Maybe a little too comfortable....

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Classroom Management Chatboard

Maybe a little too comfortable....

by Carla L.

Feb 13, 2013

Hello all- I am in need of some advice.....I teach in a very small program for students who are 18-21 years old with various disabilities. We only have about 17 students in the entire school. We have about 3 structured lessons per day, and the rest of the day is filled with community outings, classes at the tech. college, driver's education, job shadows, jobs, etc.....The school is run very "family" like, which is wonderful in one way because the students are SO comfortable with who they are when they are in our school, however.....they are also SO comfortable that they do not always remember that they are still in a school and when it is time for the structured lesson, it is not really a choice and they are still expected to be on time. They are aware of the lesson times as they are the same every day and posted on a daily schedule. It has become habit for the students to wait until I tell them it is time to come to the lesson, where they all look at me and continue doing their own th...See More

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Fiorella Velarde, Boca Raton, Fl Hi Carla:

I was just writing about a related topic on my blog. I read in a wonderful book, which I recommend to all of you, Setting expectations for Children's Behavior, that whenever you prompt children to do something, it will be beneficial to give them two choices. You get to pick the choices so at the end it doesn't matter what they d...See MoreHi Carla:

I was just writing about a related topic on my blog. I read in a wonderful book, which I recommend to all of you, Setting expectations for Children's Behavior, that whenever you prompt children to do something, it will be beneficial to give them two choices. You get to pick the choices so at the end it doesn't matter what they do first because you will get them to do what you want out of your two choices. I practiced this with my own daughter and I can tell you that she feels more in control but complies at the same time.

My other suggestion is to get used to say things more than once. Let's picture for instance when many time we as adults are submerged in a given activity and we have to be told several times to let go. It could be an engaging lecture, the middle of an idea, o simply abandoning the TV to sit at the table for dinner. I guess that I am trying to say that we all need our time for transitions but traditional discipline has somehow make us believe that children should ( and must) respond at first time.

Just a thought...

Fiorella

On 2/14/13, Jack wrote: > Hi Carla, > > I don't think that having expectations for your students will > change their comfort level in your class - at least, it > shouldn't! You might try having a discussion with your > students about the importance of being on time and work with > them to craft a system that they agree to. While there are > lots of ways to positively reinforce being on time, students > will also work to avoid being inconvenienced. Maybe with them > you can agree on an inconvenience like extra homework, or > making up the cumulative time they have missed or cost you at > the end of the week (a study hall, some sort of duty, an > extra assignment). You might also try the vocational approach > - I assume part of your job is to prepare these kids to hold > down a job at some point, you might have a discussion about > professionalism and outline being on time as a way to > practice it. > > Hope this helps! > > Best, > > Jack > > > On 2/13/13, Carla L. wrote: >> Hello all- I am in need of some advice.....I teach in a >> very small program for students who are 18-21 years old >> with various disabilities. We only have about 17 students >> in the entire school. We have about 3 structured lessons >> per day, and the rest of the day is filled with community >> outings, classes at the tech. college, driver's education, >> job shadows, jobs, etc.....The school is run very "family" >> like, which is wonderful in one way because the students >> are SO comfortable with who they are when they are in our >> school, however.....they are also SO comfortable that they >> do not always remember that they are still in a school and >> when it is time for the structured lesson, it is not really >> a choice and they are still expected to be on time. They >> are aware of the lesson times as they are the same every >> day and posted on a daily schedule. It has become habit for >> the students to wait until I tell them it is time to come >> to the lesson, where they all look at me and continue doing >> their own thing, until I tell them again....and >> again.....and they start to trickle over. I have tried >> several techniques, such as positive praise for the >> students who do come right away.......PLEASE, I am looking >> for suggestions to help them follow the schedule without >> having to ask them several times. I do not want to loose >> the comfort level they feel with us, but I also need them >> to understand there are expectations and they need to be >> followed. Thanks for the advise! >> >> Carla L

Feb 14, 2013

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Lisa E. On 2/14/13, Jack wrote: Hi Carla,

I agree with Jack here. I think it would be great to have a conversation with your students about this problem. Explain the problem and relate this to future work experiences and then ask your students for suggestions about how to solve it together. I'm sure they would appreciate being approached as adult...See MoreOn 2/14/13, Jack wrote: Hi Carla,

I agree with Jack here. I think it would be great to have a conversation with your students about this problem. Explain the problem and relate this to future work experiences and then ask your students for suggestions about how to solve it together. I'm sure they would appreciate being approached as adults about the problem.

Or threaten, "Y'all don't want me ring a little bell like we're in Kindergarten, do you?" :)

Good Luck, Lisa

> Hi Carla, > > I don't think that having expectations for your students will > change their comfort level in your class - at least, it > shouldn't! You might try having a discussion with your > students about the importance of being on time and work with > them to craft a system that they agree to. While there are > lots of ways to positively reinforce being on time, students > will also work to avoid being inconvenienced. Maybe with them > you can agree on an inconvenience like extra homework, or > making up the cumulative time they have missed or cost you at > the end of the week (a study hall, some sort of duty, an > extra assignment). You might also try the vocational approach > - I assume part of your job is to prepare these kids to hold > down a job at some point, you might have a discussion about > professionalism and outline being on time as a way to > practice it. > > Hope this helps! > > Best, > > Jack > > > On 2/13/13, Carla L. wrote: >> Hello all- I am in need of some advice.....I teach in a >> very small program for students who are 18-21 years old >> with various disabilities. We only have about 17 students >> in the entire school. We have about 3 structured lessons >> per day, and the rest of the day is filled with community >> outings, classes at the tech. college, driver's education, >> job shadows, jobs, etc.....The school is run very "family" >> like, which is wonderful in one way because the students >> are SO comfortable with who they are when they are in our >> school, however.....they are also SO comfortable that they >> do not always remember that they are still in a school and >> when it is time for the structured lesson, it is not really >> a choice and they are still expected to be on time. They >> are aware of the lesson times as they are the same every >> day and posted on a daily schedule. It has become habit for >> the students to wait until I tell them it is time to come >> to the lesson, where they all look at me and continue doing >> their own thing, until I tell them again....and >> again.....and they start to trickle over. I have tried >> several techniques, such as positive praise for the >> students who do come right away.......PLEASE, I am looking >> for suggestions to help them follow the schedule without >> having to ask them several times. I do not want to loose >> the comfort level they feel with us, but I also need them >> to understand there are expectations and they need to be >> followed. Thanks for the advise! >> >> Carla L.

Feb 15, 2013

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Carla L. Thanks for your responses! I have tried, but will try again to explain to the students about the vocational approach. I will explain to them that when they are on the job, they must follow directions the first time given if they want to keep that job. I also thought it was nice advise to remind myself that everyone does it, not just my students. He...See MoreThanks for your responses! I have tried, but will try again to explain to the students about the vocational approach. I will explain to them that when they are on the job, they must follow directions the first time given if they want to keep that job. I also thought it was nice advise to remind myself that everyone does it, not just my students. Heck- when I need my husband to come do something, it can even be as simple as come to dinner, sometimes it takes 3-4 times to tell him if he is engrossed in something he enjoys, and I am sure myself can be the same too if I am in a good book or working on something fun. Thanks for the help! Carla

On 2/14/13, Fiorella Velarde, Boca Raton, Fl wrote: > > Hi Carla: > > I was just writing about a related topic on my blog. I read in a > wonderful book, which I recommend to all of you, Setting > expectations for Children's Behavior, that whenever you prompt > children to do something, it will be beneficial to give them two > choices. You get to pick the choices so at the end it doesn't > matter what they do first because you will get them to do what > you want out of your two choices. I practiced this with my own > daughter and I can tell you that she feels more in control but > complies at the same time. > > My other suggestion is to get used to say things more than once. > Let's picture for instance when many time we as adults are > submerged in a given activity and we have to be told several > times to let go. It could be an engaging lecture, the middle of > an idea, o simply abandoning the TV to sit at the table for > dinner. I guess that I am trying to say that we all need our > time for transitions but traditional discipline has somehow make > us believe that children should ( and must) respond at first > time. > > Just a thought... > > Fiorella > > > On 2/14/13, Jack wrote: >> Hi Carla, >> >> I don't think that having expectations for your students will >> change their comfort level in your class - at least, it >> shouldn't! You might try having a discussion with your >> students about the importance of being on time and work with >> them to craft a system that they agree to. While there are >> lots of ways to positively reinforce being on time, students >> will also work to avoid being inconvenienced. Maybe with them >> you can agree on an inconvenience like extra homework, or >> making up the cumulative time they have missed or cost you at >> the end of the week (a study hall, some sort of duty, an >> extra assignment). You might also try the vocational approach >> - I assume part of your job is to prepare these kids to hold >> down a job at some point, you might have a discussion about >> professionalism and outline being on time as a way to >> practice it. >> >> Hope this helps! >> >> Best, >> >> Jack >> >> >> On 2/13/13, Carla L. wrote: >>> Hello all- I am in need of some advice.....I teach in a >>> very small program for students who are 18-21 years old >>> with various disabilities. We only have about 17 students >>> in the entire school. We have about 3 structured lessons >>> per day, and the rest of the day is filled with community >>> outings, classes at the tech. college, driver's education, >>> job shadows, jobs, etc.....The school is run very "family" >>> like, which is wonderful in one way because the students >>> are SO comfortable with who they are when they are in our >>> school, however.....they are also SO comfortable that they >>> do not always remember that they are still in a school and >>> when it is time for the structured lesson, it is not really >>> a choice and they are still expected to be on time. They >>> are aware of the lesson times as they are the same every >>> day and posted on a daily schedule. It has become habit for >>> the students to wait until I tell them it is time to come >>> to the lesson, where they all look at me and continue doing >>> their own thing, until I tell them again....and >>> again.....and they start to trickle over. I have tried >>> several techniques, such as positive praise for the >>> students who do come right away.......PLEASE, I am looking >>> for suggestions to help them follow the schedule without >>> having to ask them several times. I do not want to loose >>> the comfort level they feel with us, but I also need them >>> to understand there are expectations and they need to be >>> followed. Thanks for the advise! >>> >>> Carla L

Feb 16, 2013

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BEMIE On 2/14/13, Fiorella Velarde, Boca Raton, Fl wrote: > > Hi Carla: > > I was just writing about a related topic on my blog. I read in a > wonderful book, which I recommend to all of you, Setting > expectations for Children's Behavior, that whenever you prompt > children to do something, it will be beneficial to give them two >...See MoreOn 2/14/13, Fiorella Velarde, Boca Raton, Fl wrote: > > Hi Carla: > > I was just writing about a related topic on my blog. I read in a > wonderful book, which I recommend to all of you, Setting > expectations for Children's Behavior, that whenever you prompt > children to do something, it will be beneficial to give them two > choices. You get to pick the choices so at the end it doesn't > matter what they do first because you will get them to do what > you want out of your two choices. I practiced this with my own > daughter and I can tell you that she feels more in control but > complies at the same time. > > My other suggestion is to get used to say things more than once. > Let's picture for instance when many time we as adults are > submerged in a given activity and we have to be told several > times to let go. It could be an engaging lecture, the middle of > an idea, o simply abandoning the TV to sit at the table for > dinner. I guess that I am trying to say that we all need our > time for transitions but traditional discipline has somehow make > us believe that children should ( and must) respond at first > time. > > Just a thought... > > Fiorella > > > On 2/14/13, Jack wrote: >> Hi Carla, >> >> I don't think that having expectations for your students will >> change their comfort level in your class - at least, it >> shouldn't! You might try having a discussion with your >> students about the importance of being on time and work with >> them to craft a system that they agree to. While there are >> lots of ways to positively reinforce being on time, students >> will also work to avoid being inconvenienced. Maybe with them >> you can agree on an inconvenience like extra homework, or >> making up the cumulative time they have missed or cost you at >> the end of the week (a study hall, some sort of duty, an >> extra assignment). You might also try the vocational approach >> - I assume part of your job is to prepare these kids to hold >> down a job at some point, you might have a discussion about >> professionalism and outline being on time as a way to >> practice it. >> >> Hope this helps! >> >> Best, >> >> Jack >> >> >> On 2/13/13, Carla L. wrote: >>> Hello all- I am in need of some advice.....I teach in a >>> very small program for students who are 18-21 years old >>> with various disabilities. We only have about 17 students >>> in the entire school. We have about 3 structured lessons >>> per day, and the rest of the day is filled with community >>> outings, classes at the tech. college, driver's education, >>> job shadows, jobs, etc.....The school is run very "family" >>> like, which is wonderful in one way because the students >>> are SO comfortable with who they are when they are in our >>> school, however.....they are also SO comfortable that they >>> do not always remember that they are still in a school and >>> when it is time for the structured lesson, it is not really >>> a choice and they are still expected to be on time. They >>> are aware of the lesson times as they are the same every >>> day and posted on a daily schedule. It has become habit for >>> the students to wait until I tell them it is time to come >>> to the lesson, where they all look at me and continue doing >>> their own thing, until I tell them again....and >>> again.....and they start to trickle over. I have tried >>> several techniques, such as positive praise for the >>> students who do come right away.......PLEASE, I am looking >>> for suggestions to help them follow the schedule without >>> having to ask them several times. I do not want to loose >>> the comfort level they feel with us, but I also need them >>> to understand there are expectations and they need to be >>> followed. Thanks for the advise! >>> >>> Carla L

Hi Carla,

First let me commend you on the work you've done to help students feel so comfortable! That in and of itself is an accomplishment. Now of course you want to move them back toward center so that they are operating in a balanced manner. May I suggest some non-verbal prompts? For example, when you attend a theater performance and the intermission is almost over, theater staff will sound a series of chimes and them dim lights slightly. This is usually sufficient to get patrons disengaged from their conversations in the foyer and back to their seats in the auditorium. For those who do not notice the chimes or see the lights, they will certainly see other patrons moving back toward the auditorium and they'll follow suit. Perhaps something similar may be used in your classroom after an explanation of the new protocol. Perhaps you could play a certain short piece of music, sound a tiny gong, or even stand at the head of the class with your hand raised. Students who see you will have been directed that the raised hand is a signal that their attention is needed and that they should raise their hand. One by one as students notice, they will stop talking and will raise their hands which will in turn help other students do so. In a few short moments the entire class will have quieted down and you will not have had to say a word. What do you think?

BEMIE

Feb 16, 2013

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Sarah H (UW Stout) Hi Carla, It sounds like the students are more comfortable in knowing they can get away with doing what they're doing. I think that having a frank discussion with the class over this issue could be beneficial. Re-establishing ground rules that seem to have gone to the wayside a bit. Its always nice to have a reminder of how things should be - as lo...See More

Feb 16, 2013

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