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Primary Elementary Teachers Chatboard

Ugh - so embarassed!

by Andy

Mar 19, 2009

I'm a new teacher (2nd grade). I've worked hard on my classroom management, but all of a sudden I have a few students who are showing lots of behaviors. I feel like I was snapping at them all day.

We were outside at recess. Nearly the whole school is outside at the same time, so it gets hectic. I have rules about where the kids can and can't go. They also know to come as soon as they hear the whistle.

I blew my whistle and counted the kids. I was missing two children. Then I saw them running to a section they weren't supposed to be in. I blew the whistle and called their name. They stopped, but did not come. I blew the whistle again - this time impatient because the rest of my class was waiting (it was time for lunch). Finally, I blew my whistle and yelled one of their names. I yelled so loud and really angrily. Then I had to go get them.

I saw a couple of the other teachers who were out, look at each other and then start talking. Is it terrible that I yelle...See More

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Yellow Rose I brought out a red stickie note pad. If someone didn't line up when I blew the whistle, I put their name on the "red list" and they didn't get to play the next day. It worked.

Mar 20, 2009

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teach1st Stop right now worrying about what other teachers say or might say. You will drive yourself crazy if you do this all the time. As a first year teacher, you will make mistakes and you are entitled since you are still learning. Veteran teachers should know this and should be supportive not judgmental. I would have helped you fetch those kids which is...See MoreStop right now worrying about what other teachers say or might say. You will drive yourself crazy if you do this all the time. As a first year teacher, you will make mistakes and you are entitled since you are still learning. Veteran teachers should know this and should be supportive not judgmental. I would have helped you fetch those kids which is what they should have done.

Now, some suggestions to avoid this problem in the future: I let my class know from day 1 that when they hear 3 whistles in a row (this might be more distinctive since your school has so many kids out there at one time), it is time to line up. If they don't come immediately, they will sit out from recess the next day. We practice this routine several times at first. Follow through with this from day 1. I also would have started walking in with the rest of the class leaving these students behind. No need to yell or run after them just let them suffer the natural consequences. Most kids will follow when they see the class leaving. You can either make an arrangement with other teachers who are still outside to redirect students left behind (we do this for each other), or you can leave a reliable student to fetch them and guide them back. I have done this with kinders and first graders. Your students are 2nd graders and the year is almost over so they should know better by now.

Good luck and hang in there!

On 3/19/09, Andy wrote: > I'm a new teacher (2nd grade). I've worked hard on my > classroom management, but all of a sudden I have a few > students who are showing lots of behaviors. I feel like I > was snapping at them all day. > > We were outside at recess. Nearly the whole school is > outside at the same time, so it gets hectic. I have rules > about where the kids can and can't go. They also know to > come as soon as they hear the whistle. > > I blew my whistle and counted the kids. I was missing two > children. Then I saw them running to a section they > weren't supposed to be in. I blew the whistle and called > their name. They stopped, but did not come. I blew the > whistle again - this time impatient because the rest of my > class was waiting (it was time for lunch). Finally, I blew > my whistle and yelled one of their names. I yelled so loud > and really angrily. Then I had to go get them. > > I saw a couple of the other teachers who were out, look at > each other and then start talking. Is it terrible that I > yelled the child's name like that? Honestly, I felt angry > and wanted the children' to know that I wasn't messing > around. It's ridiculous for them not to come - especially > when I have to walk away from the rest of my class to go > get them. I'm usually pretty even-keeled. I'm pretty > embarassed - I guess I lost my cool a little :)

Mar 21, 2009

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Mary/OH First of all, I wouldn't worry--you didn't do anything that other teachers haven't done--it would be great to teach in Utopia where teachers never have to raise their voices! Seriously, though, some of the other replies indicate that these teachers don't have the kinds of students I've had to deal with--who climb over the fence and go running down ...See More

Mar 21, 2009

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Jj Super Great ideas...Kevin and Yellow Rose--RIGHT ON!! I also have them take writing paper and pencil out to 'write me a letter re:their behavior after the last recess' or two days ago, or whenever--they remember their behavior! [I don't fully buy into the 'a consequence must always be immediately following the behavior theory. You and I can remembe...See MoreSuper Great ideas...Kevin and Yellow Rose--RIGHT ON!! I also have them take writing paper and pencil out to 'write me a letter re:their behavior after the last recess' or two days ago, or whenever--they remember their behavior! [I don't fully buy into the 'a consequence must always be immediately following the behavior theory. You and I can remember behaviors from many years ago, that we wished hadn't occured. So can these kids! I try to be as immediate as possible when that's more appropriate, like safety, hitting, etc. However it's a good thing sometimes to write down a reminder to yourself about what happened, and then address it later, say after reading group time, etc.] This letter to the teacher needs to be dated and signed by student. 'I forgot to come in when it was time'; or 'I was late to line up' This is part of our classroom behavior that we call "Start thinking of other possibilities". They write what they could do better or differently, etc. I use it for tattling, "I thought that __ was whispering about me"; "Next time I will ask her if she was talking about me."; interrupting the classroom work time or others' learning, etc. Teacher does nothing more than accept the letters-please put it in the orange folder next to my desk. Later I file these letters in each student's file, --that collection for the end of the year--just informally. I can refer back to it at any time to see how often this is occuring, etc. Good written record of behaviors. I usually staple them together with latest one on top, and send home at end of the year. [At each conference, parents have seen the ones up to that date, so they already know about it. They are usually glad to see that they have become less frequent! And it's a great 'show' of how each has changed, in handwriting, language used, etc.] I've used it at K and 1st with 2 pictures of what happened, and what could be be different next time, until they can write. They usually do this at recess time or free activity time in the classroom, since they interrupted my teaching time/others' learning time with their behavior, so no recess/free time until they 'pay back' in writing. It only takes a couple of times for most kids!! They get the message real fast! For the 1-3 per class, it may take a few more 'start thinking of other possibilities'--our START letters, or 'writing letters to teacher', to get the idea that YOU are serious about their behavior and that you follow through. [My principal likes it, as I have very few referrals, since the consequences for behavior are taken care of in the classroom, for the most part. And it's a written record.] At this time of year all the 'spring behaviors' start. After spring break sometimes it feels like they are 'starting over'. Now is a good time to 'START' with your kids! -And it's a good reminder that ALL of our behavior has consequences, whether immediate or delayed! Sorry this got so long! Enjoy your spring break, if you're on yours. We are, in Bend, Oregon!! On 3/20/09, Yellow Rose wrote: > I brought out a red stickie note pad. If someone didn't line up when I > blew the whistle, I put their name on the "red list" and they didn't > get to play the next day. It worked.

Mar 21, 2009

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Andy Wow - thank you for all the great responses and ideas :)

On 3/21/09, Jj wrote: > Super Great ideas...Kevin and Yellow Rose--RIGHT ON!! > I also have them take writing paper and pencil out to 'write me a > letter re:their behavior after the last recess' or two days ago, or > whenever--they remember their behavior! [I don't full...See MoreWow - thank you for all the great responses and ideas :)

On 3/21/09, Jj wrote: > Super Great ideas...Kevin and Yellow Rose--RIGHT ON!! > I also have them take writing paper and pencil out to 'write me a > letter re:their behavior after the last recess' or two days ago, or > whenever--they remember their behavior! [I don't fully buy into the 'a > consequence must always be immediately following the behavior theory. > You and I can remember behaviors from many years ago, that we wished > hadn't occured. So can these kids! I try to be as immediate as possible > when that's more appropriate, like safety, hitting, etc. However it's a > good thing sometimes to write down a reminder to yourself about what > happened, and then address it later, say after reading group time, > etc.] This letter to the teacher needs to be dated and signed by > student. 'I forgot to come in when it was time'; or 'I was late to line > up' This is part of our classroom behavior that we call "Start thinking > of other possibilities". They write what they could do better or > differently, etc. I use it for tattling, "I thought that __ was > whispering about me"; "Next time I will ask her if she was talking about > me."; interrupting the classroom work time or others' learning, etc. > Teacher does nothing more than accept the letters-please put it in the > orange folder next to my desk. Later I file these letters in each > student's file, --that collection for the end of the year--just > informally. I can refer back to it at any time to see how often this is > occuring, etc. Good written record of behaviors. I usually staple them > together with latest one on top, and send home at end of the year. [At > each conference, parents have seen the ones up to that date, so they > already know about it. They are usually glad to see that they have > become less frequent! And it's a great 'show' of how each has changed, in > handwriting, language used, etc.] I've used it at K and 1st with 2 > pictures of what happened, and what could be be different next time, > until they can write. They usually do this at recess time or free > activity time in the classroom, since they interrupted my teaching > time/others' learning time with their behavior, so no recess/free time > until they 'pay back' in writing. It only takes a couple of times for > most kids!! They get the message real fast! For the 1-3 per class, it > may take a few more 'start thinking of other possibilities'--our START > letters, or 'writing letters to teacher', to get the idea that YOU are > serious about their behavior and that you follow through. [My principal > likes it, as I have very few referrals, since the consequences for > behavior are taken care of in the classroom, for the most part. And it's > a written record.] At this time of year all the 'spring behaviors' > start. After spring break sometimes it feels like they are 'starting > over'. Now is a good time to 'START' with your kids! -And it's a good > reminder that ALL of our behavior has consequences, whether immediate or > delayed! Sorry this got so long! Enjoy your spring break, if you're on > yours. We are, in Bend, Oregon!! On 3/20/09, Yellow Rose wrote: >> I brought out a red stickie note pad. If someone didn't line up when I >> blew the whistle, I put their name on the "red list" and they didn't >> get to play the next day. It worked.

Mar 21, 2009

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