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Classroom Discipline Chatboard

What rules and guidelines to enforce

by MsBAide

Jul 8, 2010

I am working this summer as a teacher aide for special education student. She is pretty easy going and can do things by herself. I supervise activities with her and with our activities the lead teacher explains what to do, which is something I don't mind much. I am also pretty easy going that I guess it escapes me and I forget or haven't quite mast...See More

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Leah You do need to talk with the lead teacher concerning her expectations for you as an aide to Ashley. What are the lead teacher's concerns? What does she want you to reinforce? Why does Ashley have an aid?

Jul 8, 2010

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MsBAide On 7/08/10, Leah wrote: > You do need to talk with the lead teacher concerning her > expectations for you as an aide to Ashley. What are the lead > teacher's concerns? What does she want you to reinforce? > Why does Ashley have an aid? >

MsBAide wrote: Hmmm, Would that be a good idea? I'm thinking yes. I get shy and unconfi...See More

Jul 8, 2010

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What rules and guidelines to enforce

by MsBAide

Jul 8, 2010

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Prof. Howard Seeman On 7/08/10, MsBAide wrote: > I am working this summer as a teacher aide for special > education student. > She is pretty easy going and can do things by herself. I > supervise activities with her and with our activities the > lead teacher explains what to do, which is something I > don't mind much. > I am also pretty easy going...See More

Jul 9, 2010

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Zodea My opinion is you should talk to the teacher and tell her what you are thinking. She may be okay with that or she may have other suggestions for what you need to do.

Ask her what your main purpose is. Are you there to help with her physical needs? Or is your main purpose to be more of a tutor and make sure she is doing her assignments cor...See MoreMy opinion is you should talk to the teacher and tell her what you are thinking. She may be okay with that or she may have other suggestions for what you need to do.

Ask her what your main purpose is. Are you there to help with her physical needs? Or is your main purpose to be more of a tutor and make sure she is doing her assignments correctly.

The girl may like her privacy, but that does not mean she is learning by working quietly. Many lower level students do a wonderful job of 'looking' smart and productive. Many of them are okay at finding answers to worksheets in a book. But they do not learn/remember a thing when they are done.

If she is a special education student and assigned a one-on-one aide, she must need help somewhere. I suspect you should be asking her questions about what she is doing and see if she comprehends what she is supposed to be learning.

I don't understand your question about what rules to enforce. Of course the student doesn't like any rules, that doesn't mean they aren't necessary. I think you would have to tell us which rules you are having troubles with before we had any idea how to advise you.

Either way, I think a discussion with the teacher, asking for help and clarification, would be the best way for you to go Then hope that the teacher has worked with the child before and can provide a good answer.

If the teacher is different from her normal teacher, she may not know exactly what your purpose is. Still ask if she is satisfied with your work or if you can improve. If you really want to get more involved, you may need to talk to the girl's teacher from last year to get more detailed input on her needs.

Good Luck, Zodea

On 7/08/10, MsBAide wrote: > I am working this summer as a teacher aide for special > education student. > She is pretty easy going and can do things by herself. I > supervise activities with her and with our activities the > lead teacher explains what to do, which is something I > don't mind much. > I am also pretty easy going that I guess it escapes me and > I forget or haven't quite mastered what rules to enforce > with her. I'm not too sure what guidelines or rules to say > comments about when I work with her. > I am thinking maybe I should remind the lead teacher that I > do see Ashley is pretty independent and can do things by > herself with little or no help, and I especially think she > likes her privacy and the quiet when she's working. She > doesn't like too many rules. Would this be reasonable to do?

Jul 13, 2010

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What rules and guidelines to enforce

by MsBAide

Jul 8, 2010

.S I'm wondering also If I'm too lenient with Ashley. In particular, I just enforce the proper manners and procedures of how to do activities as they were taught to me and then watch how she does it, if she has her own way of doing things.

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Humor

by Jenny

Jul 9, 2010

I am looking for a way to incorporate humor into my discipline. Not for major things, but for the everyday little behavior disruptions. I think I would be a lot happier along with the kids if I could get my point across but with a bit of humor. Do you have any suggestions for things to say? Like when kids are talking, horsing around, etc. I know th...See More

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Teri My response to the spontaneous singing is "This isn't American Idol"

On 7/12/10, sportsmama wrote: > Great question! Incoming freshman at my hs tend to act out the > worst - first time in hs, seeing the end of the road, etc. When > they would act out or disrupt the class, they were calling for > attention so I obliged for a fe...See More

Jul 12, 2010

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Steve On 7/09/10, Jenny wrote: > I am looking for a way to incorporate humor into my > discipline. Not for major things, but for the everyday > little behavior disruptions.

If you choose to use humor, remember the famous saying, "If you can't take the heat, don't tickle the dragon." Humor is a wonderful tool, but it can lead to a break...See More

Jul 13, 2010

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National Honor Society Policy

by Jane Bunson

Jul 13, 2010

A few weeks after my student was inducted into the NHS he was caught for plagiarism. However the way he was caught was by him confessing straight to me. He was sent to the principals office and the principal said if he served his detentions and didn't get in trouble any more he would forget this ever happened and that he had learned a valuable less...See More

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Sara On 7/13/10, Jane Bunson wrote:

How would NHS even know of this incident? Have you told them?

> A few weeks after my student was inducted into the NHS he > was caught for plagiarism. However the way he was caught > was by him confessing straight to me. He was sent to the > principals office and the principal said if he...See More

Jul 14, 2010

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Jane Bunson On 7/14/10, Sara wrote: > On 7/13/10, Jane Bunson wrote: > > How would NHS even know of this incident? Have you told them? > I was relying on the principal to notify them. However the principal said he would forget this ever happened so I don't know if the principal even would've notified them > >> A few weeks after my student ...See More

Jul 14, 2010

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getting them quiet and KEEPING them quiet

by inner city teacher

Jul 28, 2010

Just a question for all the teachers out there. My school is high minority, high poverty, and urban. We have overcrowding in our classrooms, uninterested students and parents, and very little support from administration. A large portion of our students are discipline problems. It is a frustrating place to teach. I have a question. When I walk down ...See More

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William I agree that silence doesn't equate to learning. I think students should be doing a lot of turn and talks and cooperative learning. The teacher needs to do less talking and the students need to do more DOING. However, I would stress here that there needs to a TON of direction around what that looks like. What does it mean to talk productively? What...See MoreI agree that silence doesn't equate to learning. I think students should be doing a lot of turn and talks and cooperative learning. The teacher needs to do less talking and the students need to do more DOING. However, I would stress here that there needs to a TON of direction around what that looks like. What does it mean to talk productively? What does it mean to modulate your volume? What does a good classroom sound like, look like, and feel like? Even though it might seem obvious, there are a lot of students who haven't been taught better.

The point about teacher modeling is also a good one. A teacher should hold to the same expectations that he demands of his/her student.

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On 8/28/10, Carolyn wrote: > I don't work in an inner city school, and don't have a lot of the same > issues with students (behavior problems, uninvolved parents, etc), but I > do want to offer an unusual concept: let them talk to each other every > now and then, according to YOUR rules. > > I begin my year by telling students: "My first rule is that you must not > speak while I am speaking. You might miss some important information, > and besides, it's rude. BUT, this applies to me as well. I promise not > to speak over you while you are talking." I also explain: "There will be > plenty of opportunities for you to talk and interact with each other, > but those opportunities are for me to decide." Then, I quickly give them > a "getting to know you" activity where they do get the chance to talk to > each other and then to me. Oh -- since my classes are 80 minutes long, I > give my students a two minute break between periods for them to chat > with each other quietly, then it's right back to work when the second > bell rings. This is a great compromise. > > I am unnerved by a silent classroom. I am also easily distracted by > random sounds (crackling water bottles, for one). I like to hear my > students discussing their learning with each other and with me. So, I > don't have any ideas on how to keep them quiet. But I do believe my > students are quiet when I'm talking because they know I will let them > talk at some point during the class. In fact, I encourage it, because it > shows a) the learning that is taking place and b) it saves my voice. > > I teach 6th and 7th grade language arts, btw. Speaking is one of the > standards I have to grade. > > On 7/28/10, Daniel Hanson wrote: >> Amy, >> >> You bring up a very good point. I used to believe that my students >> and I could handle the noise and stuff, just as long as their are >> engaged and on task. When I came into the profession, I wanted to >> be a "facilitator of learning", not a drill sargent or dictator. >> During my first year, I realized that students will not focus at >> the beginning of class unless it is quiet, and as Fred Jones says >> in his Tools for Teachers book, "Discipline BEFORE instruction". We >> as teachers really can't teach if we don't have good classroom >> management first. As a teacher, I just want to teach and not have >> to stop for discipline/management issues, but it is a must for >> students to have the appropriate learning environment. I sometimes >> rationalize the noise in that the students can still be learning, >> but it later doesn't show up in assessments. >> >> So, I have to be careful about rationalizing the noise and no try >> to ignore it as I teach. >> >> And for me, my mind gets easily distracted by noise or movement, >> too. The older I get and the more I'm around students, the more >> ADHD I feel, lol. I have heard of adults getting ADHD. >> >> On 7/28/10, Amy wrote: >>> Some teachers the noise level doesn't bother them - and that is >>> fine if it is something you can work with. I need it calmer for >>> me :)

Mar 4, 2012

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Ann I feel very uncomfortable teaching a class in which one can hear a pin drop but I agreee that teachers do too much talking. I taught an intervention program called Reading Recovery for first graders; I was trained to barely talk at all....basically just model (with writing and manipulatives) and just respond to the child's errors. This actually wor...See More

May 24, 2012

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