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Classroom Management Chatboard

How To Cultivate A Positive, Effective School Culture

by Teachers.Net Gazette

Sep 28, 2014

Tips and methods for teachers and school administrators...

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Restroom Breaks for Teachers

by happyteachermom

Oct 6, 2013

Hello! I wondered if you had any tips/tricks for finding time to take a restroom break. I don't want to leave students unattended. So far, the only solution has been to limit fluid intake, but that makes me have headaches. It's not the end of the world, but it would be nice to be able to drink water throughout the day and not have to worry about wh...See More

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whomever What grade level do you teach?

If you have a door you can close and your students are moving from one classroom to the next, just tell your students to line up in the hallway and wait for you to get back. Go to the RR at the beginning of passing period and if you are a few seconds late getting back, I guarantee your students will understan...See More

Sep 26, 2014

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S I have an agreement with a teacher next door. When I of us has to go, we tell the other by tapping on the wall. She will stand in the hallway where she can see both classrooms. It is usually only two minutes, but definitely worth it.

Our principal has advised to call him when needed, but so far he has not been required in our classes. On ...See More

Sep 26, 2014

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"No Exceptions"

by Giovanna Doll

Sep 23, 2014

Researching about Classroom Management, I have found some statements where the phrase “no exceptions” is included, like “A consistent approach with no exceptions are your key to success in classroom management.” (Morisseau). Then, I ask, does treat students fairly mean treat all students equally? Can teachers really treat all students equal...See More

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Kent This conversation brings to mind a situation I had in a CAD class several years ago. In my class when I am helping individual students, I will sometimes look at a drawing with a student and delete dimensions that are in the wrong location or are not necessary at all. Several years ago I did this with one of my students and he freaked out because I ...See MoreThis conversation brings to mind a situation I had in a CAD class several years ago. In my class when I am helping individual students, I will sometimes look at a drawing with a student and delete dimensions that are in the wrong location or are not necessary at all. Several years ago I did this with one of my students and he freaked out because I was deleting dimensions off of his drawing. I learned a very important lesson that day. You can't always treat students the same way because they perceive your treatment in very different ways. You need to be fair and expect the same behaviors from everybody but you need to tailor your interactions to the individual student.

On 9/24/14, Giovanna Doll wrote: > Hi HLee. Regarding your question, “Can we treat students different > when it comes to classroom management because of how they react?” > I think that as teachers we need to make clear to students that > our behavior brings consequences. When the reaction of the student > is disrespectful, although we need to be calm when addressing > disrespectful students, the consequence of disrespect should be > not a warning but a time out and/or a letter to parents. > > Nevertheless, I think that it is up to the discretion of the > teacher how to handle certain situations with specific students > and that it is something we need to clarify to the students at the > beginning of the school year when we establish rules and routines. > > > As you say Jenna. It is not fair treating all the students the > same. It is fair offering to students the opportunity to success > recognizing their individual learning styles, biases, limitations, > and needs. > > > > > > On 9/23/14, Jenna wrote: >> Giovanna, >> >> I appreciate this post, and I think it's a really important >> topic to bring up. I think you're right, there needs to be a >> balance and sense of fairness for discipline and management >> in the classroom. I believe, instead of "equal" the word is >> "equity." If we treat all students "equally" 100% of the >> time, that won't work because all kids need different things. >> Think if we did the same or "equal" reading instruction to >> all levels of kids...that wouldn't promote growth and >> progress. Instead, equity is knowing each student and >> adjusting your teaching to meet their individual needs. >> >> Jenna >> >> On 9/23/14, LeeH wrote: >>> On 9/23/14, Giovanna Doll wrote: >>>> Researching about Classroom Management, I have found some >>>> statements where the phrase “no exceptions” is included, >>>> like “A consistent approach with no exceptions are your >>> key >>>> to success in classroom management.” (Morisseau). Then, I >>>> ask, does treat students fairly mean treat all students >>>> equally? Can teachers really treat all students equally? >>> I was just wondering the same thing. Can we treat students >>> different when it comes to classroom management because of >>> how they react? Some students respond better then others to >>> certain things. If you have a student that when corrected >>> on a behavior gets very upset and disruptive is it better >>> to let the behavior go? I think it is impossible to treat >>> all students equally but I think we need to keep it as fair >>> as possible. I have seen where a student got privileges or >>> what seemed like privileges when they were not doing what >>> was expected of them in the classroom. Soon more and more >>> students started to act out to get this treatment. We have >>> to find the middle ground.

Sep 24, 2014

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Giovanna Doll Kent, thanks for sharing.

As Grasha (2002) says “Because one-on-one interactions offer the opportunity for more tailored conversations about students’ gains and struggles with the course material, style differences are particularly important to notice and attend to.” We need to be aware of each student's learning preferences.
...See MoreKent, thanks for sharing.

As Grasha (2002) says “Because one-on-one interactions offer the opportunity for more tailored conversations about students’ gains and struggles with the course material, style differences are particularly important to notice and attend to.” We need to be aware of each student's learning preferences.

Reference: Grasha, A.F. (2002). The dynamics of one-on-one teaching. College Teaching, 50, 139-146.

On 9/24/14, Kent wrote: > This conversation brings to mind a situation I had in a > CAD class several years ago. In my class when I am helping > individual students, I will sometimes look at a drawing > with a student and delete dimensions that are in the wrong > location or are not necessary at all. Several years ago I > did this with one of my students and he freaked out > because I was deleting dimensions off of his drawing. I > learned a very important lesson that day. You can't always > treat students the same way because they perceive your > treatment in very different ways. You need to be fair and > expect the same behaviors from everybody but you need to > tailor your interactions to the individual student. > > On 9/24/14, Giovanna Doll wrote: >> Hi HLee. Regarding your question, “Can we treat students > different >> when it comes to classroom management because of how they > react?” >> I think that as teachers we need to make clear to >> students that our behavior brings consequences. When the >> reaction of the > student >> is disrespectful, although we need to be calm when >> addressing disrespectful students, the consequence of >> disrespect should be not a warning but a time out and/or >> a letter to parents. >> >> Nevertheless, I think that it is up to the discretion of >> the teacher how to handle certain situations with >> specific students and that it is something we need to >> clarify to the students at the beginning of the school >> year when we establish rules and > routines. >> >> >> As you say Jenna. It is not fair treating all the >> students the same. It is fair offering to students the >> opportunity to success recognizing their individual >> learning styles, biases, limitations, and needs. >> >> >> >> >> >> On 9/23/14, Jenna wrote: >>> Giovanna, >>> >>> I appreciate this post, and I think it's a really >>> important topic to bring up. I think you're right, there >>> needs to be a balance and sense of fairness for >>> discipline and management in the classroom. I believe, >>> instead of "equal" the word is "equity." If we treat all >>> students "equally" 100% of the time, that won't work >>> because all kids need different things. Think if we did >>> the same or "equal" reading instruction to all levels of >>> kids...that wouldn't promote growth and progress. >>> Instead, equity is knowing each student and adjusting >>> your teaching to meet their individual needs. >>> >>> Jenna >>> >>> On 9/23/14, LeeH wrote: >>>> On 9/23/14, Giovanna Doll wrote: >>>>> Researching about Classroom Management, I have found > some >>>>> statements where the phrase “no exceptions” is >>>>> included, like “A consistent approach with no >>>>> exceptions are your >>>> key >>>>> to success in classroom management.” (Morisseau). >>>>> Then, I ask, does treat students fairly mean treat all >>>>> students equally? Can teachers really treat all >>>>> students equally? >>>> I was just wondering the same thing. Can we treat >>>> students different when it comes to classroom >>>> management because > of >>>> how they react? Some students respond better then >>>> others to certain things. If you have a student that >>>> when corrected on a behavior gets very upset and >>>> disruptive is it better to let the behavior go? I think >>>> it is impossible to treat all students equally but I >>>> think we need to keep it as fair as possible. I have >>>> seen where a student got privileges or what seemed like >>>> privileges when they were not doing what was expected >>>> of them in the classroom. Soon more and > more >>>> students started to act out to get this treatment. We >>>> have to find the middle ground.

Sep 25, 2014

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College classroom management

by PamG

Sep 23, 2014

I teach at the college level, deliver technology trainings to K-12 teachers, and volunteer regularly as an assistant in elementary school math classes. I see similar classroom management issues in all three environments. The problem I have, is although the behaviors are similar, strategies to address the behaviors have to be different. My adult lea...See More

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Josh H. Jen and Pam,

I often find myself teaching workshops to professors and sometimes I think professors make the worst students. Sometimes they also make the best students. I think what you were talking about with managing expectations and setting rules is a good tip. I think you need to pick which rules you strictly follow and which you can le...See More

Sep 24, 2014

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Jen C. Hi Josh, I like your idea for suggesting a talk after class. I usually try to politely remind them that there is a lot of information to cover in a short time frame so we need to move on. I agree that it hard because you don’t want to discourage someone who is eager to talk about the material but you also don’t want one person taking over the d...See More

Sep 25, 2014

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Bathroom Issue

by Cat

May 6, 2014

I’m a first year teacher and I’m teaching English at a Catholic girls’ high school. Saturday was my first time supervising Saturday detention. It’s from 8 AM to 12 Noon and they get a bathroom/stretch break from 9:55 to 10:05. That’s the only time they are supposed to be out their seats for the whole 4 hours. I understand all that, but I ...See MoreI’m a first year teacher and I’m teaching English at a Catholic girls’ high school. Saturday was my first time supervising Saturday detention. It’s from 8 AM to 12 Noon and they get a bathroom/stretch break from 9:55 to 10:05. That’s the only time they are supposed to be out their seats for the whole 4 hours. I understand all that, but I had a situation on Saturday that I had to deal with.

I had 12 girls on Saturday and it wasn’t 15 minutes after the bathroom break that one of the girls came up to me and asked to go again. Of course, I asked her why she hadn’t gone before when she was supposed to. She didn’t really have an answer for me, but she was insistent that she really did have to go now. She didn’t say it, but somehow I got the impression that she had to go #2 and she didn’t want to do it with 11 other girls in the bathroom at the time. She is a really shy and quiet freshman so I can kind of understand how she was feeling about that. She apparently had waited in the hopes of being able to go later when she’d have the opportunity to be alone in the girls’ room.

So I let her go even though I wasn’t supposed to. Somebody apparently saw her coming out of the girls’ room at the inappropriate time. Tuesday, I got a letter from my principal reminding me of the rules of Saturday Detention and reiterating specifically that no one was to be out of the room except during the designated bathroom break. OK – I understand all that but what was I supposed to do in this situation? Was I really supposed to tell this girl she couldn’t go to the bathroom when she obviously needed to? Obviously, she should have gone during the bathroom break when she was supposed to. But the fact was that she didn’t. Was I really then supposed to deny her for close to 2 hours and make the poor girl risk soiling herself just to adhere to the rules? I hated teachers that didn’t use common sense in these kinds of situations and I vowed that I’d never become one of those.

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Giovanna Doll Hi Cat,

When a student wants to get out of class, a bathroom break looks the ideal excuse for getting out. So, I understand school policies. It is part of classroom management, which depends upon our ability to avoid making big mistakes. However, it could be a big mistake if you misjudged and did not granted the permission to your student ...See MoreHi Cat,

When a student wants to get out of class, a bathroom break looks the ideal excuse for getting out. So, I understand school policies. It is part of classroom management, which depends upon our ability to avoid making big mistakes. However, it could be a big mistake if you misjudged and did not granted the permission to your student because time later she could lose control at her seat.

We, teachers need to balance the ideal with the practical. Then, exceptions to rules and procedures may apply when it is necessary and it is up to the teacher judgment. I think you did the right. It could be great if you explained to your supervisor the reasons of your decision.

On 5/06/14, Cat wrote: > I’m a first year teacher and I’m teaching English at a > Catholic girls’ high school. Saturday was my first time > supervising Saturday detention. It’s from 8 AM to 12 Noon > and they get a bathroom/stretch break from 9:55 to 10:05. > That’s the only time they are supposed to be out their > seats for the whole 4 hours. I understand all that, but I > had a situation on Saturday that I had to deal with. > > I had 12 girls on Saturday and it wasn’t 15 minutes > after the bathroom break that one of the girls came up to > me and asked to go again. Of course, I asked her why she > hadn’t gone before when she was supposed to. She didn’t > really have an answer for me, but she was insistent that > she really did have to go now. She didn’t say it, but > somehow I got the impression that she had to go #2 and she > didn’t want to do it with 11 other girls in the bathroom at > the time. She is a really shy and quiet freshman so I can > kind of understand how she was feeling about that. She > apparently had waited in the hopes of being able to go > later when she’d have the opportunity to be alone in the > girls’ room. > > So I let her go even though I wasn’t supposed to. > Somebody apparently saw her coming out of the girls’ room > at the inappropriate time. Tuesday, I got a letter from my > principal reminding me of the rules of Saturday Detention > and reiterating specifically that no one was to be out of > the room except during the designated bathroom break. OK – > I understand all that but what was I supposed to do in this > situation? Was I really supposed to tell this girl she > couldn’t go to the bathroom when she obviously needed to? > Obviously, she should have gone during the bathroom break > when she was supposed to. But the fact was that she didn’t. > Was I really then supposed to deny her for close to 2 hours > and make the poor girl risk soiling herself just to adhere > to the rules? I hated teachers that didn’t use common sense > in these kinds of situations and I vowed that I’d never > become one of those. >

Sep 23, 2014

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Steph Schragen Your concern is admirable and your actions I'm sure were very appreciated by your student. I completely agree, if I were in your shoes I would have done the same thing. Yes she may have needed to "go #2" however, she is a young female student and could very well have gotten or had her period. I know this may be an uncomfortable discussion for you, ...See More

Sep 24, 2014

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Classroom Management with Technology in Classroom

by Fonda

Feb 20, 2014

I am just starting to integrate ipads in the classroom. I'm looking for ways to implement so that students are actively involved in using the ipads for more than a gaming tablet. What are some management ideas for kids sharing ipads (I only have 6)? Also what are some ideas for managing and integrating ipads and laptops?

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PamG There are a lot of technologies available for managing technology - if there are a lot of iPads at the school you might want to look at something like CasperSuite. It is good at tracking what students are working on, and keeping track of what is installed on the iPads and limiting what students can do on the iPads.

One thought as to shari...See More

Sep 24, 2014

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Steph Schragen Great suggestion. I have never heard of CasperSuite to this was very intriguing. I do not teach a class nor am big with technology. It actually blows my mind to see how much technology has advanced in the past couple years. And especially since I was in high school. We have very old very slow computers that we were only allowed to use when signed i...See More

Sep 24, 2014

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Teaching Personal Responsibility

by Beccah

Sep 23, 2014

Keeping track of assignments, teaching personal responsibility and intrinsic motivation are always a key component of a Middle School setting. I have found over the years that while I can work towards these goals with my students at school, it seems to be the parents who ultimately get in the way of any progress being made.

I have always ...See More

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Steph Schragen Great Job! I enjoyed your discussion. And I think that having the parents sign the syllabus at the beginning of the year is brilliant! This not only gets the parents more involved but assures that there is no miscommunication and that everyone is clear on the expectations that you hold for all the students. This eliminates the opportunity for the s...See More

Sep 24, 2014

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Steph Schragen Great discussion and also a very great question. This actually reminded me of a post within this chat board by someone stating that in the beginning of the year they require the parents to read and sign their class syllabus, in which states all of your expectations, goals, guidelines, procedures, and how you will be grading and handling everything ...See More

Sep 24, 2014

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Introverted Children in Extroverted Schools

by Teachers.Net Gazette

Jul 21, 2014

Some of the most misunderstood aspects of introverted temperaments, and how teachers can help introverts succeed in the classroom.

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JenFnyc On 7/21/14, Teachers.Net Gazette wrote: > Some of the most misunderstood aspects of introverted > temperaments, and how teachers can help introverts succeed > in the classroom.

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As an extrovert surrounded by introverts during my day, I was pleased to see this article, and some of the practical information included, star...See More

Sep 23, 2014

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Finnish Bathroom Article

by Kent

Sep 22, 2014

Did anyone read this article? I teach high school kids and one of the things that bugs me most is high school kids askiing if they can go to the bathroom. I don't ask if I can go to the bathroom. I know when I have to go so I go when I need to. I ask them to tell me when they are going so I know where they have gone, but I don't need them to ask pe...See More

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10 Reasons to Work Hard in School

by Teachers.Net Gazette

Sep 11, 2014

Use these 10 tips to motivate your students, answer their questions about why school is important for them... why it matters to work hard, value education, and take school seriously.

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