On 2/24/11, Newman wrote: > > I looked at the program and liked it but I think the core purpose is > a little confusing. I may be wrong but at the beginning it says it > isn't a reward and punishment program but at the end it list how to > give out rewards in the form of earned minutes to play games etc. > I also thought the graphic was more abstract then it had to be. > Why not draw a horizontal line representing the ground. On the left > draw a hole beneath the line and then a star on the right, above the > line. > Then draw a stairway going from the bottom of the hole up to the star. > The starting point would be ground level, then they would earn a step > up or a step down, then they can clearly see where they stand at all > times.
NewmanOn 2/05/11, Chelsea Pasfield wrote: > I'm reading this book right now about creating safe and > productive learning environments called "Teaching children > to care." So far I have really enjoyed reading it and I > think a lot of the strategies have the potential to be > incredibly effective many classroom settings. However, most >...See MoreOn 2/05/11, Chelsea Pasfield wrote: > I'm reading this book right now about creating safe and > productive learning environments called "Teaching children > to care." So far I have really enjoyed reading it and I > think a lot of the strategies have the potential to be > incredibly effective many classroom settings. However, most > of the ideas are based off of this central concept of > developing strong class rules (with the students) that the > teacher and students are expected to respect and abide by > for the whole school year. I guess I am just a little > skeptical that broad class rules (take care of yourself, > take care of our classroom, etc) are the best foundation > for a whole classroom management plan. I feel like > management would slowly deteriorate throughout the year if > it is difficult for teachers to consciously and constantly > reinforce these rules throughout the year. Does anyone use > class rules as a focal point for classroom management? If > you have found it to be an effective route, how do you keep > students aware and respectful of the class rules long after > they have been established?
Are you familure with Ron Clarks book "the Essential 55"? He explains how he did just what you are asking.
On 2/24/11, Newman wrote: > On 2/05/11, Chelsea Pasfield wrote: >> I'm reading this book right now about creating safe and >> productive learning environments called "Teaching children >> to care." So far I have really enjoyed reading it and I >> think a lot of the strategies have the potential to be >> incredibly effective many classroom settings. However, most >> of the ideas are based off of this central concept of >> developing strong class rules (with the students) that the >> teacher and students are expected to respect and abide by >> for the whole school year. I guess I am just a little >> skeptical that broad class rules (take care of yourself, >> take care of our classroom, etc) are the best foundation >> for a whole classroom management plan. I feel like >> management would slowly deteriorate throughout the year if >> it is difficult for teachers to consciously and constantly >> reinforce these rules throughout the year. Does anyone use >> class rules as a focal point for classroom management? If >> you have found it to be an effective route, how do you keep >> students aware and respectful of the class rules long after >> they have been established? > > Are you familure with Ron Clarks book "the Essential 55"? He > explains how he did just what you are asking.
My question is then, is it fine that I take care of almost all behaviors and disciplinary actions myself and only consult with administration if absolutely necessary?
On 2/22/11, Leah wrote: >> My question is then, is it fine that I take care of almost >> all behaviors and disciplinary actions myself and only >> consult with administration if absolutely necessary? > > Of course! You are doing what you education has trained you > to do. Congratulations on being Successful!
Not only is it fine - it's perfect. My school encourages us as faculty to do this to the dismay of some faculty but in the perfect classroom - perhaps as in the functional family - we don't have to look for outside support. The classroom is a community and communities should be able to solve their problems on their own - ideally.
You should consider writing articles - seriously. Or write the history of how you came to do this. Other teachers who bemoan constantly that they can't run their classrooms because they get no administrative support would be helped to read how you do run an 'administratively-free' classroom.
On 3/03/11, Steve wrote: > On 2/22/11, Tracy A. wrote: >> I teach high school students and I struggle to see them sit >> and stare at a clock during a detention. I try to talk with >> the student about how the situation which earned them a >> detention could be handled differently, but after that a lot >> of the time was wasted. Thus, I offer my students half time >> detention time. If they work on something academic (read, >> homework, etc) they can serve 15 minutes instead of 30. I >> would rather have them working for 15 than sitting there >> doing nothing for 30. Feedback? Other suggestions? I do not >> want to give them an easy way out, but I also do not want to >> sit there for 30 minutes watching them waste time. > > It can start with understanding what the point of detention is > - our school stopped doing it when we finally recognized that > it didn't work. Why were we as faculty spending our time there > when it was mostly the same kids in detention over and over > again? The only faculty that argued against ending detention as > a practice were those who believed in detention as pure > punishment rather than those who hoped it would modify or > change the behavior of students. So now those faculty who > believe in punishment vs. behavior modification are free to > hold their own private detentions if they want but I had no > interest in spending my afterschool hours watching the same > kids over and over again. > Regardless of whether they were working or staring at the clock > but I applaud your interest in having them do something. I > never was clever enough to think of 'time off for good > behavior' but it is a time-honored practice in our prisons - > why not in detention? School purports to be a place to prepare > for the real world and there is 'time off for good behavior' in > the real world. > And how is 'good behavior' an easy way out?? Good behavior is > exactly what is hard for these kids. Indeed, your idea should > really be titled "Time Off for Productive Behavior" - that's > even better than just 'good behavior.' > You should be an administrator - we need clever thinking, > forward thinking, positive solution thinking people running our > schools.
I used to give out detentions, then I stopped, because: 1. The Dean of Students was a pissed-off, depressed, and mean- spirited guy, and he had the job of monitoring the detentions. I didn't want to give him fodder to think he was picking up after my bad classroom management skills.
2. I found the detentions unconstructive and wasteful. These kids need to be home doing their work.
Booker T Washington once said "you can't hold me down in a ditch unless you stay there with me down in the ditch!" This is the problem you have; you end up in detention too!
If the kid makes a mess, he has to clean it up. Grafitti? I make him paint it over, and if there's no paint available, he has to pick up garbage to compensate. Lateness? I let it slide, because the only one he's hurting is himself, and if he comes late and still manages to ace everything, so be it. Truancy? Same thing, because it's his grade that gets lowered, not mine. Classroom disruption? I say "if you don't want to do the work, or you don't mind failing, that's fine, but you have to have a book or newspaper to read." If he won't cooperate, then he obviously doesn't want to be there, and I'll help him find a school that he'll like.
As someone said, we can't stop what we don't know we're doing. If she doesn't know what barking vs. other tones of voice are and doesn't recognize that in some situations her tone of voice becomes a barking one, then she can't correct or change the behavior.
As far as her > crying, she is just a very emotional person. She gets teary > eyed when she is very happy about something, and cries when she > feels bad. She wears her emotions on her sleeve. I've told her > over and over again how much I appreciate what a great job she > does, but I think when I talk to her about certain things I may > want her to change, she thinks I don't like her personally - > which is so far from the truth. She just takes everything right > to heart. :( Thanks for your input - I really appreciate your > comments! :) > > Angie > > On 2/24/11, Sara wrote: >> On 2/23/11, Angie K. wrote: >>> Does anyone have any advice for me in regards to student >>> discipline and paraprofessionals? I teach 4K and have one >>> full time paraprofessional in my room. She is really good, >>> except for a few things. I don't agree with how she "barks" >>> at the students and my biggest pet peeve is when she starts >>> her sentences with, "You need to.....". She likes to be >>> very controlling, and our ways of disciplining are totally >>> different. We have already sat down as a staff and even >>> went as far as to make a list of teacher's aide >>> expectations. We as a staff feel it is very important to >>> all be on the same page when dealing with students. Myself >>> and the other 4K teacher believe in positive disciplining >>> techniques with a quiet, calm voice. I have talked with my >>> paraprofessional on several occasions but she still >>> continues to bark at the students. She is very hard working >>> and sweet in so many other ways, I just don't like how she >>> talks to the students sometimes. When I do bring things up >>> to her she ends up crying. What should I do? >> >> >> I wouldn't like the 'barking' either and it can undermine >> what you're trying to accomplish in your classroom - it >> certainly undermines the sense of positive community you're >> trying to foster with your students. >> >> When she barks, it is in moments of surprise? I ask because >> I'm trying to understand her pattern of barking. In response >> to her discussions with her, has she 'barked' less? At all? >> Or is it the same? >> >> When we're surprised, we can react differently than other >> times and when we surprised, we're usually in less control of >> our response. If she's still barking when something happens >> out of the blue, that's one thing. >> >> If she's still 'barking' everytime she needs to correct a >> child, that's another. With students I develop a quiet >> signal - with Johnny for when he calls out, I tap a finger to >> my forehead. Only Johnny and I know the signal but it helps >> him to regain control of himself and he apologizes for >> calling out. Without that finger to the forehead yet, he's >> still too 'in' to his calling out when it begins and can't >> stop on his own. "Oh, I called out, didn't I, Ms.Smith? I'm >> sorry." >> >> Is she aware of her barking? Sometimes our habits are so >> ingrained we're simply not aware that we're doing it. "Is >> that barking?" Do I really sound as if I'm barking?" >> >> Somewhat more extreme would be to have someone quietly >> videotape the class one day - ostenibly for another purpose >> but then you might 'catch' her on camera and she could see >> for herself how she appears when barking. >> >> Or next time and every time she barks, raise your eyebrows in >> feigned surprise - don't lower them in disapproval but raise >> them. when she catches the surprise in your eyes, it could >> serve as a reminder of the discussions you've had. >> >> (whyever does she cry?? that's an odd response from an adult >> if she is an adult. Does she understand that your discussions >> with her are not a threat to her employment? Does she >> understand the concept of professional development and >> continuous quality improvement? Maybe have a discussion with >> the children on the concept of how can we be better tomorrow >> than we are today? That none of us should rest on our laurels >> but always seek personal and professional improvement. There >> is no ceiling on endeavor and there's always something we can >> could try to be better at. Encourage your students to >> establish a goal for self-improvement in the classroom and >> you establish one too and ask your para what her goal will be? >> >> Mine would be to be more orgazed and reduce the pile of >> papers on my desk. Good luck with this.
> If she's still 'barking' everytime she needs to correct a > child, that's another. With students I develop a quiet > signal - with Johnny for when he calls out, I tap a finger to > my forehead. Only Johnny and I know the signal but it helps > him to regain control of himself and he apologizes for > calling out. Without that finger to the forehead yet, he's > still too 'in' to his calling out when it begins and can't > stop on his own. "Oh, I called out, didn't I, Ms.Smith? I'm > sorry." > > Or next time and every time she barks, raise your eyebrows in > feigned surprise - don't lower them in disapproval but raise > them. when she catches the surprise in your eyes, it could > serve as a reminder of the discussions you've had. >
I am teaching 5th grade now, but I am going to teach 6th grade next year. I have read books, I have observed other teachers, and still I can't get the classes to be quite. How will I manage next year with 6th grade. How do you start off your year? I will be in a new school, so I could start off freshly. How do I get them to be more respectful? And how will I learn not to take all remarks (This is so boring! do we have to do this? big yawns etc.) so personally?
If you are a foreigner here, please share how you got the hang of this. And all the others: what is your secret trick for classroom management and discipline?
On 2/28/11, US History Teacher wrote: > On 2/26/11, how to make t...See MoreHistory teacher - what to you mean "Our ancestors - all of them - decided to jump on board some ship and sail across the ocean thinking maybe it was better somewhere else." Aren't you forgeting all of the Africans who were dragged onto a ship and brought here in bondage??
On 2/28/11, US History Teacher wrote: > On 2/26/11, how to make this work for me wrote: > > Welcome to the States. Let's start by understanding that > Americans are all the descendants of people who were > risk-takers. Our ancestors - all of them - decided to jump on > board some ship and sail across the ocean thinking maybe it was > better somewhere else. That takes a great risk and the people > who took this risk were independent people inclined to take risks. > The students you have in front of you are the descendants of > such people - and your students can be very independent and ot > inclined to jump when you say jump. Welcome to the States. > > Americans are not a quiet and well-behaved people. It may be > destroying the country but we are complainers who send our army > over the world. It has bankrupted the country but that's the > horrible price we pay - literally - for being who we are. And > until recently we were the world's most creative people too - > let's look at the great inventions of the world. Vaccines? The > vaccine for polio? The vaccine for smallpox? The computer? The > Internet? To name a few - those all our American inventions. > What is Finland's contribution? To world health? To the > advancement of technology? > > I've been to your country, it and your people are lovely but > as you complain about Americans and their independent ways, > let's remember that it is that independence that has led to > what we've done here. > > Respect is earned here - it' s not automatic. To each respect, > show them you respect them as people. As to deeming your > curriculum boring, it can be worthwhile to ask yourself - is it > boring? Some things should be taken personally. > > My trick for classroom management lies in my curriculum - it's > not boring. I keep class moving at a fast pace but I teach > social studies, history and literature and those are > fascinating topics. Those subjects lend themselves to an > interesting class and many interesting and intriguing lessons. > I'd recommend for any struggling teacher to use visuals and I > hope you have a laptop connected to a video projector in your > room. If you do, go to youtube.com and look up your subject > matter and lessons for it. American kids watch far too much > television but the upside of that is that they're used to > watching things and they respond to the good material you can > find on youtube. > > Other than that, tell them on the first day how intrigued you > are by American kids and remind them that their country has > been the source of the world's greatest accomplishments in the > last two centuries ( sorry about the atom bomb - really truly > deeply sorry) Tell them you came to the States because you > wanted to see what the schools were like in the country that > has produced such wonderful things for the world. Ask the kids > their thoughts and opinions - discussion is something they > usually don't find boring - and ask them how any one country > can produce something so powerfully good as the end of smallpox > and polio and the atom bomb at the same time? > > Tell them about the Sami - remind them that other countries > have First People - discuss Finland's approach to its first > people and compare and contrast it the US approach to its many > first peoples. > > You have a great deal to teach these kids - it's a rare > opportunity to have a teacher from another country. Remind them > that Finnish is regarded as one of the world's more difficult > languages and teach them some Finnish! > Good luck. > > >> >> >> If you are a foreigner here, please share how you got the >> hang of this. And all the others: what is your secret trick >> for classroom management and discipline?
I am forgetti...See MoreOn 6/28/11, excuse me? wrote: > History teacher - what to you mean "Our ancestors - all of them - > decided to jump on board some ship and sail across the ocean > thinking maybe it was better somewhere else." > Aren't you forgeting all of the Africans who were dragged onto a > ship and brought here in bondage??
I am forgetting that and shame on me - great shame on me as I am a history teacher - for forgetting that.
> > > > > > On 2/28/11, US History Teacher wrote: >> On 2/26/11, how to make this work for me wrote: >> >> Welcome to the States. Let's start by understanding that >> Americans are all the descendants of people who were >> risk-takers. Our ancestors - all of them - decided to jump on >> board some ship and sail across the ocean thinking maybe it was >> better somewhere else. That takes a great risk and the people >> who took this risk were independent people inclined to take > risks. >> The students you have in front of you are the descendants of >> such people - and your students can be very independent and ot >> inclined to jump when you say jump. Welcome to the States. >> >> Americans are not a quiet and well-behaved people. It may be >> destroying the country but we are complainers who send our army >> over the world. It has bankrupted the country but that's the >> horrible price we pay - literally - for being who we are. And >> until recently we were the world's most creative people too - >> let's look at the great inventions of the world. Vaccines? The >> vaccine for polio? The vaccine for smallpox? The computer? The >> Internet? To name a few - those all our American inventions. >> What is Finland's contribution? To world health? To the >> advancement of technology? >> >> I've been to your country, it and your people are lovely but >> as you complain about Americans and their independent ways, >> let's remember that it is that independence that has led to >> what we've done here. >> >> Respect is earned here - it' s not automatic. To each respect, >> show them you respect them as people. As to deeming your >> curriculum boring, it can be worthwhile to ask yourself - is it >> boring? Some things should be taken personally. >> >> My trick for classroom management lies in my curriculum - it's >> not boring. I keep class moving at a fast pace but I teach >> social studies, history and literature and those are >> fascinating topics. Those subjects lend themselves to an >> interesting class and many interesting and intriguing lessons. >> I'd recommend for any struggling teacher to use visuals and I >> hope you have a laptop connected to a video projector in your >> room. If you do, go to youtube.com and look up your subject >> matter and lessons for it. American kids watch far too much >> television but the upside of that is that they're used to >> watching things and they respond to the good material you can >> find on youtube. >> >> Other than that, tell them on the first day how intrigued you >> are by American kids and remind them that their country has >> been the source of the world's greatest accomplishments in the >> last two centuries ( sorry about the atom bomb - really truly >> deeply sorry) Tell them you came to the States because you >> wanted to see what the schools were like in the country that >> has produced such wonderful things for the world. Ask the kids >> their thoughts and opinions - discussion is something they >> usually don't find boring - and ask them how any one country >> can produce something so powerfully good as the end of smallpox >> and polio and the atom bomb at the same time? >> >> Tell them about the Sami - remind them that other countries >> have First People - discuss Finland's approach to its first >> people and compare and contrast it the US approach to its many >> first peoples. >> >> You have a great deal to teach these kids - it's a rare >> opportunity to have a teacher from another country. Remind them >> that Finnish is regarded as one of the world's more difficult >> languages and teach them some Finnish! >> Good luck. >> >> >>> >>> >>> If you are a foreigner here, please share how you got the >>> hang of this. And all the others: what is your secret trick >>> for classroom management and discipline?
There's no link--nfmOn 3/03/11, Mary Hamilton wrote: > I have created and posted an new way to get students to > think about their behavior and apply consequences follow > the link provided: > > Thanks for looking
The best pa...See MoreWe've all had those students - you probably have a few right now. It's hard to know what to do with a student that is a behavior issue in your class and making your life difficult.
I have compiled a list of suggestions - behavior strategies - that you may want to consider if you what you've tried so far, isn't working.
The best part: It's FREE!!!
Check it out here:
[link removed]
It's not too late in the year to take your classroom back...
I am doing a research project about how teachers decide what type of classroom management techniques to use. Part of my research is also to find out if teachers think that their college education prepared them for dealing with classroom behaviors.
I am posting a link to my anonymous survey (using Google-Docs). I would greatly appreciate it if you could find the time to complete the 17 item survey. Most of the items are on a scale of 1-5, so it should only take a few minutes to complete it.
The link to take the survey should be below my name.
On 3/26/11, Delia Browning wrote: > Hello Fellow Teachers, > > I am doing a research project about how teachers decide what > type of classroom management techniques to use. Part of my > research is also to find out if teachers think that their > college education prepared them for dealing with classroom > behaviors. > > I am posting a link to my anonymous survey (using > Google-Docs). I would greatly appreciate it if you could > find the time to complete the 17 item survey. Most of the > items are on a scale of 1-5, so it should only take a few > minutes to complete it. > > The link to take the survey should be below my name. > > Thank you in advance for your time and efforts! > > Delia Browning