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Classroom Management Chatboard

Student heckling other kids

by Amanda

Aug 19, 2011

Our school is very diverse. This year, I have a Hispanic student who is heckling Chinese students by making faces and pretending to speak the language. We already talked about hate crime and talked to his mother. Ideas?

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Sara On 8/19/11, Amanda wrote: > Our school is very diverse. This year, I have a Hispanic > student who is heckling Chinese students by making faces > and pretending to speak the language. We already talked > about hate crime and talked to his mother. Ideas?

The prejudice in the Hispanic community in regard to Asians runs pretty dee...See MoreOn 8/19/11, Amanda wrote: > Our school is very diverse. This year, I have a Hispanic > student who is heckling Chinese students by making faces > and pretending to speak the language. We already talked > about hate crime and talked to his mother. Ideas?

The prejudice in the Hispanic community in regard to Asians runs pretty deep. In the recent past, many Koreans opened small grocery stores in some predominantly Hispanic neighborhoods - and this happened all over the country. The Koreans take a big risk and keep the stores open 24 hours and they do fairly well with these stores. The neighborhood kids see this and resent it.

Overall there is a great resentment toward Asians because the Asian kids tend to do well in school. You hear about gangs in the city - ever hear of an Asian gang? Culturally Asians have advantages that blend well with the traditional expectations of American society. The traditional cultural behaviors of Asians help them to succeed in the U.S.

Which earns them the dislike of Hispanics who struggle with prejudice and the English language both. But you're saying in your diverse school, you have one Hispanic kid heckling your Asian kids? That doesn't sound too bad.

But what does he do when you tell him to stop? You haven't told us that. This is not about 'hate crimes' - this is about your classroom and the community of your classroom. Yes maybe he will go on to engage in hate crimes but I doubt it. You're telling him this may get him in trouble in the future?

Do you tell Hispanic jokes in class? I doubt it. Have you pointed that out to him? Do you favor some students over others? I doubt it and have you pointed that out to him? With such a student, I try to get them talking about why they're doing it - why make fun of someone you don't even know? What's that about? What does that get you?

And then I tell them what it will get them in my class - it will eventually get them the full force of my anger - after I've been open to discussing their behavior with them. I do not expect my students' parents to be able to control their kids in my classroom - I control the kids in my class. I model the behavior I expect from them and I do not ridicule any student for any reason and I expect the same of them. Do I ridicule the Spanish language to you? Ask him that. "What makes you think it's appropriate to do these things in my class because clearly it's not. I don't do it and I wouldn't allow anybody to do it to you."

Google ' South Philadelphia High School' Asian prejudice and see what comes up. Have your students read about what's been going on there. Open it up to class discussion - is this the kind of school community we want to be?

And then - teach the class some Mandarin or Cantonese and some Spanish. Teach them why the Chinese languages sound 'funny' to our ears - they're tonal languages and English and Spanish are not tonal languages.

Good luck.

Aug 30, 2011

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Challenging students

by letsdothis

Aug 23, 2011

I need feedback on something that I'm stuck on. Every year teachers get their new students and find there are 1 or 2 challenging ones. Getting background info and talking to their parents, I get really creative and do my best to motivate earn these students' trust. In turn, they trust me and care about me and really try their best. It's not perfect...See More

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Leah My thoughts:

You do an excellent job of working with challenging students.

> My question is...what do I do about student's teacher next year? > Did I drop the ball if I didn't try to push meds/get different placement(sp ed) > because student may not do well with next year's teacher?

No. Personally, I think too...See More

Aug 31, 2011

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Unruly Child

by Jenilee

Aug 31, 2011

What should I do with a student who no matter where I sit him gets himself and the ones around him in trouble? Should he be placed way off in the corner by himself?

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Leah How old is the child?

Sometimes removal for short periods of time can work. It depends on the child. You may need to tell us more about him/her.

On 8/31/11, Jenilee wrote: > What should I do with a student who no matter where I sit > him gets himself and the ones around him in trouble? Should > he be placed way off in t...See More

Aug 31, 2011

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Melissa On 8/31/11, Leah wrote: > How old is the child? > > Sometimes removal for short periods of time can work. It > depends on the child. You may need to tell us more about > him/her. > > On 8/31/11, Jenilee wrote: >> What should I do with a student who no matter where I sit >> him gets himself and the ones around him in...See More

Nov 12, 2011

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First Day

by Tracy

Aug 31, 2011

I know that planning the first day is extremely important in classroom management, and that good communication of rules as well as consequences is a must. It's a little overwhelming at this point though to figure out how to map out my first day with "learning the rules" being more my objective. Any advice?

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Old Teacher On 8/31/11, Tracy wrote: > I know that planning the first day is extremely important > in classroom management, and that good communication of > rules as well as consequences is a must. It's a little > overwhelming at this point though to figure out how to map > out my first day with "learning the rules" being more my > objective....See MoreOn 8/31/11, Tracy wrote: > I know that planning the first day is extremely important > in classroom management, and that good communication of > rules as well as consequences is a must. It's a little > overwhelming at this point though to figure out how to map > out my first day with "learning the rules" being more my > objective. Any advice?

I don't know what kind of school yours is or what kind of community it's in but there is a school of thought that says that 'learning the rules' isn't a must for the first day. Of course, you may teach in a very rough school and then all bets are off but so many classrooms just emphasize the rules on that first day and it can be such a dampener on student enthusiasm for returning to school.

I live a bit in the more perfect world than it really is but on the first day, I try to frame the year ahead in exciting rather than rigid terms. I try to share the journey ahead - I really love the subjects I teach, I'm passionate about them and I think history and language arts are fascinating subjects with so much to offer. I spend the first day telling them why history and language arts are so wonderful and can be so fascinating.

When I see the kids leave my colleagues' rooms who've emphasized the rules that day, I see the kids have already jaded over, the light's gone out of their eyes and their eyes say, "It's just another year at school."

But I teach in a fairly normal school in a relatively middle-class community. We have some kids with issues for sure but none of our kids are really little criminals waiting to turn on us. Maybe yours are.

I end my first day classes by saying "I love summer, guys, but I really love being back at school too. I enjoy teaching, I find all of you to be great scholars in the making, and we're going to make it a great year in history class (or LA)! I need some help from you to do that, I think that's common sense and you know that too. I look forward to your help each day and with it, I can promise you this will be a class you look forward to coming to each day as much as I do. Have a great rest of the day and I look forward to seeing you all tomorrow!"

yesterday, 2011

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"Older" Teacher-Need suggestions for management

by Maria

yesterday, 2011

I want to preface this post by saying that I hope this does not offend anyone. I am a female teacher in my late 40s who is also obese. I am losing weight but it is difficult. I never had classroom management issues until I turned 45 and gained weight. I'd rather not state what subject I teach but I will say it is a 9-12 grade environment with about...See More

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Sally Smith I'm 53 and having the same problem. When I was younger, I had perfect classroom management. Looks and youth are power in today's society.

On 9/01/11, Maria wrote: > I want to preface this post by saying that I hope this does > not offend anyone. I am a female teacher in my late 40s who > is also obese. I am losing weight but it i...See More

Oct 4, 2011

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Constant Chatter

by KD

yesterday, 2011

Dear all, I'm so glad this message board is here to ask questions:)

Constant chatter is driving me crazy! I've just never had so much frustration with a class. If I ask the students to take out a folder from their desks, about half do so, and the other half talk & talk & totally forget about the folder, regardless of how I've phra...See More

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L Jones Another great video about chatter:

[link removed]

On 9/02/11, L Jones wrote: > Please take a look at Jack Berckemeyer's ideas! He has helped > me tremendously. jackberckemeyer.com > > Lisa > > > > On 9/01/11, KD wrote: >> Dear all, I'm so glad this message board is here to ask >> questions:) &...See More

Sep 2, 2011

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Sara On 9/01/11, KD wrote: > Dear all, I'm so glad this message board is here to ask > questions:)

I wrote this on another post but you can train kids to quiet and silence and some need that specific training. Next day explain how some people need quiet to work while yes, it's true that others don't. Silence is usually not expected but s...See MoreOn 9/01/11, KD wrote: > Dear all, I'm so glad this message board is here to ask > questions:)

I wrote this on another post but you can train kids to quiet and silence and some need that specific training. Next day explain how some people need quiet to work while yes, it's true that others don't. Silence is usually not expected but sometimes it even has to be silent."

We live in noisy world where people often have to raise their voices over the din - particularly now that everybody talks on their cell phones everywhere. Even in church the minister asks people to turn off their cell phones, all weddings seem to begin with that announcement now. Some kids live in loud families where the tv is constantly on whether anyone is watching or not. Doctors' offices, waiting rooms seem to more and more have a tv in it, up high, and showing the most awful shows. As Americans, we seem to need the din and be uncomfortable with quiet much less silence.

But they can learn a greater comfort with quiet and silence. Some people actually become uncomfortable and start to talk or chat out of discomfort with the quiet. "Well, what are we all being so quiet for?" and they start talking.

If the classroom clock has a second hand, tell them we're going to practice quiet and silence both. Start with quiet. Give them a short worksheet or tell them to write their full name on the paper - first, middle and last name - and to be quiet while they do it. They can't be silent because the papers will rustle and they'll shift in their seats. Time it. It shouldn't take too long and if anyone starts to talk, say "It's to be quiet which means no talking."

When it's over, show them how long they were able to keep quiet for.

Then do silence. No work to be done. Don't expect more than 10 seconds and tell them that because, tell them, they've had no silence training. Start them when the second hand is at 12 and have silence for ten seconds. (some of them may start to sweat, silence makes them nervous)

Talk to them about NAVY Seals and Army commandos doing silence training. Tell them quiet time and silent time are different but you're going to be working - like NAVY seals - on lengthening the amount of time they can be silent - it's not easy. Can they make it to a minute? A minute is a reasonable goal.

And that as a class you're "going to work on the length of time they can be quiet - which is different from silence, yes, but it stills asks something of you that you're still learning to give. When I speak with instructions, it should be quiet, not silent, but quiet. I should not have to raise my voice unless something alarming is happening."

I have a colleague who's GREAT with - clap twice if you can hear me. Clap three times if you can hear me. He can control almost 400 kids with that and I'm not kidding.

I agree - I'd never give points for being quiet. Quiet is a life skill, not a parlor trick. > > Constant chatter is driving me crazy! I've just never had > so much frustration with a class. If I ask the students to > take out a folder from their desks, about half do so, and > the other half talk & talk & totally forget about the > folder, regardless of how I've phrased the directions, how > clear I am etc.. I don't think I've been able to start a > lesson this week without having to stop, wait for quiet, > warn students, stop again etc. It's maddening! I've taught > for 20 years and have never had a hassle like this before. > I don't think I should have to offer table points every > time I give an instruction. I don't mind giving points > sometimes, but all the time is ridiculous... > > 3 parents have come to me in the last week asking me to > change their child's seat because they're complaining about > kids at their table talking. Honestly, I've got no table to > move them to that doesn't have the same problem. > > The good news is there's no maliciousness, no defiance, but > I am worried about time wasted and the number of students > who are not proficient for their grade level. I don't like > raising my voice at kids and that's what I've had to resort > to this week... > > Please advise! I wish I could freely ask the other teachers > at my school, but I'm new to the school and some of other > teachers are so snarky and petty, I'm avoiding the staff > room altogether. > > Please be kind in your responses, I've just had a major > grade level, subject and school environment change, and my > first 5 weeks have been rough.. That said, I could really > use some suggestions!

Sep 2, 2011

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Need ideas for the inattentive class..

by Hurley

Sep 3, 2011

This is my 4th year teaching 3rd grade. I have never before experienced such an inattentive group. The biggest problem is in the afternoon during math. As I am teaching our Saxon Math lesson, I look out into a sea of kids playing with their pencils, looking at the ceiling, touching their name plates, poking the book bin at their table...it's drivin...See More

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Sep 19, 2011

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c Math at the end of a long day can be difficult no matter what. I have seen an amazing math lesson taught by Ron Clark that has the kids motivated, moving, and excited about math. You can still use Saxon, but having random shout outs, tiny dance breaks, and whole class responses breaks up the monotony of the day. These are all very practiced procedu...See More

Sep 21, 2011

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Classroom organization

by David Ginsburg (aka Coach G)

Sep 3, 2011

Classroom set-up suggestions to help prevent disruptions when students are out of their seats.

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classroom management tips for field work/student teaching?

by Macky

Sep 5, 2011

I am a 21 year old male currently pursuing a degree in childhood education with a concentration in history. I have a recurring problem of not being able to get the the attention/respect of the classrooms i observe/work in. I feel as though the students take advantage of my "youngness". Also i am rather calm and easy going in nature and feel uncomfo...See More

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Sara On 9/05/11, Macky wrote: > I am a 21 year old male currently pursuing a degree in > childhood education with a concentration in history. I have > a recurring problem of not being able to get the the > attention/respect of the classrooms i observe/work in. I > feel as though the students take advantage of my > "youngness". Also i a...See MoreOn 9/05/11, Macky wrote: > I am a 21 year old male currently pursuing a degree in > childhood education with a concentration in history. I have > a recurring problem of not being able to get the the > attention/respect of the classrooms i observe/work in. I > feel as though the students take advantage of my > "youngness". Also i am rather calm and easy going in nature > and feel uncomfortable raising my voice. Is there anything > i can do to combat this problem?

Some of us need to adopt a 'teaching persona' - I'm actually rather quiet and shy but if I acted my real quiet and shy self in front of a classroom, I'd never gain control of it. So in front of the classroom I put on a teaching persona - I become quite the diva, taking charge, doling out quips - nothing like my real self.

You shouldn't have to raise your voice - there are many other ways to get the attention of a class. What does your mentor teacher do? Try to observe in other classrooms as well. My mentor teacher lowers, not raised his voice, and would say "Clap twice if you can hear me." Then again very quickly 'Clap twice if you can hear me" then "Clap three times if you can hear me."

With each of those, more kids responded. Walk briskly in the classroom, a smile is fine but you have to show some energy. Some people flick the lights. I stand in front of the room with my arms folded and an increasing look of annoyance on my face to settle them. I will even tap my foot, and then start to look down at the floor. The 'good kids' notice and shush the others.

It's not your 'youngness' they're taking advantage of - it's your 'newness', your inexperience. Every good teacher needs to learn what works for them. If I screamed at kids, they'd look at me as if I'm nuts. Screaming isn't my karma - it doesn't work for me. It can work for some teachers but not me - nor does yelling work for me but it works for my next door colleague very well. He booms his voice and they all settle down. My mentor claps. My other next door neighbor literally puts her head down on her arms (but the kids think she's nuts and so do I but it works)

Faces. They don't teach us faces in ed classes but exaggerated faces can be very effective.

Sep 5, 2011

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Macky On 9/05/11, Sara wrote: > On 9/05/11, Macky wrote: >> I am a 21 year old male currently pursuing a degree in >> childhood education with a concentration in history. I have >> a recurring problem of not being able to get the the >> attention/respect of the classrooms i observe/work in. I >> feel as though the student...See MoreOn 9/05/11, Sara wrote: > On 9/05/11, Macky wrote: >> I am a 21 year old male currently pursuing a degree in >> childhood education with a concentration in history. I have >> a recurring problem of not being able to get the the >> attention/respect of the classrooms i observe/work in. I >> feel as though the students take advantage of my >> "youngness". Also i am rather calm and easy going in nature >> and feel uncomfortable raising my voice. Is there anything >> i can do to combat this problem? > > > Some of us need to adopt a 'teaching persona' - I'm actually > rather quiet and shy but if I acted my real quiet and shy self > in front of a classroom, I'd never gain control of it. So in > front of the classroom I put on a teaching persona - I become > quite the diva, taking charge, doling out quips - nothing like > my real self. > > You shouldn't have to raise your voice - there are many other > ways to get the attention of a class. What does your mentor > teacher do? Try to observe in other classrooms as well. My > mentor teacher lowers, not raised his voice, and would say > "Clap twice if you can hear me." Then again very quickly 'Clap > twice if you can hear me" then "Clap three times if you can > hear me." > > With each of those, more kids responded. Walk briskly in the > classroom, a smile is fine but you have to show some energy. > Some people flick the lights. I stand in front of the room with > my arms folded and an increasing look of annoyance on my face > to settle them. I will even tap my foot, and then start to look > down at the floor. The 'good kids' notice and shush the others. > > It's not your 'youngness' they're taking advantage of - it's > your 'newness', your inexperience. Every good teacher needs to > learn what works for them. If I screamed at kids, they'd look > at me as if I'm nuts. Screaming isn't my karma - it doesn't > work for me. It can work for some teachers but not me - nor > does yelling work for me but it works for my next door > colleague very well. He booms his voice and they all settle > down. My mentor claps. My other next door neighbor literally > puts her head down on her arms (but the kids think she's nuts > and so do I but it works) > > Faces. They don't teach us faces in ed classes but exaggerated > faces can be very effective.

Wow, this is great. thank you.

Sep 7, 2011

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