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Classroom Management Chatboard

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 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?

2. How do you deal with a confrontational student?

3. How do you (or do you) adjust your grading for students with family problems?

4. At what point do you send a student...See More

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Zodea 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 stude...See MoreHi 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 26, 2011

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Tiana Hartley Thank you! You have both given me some very useful information and have been a great help. :)

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 activiti...See MoreThank you! You have both given me some very useful information and have been a great help. :)

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 27, 2011

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marjoryt I teach developmental, freshman, and sophomore English classes in a community college. The courses include classroom, hybrid, and online environments. > 1. From the beginning of the school year, how do you > establish your classroom climate or classroom control? I get the students immediately on graded assignments directly related to classroo...See MoreI teach developmental, freshman, and sophomore English classes in a community college. The courses include classroom, hybrid, and online environments. > 1. From the beginning of the school year, how do you > establish your classroom climate or classroom control? I get the students immediately on graded assignments directly related to classroom behaviors and performance. For example, in the first week, they must communicate with me in and outside class, get into our Blackboard course site and complete assignments, gather materials, and complete a 24/7 schedule. I'll return the work with grades almost immediately and nag students who aren't stepping up to the plate. > 2. How do you deal with a confrontational student? I will directly look at a student and say, "Wow, you are upset! Is it just a bad day, a bad day in this class, or you have a problem with me? If it is a problem with me, do you prefer to handle it in the hallway, or come visit me later, or deal with the campus police? I'd prefer you do 1 or 2, so you can get back on course very soon. By the way, I ALWAYS report confrontations like this to the VP of Student Affairs, just so they know what's going on. That office may do nothing, intervene, or remove the student. I very definitely want a paper trail. 98% of the time, it's a bad day in general, or a bad day in class - both of which can be resolved. Once I developed a reputation of not going off the handle, and trying to be kind yet firm, these instances reduced to only 1 or 2 per semester. > 3. How do you (or do you) adjust your grading for students > with family problems? College is different - my institution doesn't even accept doctor's excuses. The students have a specific number of cuts available per class - once used, the student is out of the course with an F. I help my students by being flexible in due dates - at least 1 week between assignment and due date. I will accept late work, but with a penalty. Right now I have a student out of class after a lawn tractor accident. She is completely caught up on all assignments and believes she will continue to stay so, simply because I don't expect immediate delivery. > 4. At what point do you send a student to the Dean or seek > administrative intervention? I let admin and the coaches know if the student is missing class or seems unprepared or unhealthy. On the view situations violence seemed imminent, I called campus police immediately during the situation. For anything else (such as the student is experiencing stress), I do referrals with the student's permission and involvement. For instance, one of my students seemed stressed to the point of hysteria, so I said, "Let's go find someone to help you now. I'll go with you and stay until you feel better." I walked her over to the school nurse, and stayed until the VP Students arrived. At that point, the student felt protected; I left. > 5. How do you deal with late work? I've been trying this system this semester and had good results. 1. Give a few bonus points for delivery on or ahead of schedule. 2. For many assignments, delivery on or ahead of schedule earns a revision opportunity (writing assignments or projects). 3. Late delivery - I'll grade it with no penalty, but there will be no revisions. These options vary by assignment and are clearly stated on the assignment. > 6. How do you enlist the assistance of parents? Parents are not an option in college. I do NOT discuss anything with a parent unless the student is present and give permission. Only rarely do I discuss a student with a coach (my coworker). We consider our students adults and responsible for their own academic career. > 7. How do you recover from transition periods or > disruptions? Since so many of my students are ADD/ADHD, none of my activities last very long. My students are trained in the first week or so to refocus quickly. I'll give a warning such as "2 more minutes to finish the test, then we'll move into the lecture." Then, it's "Ok, 5 minute lecture on X - you'll take perhaps 1/2 page of notes" and start talking. I'm very fortunate in that if we finish early, we leave. When I taught 7-12 English, we tried to finish early so that students could complete the homework in class. > 8. What usual procedures/routines help make your class run > smoothly? 1. I don't call roll first thing - we review the day's menu of activities. After they settle in to work, I can call roll. 2. My notes and handouts are available in Blackboard, so no one needs a notetaker. If it's detailed information, I'll print a copy for everyone. 3. I keep some cheap paper and cheap pens - no one has to hunt for supplies before working. 4. I show examples of completed assignments whenever possible. Students LOVE this, as it's reassuring. 5. No verbal only assignments - they always get a written version too. > 9. How do you get to know your students as individuals? It's really hard for college students, especially the ones I see only 1 time a week. I put the responsibility on THEM by assigning some conferences as grades - students must talk to me individually. That helps, but often the students prefer to just be a name on the work. > 10. How (or do) you incorporate multiculturalism into your > classroom? I respect the individual. Social background, religion, ethnic background, and appearance are never spoken of. My classroom environment respects kindness and politeness - we do not tolerate ugly remarks even in fun. Part of respect is truth - we tell the truth, but we're kind about it. Our clientele is young and still learning to communicate with others.

Did you notice - all our answers are so similar!

Mar 30, 2011

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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