids are so used to > looking at digital clocks that they are not accustomed to > non-digital clocks, which is what the school has in every > classroom. Should I purchase a digital clock so students > don’t have the excuse of looking at their cell phone for > the time? (At this point of the game, I’m okay with > spending the money to do that if it would reduce the > numbers of students who try to secretly look at the time on > their phones.) Also, instead of having to pull a big > dictionary off of the bookshelf in the back of my room, > they can very easily use a Translator or Dictionary app on > their phone. I probably would do the same thing if given > the option if I wanted to know how to say something in > Spanish or I didn’t know a word I was reading in the > textbook or something. (The vocabulary used in the reading > sections of the ¡En Español! Textbook series are notorious > for using words not listed in the back of the book glossary > and students can’t understand everything in the reading and > get frustrated.) > > On the other hand, there is still a part of me that feels > guilty for allowing students to use iPods or phones in > class because they should just be focused on my class and > nothing else during the entire 56 min. period. They should > learn how to read non-digital clocks. They shouldn’t be > texting each other, even if it’s the modern version of > passing notes. And there have been some students who are > immature or irresponsible with their phones, like playing > with their cam or other apps in class. I don’t want > students to rely on technology to do their work for them > nor will students fully remember and use the vocabulary in > spontaneous speech if they haven’t worked with the > vocabulary and grammar themselves. > > Another part of the issue is do I want to go through with > the cell phone policy and send phones up to the office > according to the school policy (which the secretaries and > administration will begrudge) or do I keep the phones > myself like one teacher does, which leaves the office out > of the equation to enforce the cell phone policy. He holds > the phone ‘til the end of class, then holds the phone until > the end of the day. Then, for the rest of the school year, > the offender has to place his/her phone in a basket as they > enter class. That seems like a possible problem because if > the phone gets broken or misplaced while in my position, I > get held responsible. It’s a lot safer to just send it to > the office with a campus monitor or to take it up their > myself in between classes. > > Anyway, that’s one of my dilemmas I don’t know how to > tackle. > > Thanks for listening and for any guidance you can give me! > > > Public High School Spanish Teacher
I'd suggest trying not giving out a long list of rules because every teacher does that and every teacher has a different list of rules - kids shut down on them because no one can remember several long lists of different rules.
Kids perk up at common sense - try a common sense approach and tell them that you are. Kids find most of what goes on in schools as somewhat inane because it's as if one teacher doesn't have a clue as to what any other teacher is doing - which is usually the case.
Mr. Smith says never sharpen a pencil in his class while Mrs. Jones says all pencils must be sharpened in the first five minutes of class. Ms. Channing says everything must be put away before class starts and Mr. Johnson says two pencils, one red markers and a long pink eraser must be out and in the left corner of the desk before class. Mr. Young says only use a black felt pen in his class and Miss Stanton says write with only a No. 2 pencil.
On that first day of school we can come off as seeming somethin between petty and anal to the kids and that goes a long way toward not building good relationships with them.
The number one challenge that teachers face, especially today, is that of classroom management. There are literally thousands of ideas and plans out there which focus on student behavior and how to gain and maintain control. The success or failure of any discipline system however, is determined by how you “train” your students. Success lies in ...See MoreThe number one challenge that teachers face, especially today, is that of classroom management. There are literally thousands of ideas and plans out there which focus on student behavior and how to gain and maintain control. The success or failure of any discipline system however, is determined by how you “train” your students. Success lies in the training. Training is the key! I taught for 30 years and was also a presenter and consultant. During those years, the topic I was most often asked to present in workshops and seminars, was that of classroom management. I recently wrote a book entitled “The Ideal Classroom: Top Ten Secrets to Successful Classroom Management, Grades K – 3: A Blueprint to Innovative Learning”. It’s based on brain research and how children learn. I wrote this book to share innovative, common sense strategies with teachers who are searching for practical solutions to this ever prominent problem. Chapter 3 thoroughly explains my unique discipline system and provides step-by-step instructions on how to successfully “train” your students, beginning on “day one” of school. While my book focuses on children at the primary level, the core principals apply to children of all ages. After reading all of your posts, I can honestly say that my book addresses most, if not all, of your concerns. If you’re seeking “real” answers that ensure success, I hope you’ll read my book. You won’t be disappointed. It’s available at Amazon.com. I’ve attached a link to get you there quickly. Just take a “Look Inside” and see if it meets you’re needs. I sincerely wish you the best and hope that you have an amazing classroom experience with your children.
On 8/16/11, newto5th wrote: > I am moving up to middle school after teaching elementary > grades the past 6 years. I will be teaching 5th grade LA > and need some help with finding a classroom management > system that works well with this age group. I've always > worked in a self-contained setting so I'm unsure what kind > of rewards/consequences one would use when you work in only > one subject area. Any suggestions you have would be > appreciated!
Hi- I've been teaching middle school for 13 years. Generally, what tends to work as rewards are things like " no homework passes" "computer time" or " free reading time" depending on your subject. As far as consequences, I always had the procedure hanging in front of the room and referred to it when a student needed help remembering how to appropriately behave in class. My procedure was: -first and second time a rule is broken, verbal warning -third time, phone call home and points off your "do now' or "classwork" -fourth time- lunch or afterschool detention -fifth time, referral to the office.
I don't know if there is lunch detention in your school, but students did NOT want to go to lunch detention. I wrote them a pass for detention and kept a copy for myself and records in case they didn't show. Often, I would go down to the lunch room, find them and walk them back to my room with me. They ate lunch in my room, they did not get to socialize and were isolated from their friends. Also, make sure to keep records of all parental contact, dates, name and gist of conversations. I used to call parents often and after a year or so, word spread that I was a teacher that called home consistently. It took awhile, but it was worth it. I also made sure to follow up with parents if a student did or did not improve. Building these relationships with the parents was very time consuming, but very worth it.
You may want to start at [link removed].
On 7/13/11, s saye wrote: > HI- I just attended a Harry and Rosemary Wong workshop in > Lafayette, La. It was wonderful. Harry mentioned that on > the...See More