Please help, class behavior

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Second Grade Teachers Chatboard

Please help, class behavior

by PeriW

Feb 9, 2012

Help, Please, I have been teaching for a week and a half and I want to quit my job already.

At my new school, there is only restorative practices and I was assured before I started I had good kids, no assertive discipline, no time outs, no child is allowed to be kept in at lunch time, no child is sent into a different class. Step 1 you ask them to reconsider their behavior, step two you write a note in their diary to their parents, um what happens when the kids know that their parents do not bother reading diaries, or their is one child who is yelled at soo much at home they don't care what's written in their diary. Hell. I am there.

I am finding my mentor teacher who I also have an open classroom with really domineering, I have no say in anything and she keeps getting angry at me, after four days with the children she told me that all the parents know I have no behavioral control. I came home and cried.

One of these students when I have asked for help fro...See More

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Stacie Stewart Whole Brain teaching is something that I have been using in my classroom and it works like a charm. Go to the website and look at the top of the screen and you should find an icon that reads "1st steps" click on it to get started. The kids love using these methods and Chris has many videos online so you can chat with him and several other teachers ...See More

Feb 12, 2012

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Stacie Stewart On 2/12/12, Stacie Stewart wrote: > Whole Brain teaching is something that I have been using in my > classroom and it works like a charm. Go to the website ([link removed]!

Feb 12, 2012

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KathyB eri I would like to suggest LUNCH WITH THE TEACHER, which is only once a week. It is possible for every child to have lunch with you, when all decide this is important to them. I think it is really important to have lunch with your colleagues, but I would give up one day for this special lunch day weekly. (Not Friday, as that is the day, when teach...See Moreeri I would like to suggest LUNCH WITH THE TEACHER, which is only once a week. It is possible for every child to have lunch with you, when all decide this is important to them. I think it is really important to have lunch with your colleagues, but I would give up one day for this special lunch day weekly. (Not Friday, as that is the day, when teachers brought in treats for the teachers' lounge!) Daily those that cooperated (didn't have a note written in their journals for uncooperation), when would be marked down that they could join the teacher for lunch on the given day. After five days, then those that have cooperated for the full five days, then got to eat in the room with the teacher. Bring something LITTLE to share - grapes, orange sections, half a banana, etc. Also, read from a special chapter book. Only those that eat lunch will be able to hear what is happening in this chapter book. The only way of learning is to get the book from some library or talk to those that got to eat with the teacher. Don't make this the only book that you read aloud to the class. Or take the book that you are reading to the class, and read the next chapter to your Lunch Buddies, then to the class you read the following chapter. Those that didn't get to listen the chapter that they missed will have to ask others at recess what they missed. Whatever works for you.

I changed schools within the same district several years ago, and I thought I was SET-UP by the other two second grade teachers. I realized later that I was not SET UP, and this classroom of students needed me. They were VERY NEEDY. Those of the students that come from families that don't care what the daily journal says about what happened at school.

I am recently retired and missing the students everyday. I don't miss the lesson plans or professional development, although I have had 90 hours of graduate level classes beyong my Masters. Teaching was made for me, when I realized that you teach the students, you don't teach the curriculum. Teaching just the curriculum ignores the students' needs. One of the other posters gave very good advise by creating your lists.

One time it was suggested to me, that I sit down at home (without any cheating), list the students in my room. You will remember some names very quickly. These are the students that demand a lot of my time. Some of the names will be the students that do not demand of my time. You can always count of these students. Other names will be hard to remember. These are the ones that are hiding in the cracks. It is important to recognize the talents of all students. Keep searching and you will quickly indentify the desireable qualities in all students.

Yes, one of the other posters mentioned taking deep breaths and making time for your self. When you realize that some things are decreasing in frequency, then you will do more to make those things happen again.

One year I was teaching a graduate class during the school week. I was always TIRED and was hoping for a cooperative class the next day. So, I set-up a classroom cooperation chart. YOUR JOB and MY JOB. Also, WHAT IS NOT MY JOB and WHAT IS NOT YOUR JOB. This is created as a class meeting. If they earned a set number of points (not prefection), when I must bring in a treat the next day. Since I was already tired, then they strided very hard to make sure I had a HOMEWORK assignment to bring in treats the next day. That would not work in all buildings, as the pressure is on, of course, healthy eating. So, instead of baking, then bring in apples, animal crackers, pretzels, etc.

I, too, was teaching in an open classroom, but there were a few bookshelves that divided our two rooms. That is a challenging arrangement, but it can work.

When I was teaching Kindergarten in an openspace school, I started singing during transitions (The More We Get Together), which I would I sing twice, before escorting those that weren't joining us to the circle (or where ever.) I would sing other really short songs, when I thought the class needed a break. If they needed movement, then we would sing other songs like Five Little Monkeys Jumping on the Bed or Ten Little Monkeys Sleeping in a Bed. I could NOT sing in any choir, but singing songs to change the mood, that would help me with my own feelings (stressed).

When students didn't cooperate I give them two choices. They must choose one of these two choices, or I would choose for them.

One of my colleagues would use a clothes rack on wheels with a shower curtain hanging to create an instant divider. We, too, could not send students to some one else's room, nor keeping them in from recesses. The student would move to the desk near the shower curtain. They were still in the room, they could still read the board and see me, but they were blocked from pulling others off task. They could return, when they were ready to cooperate.

The crying will be less and less as the time goes on. My daughters used to remark to me, "Mom, things must have been better today, because you didn't cry today." I hadn't realized that they were, of course, feeling my stress. It did get better as all of you feel community. Teaching then really started moving!

Take Care, KathyB

On 2/12/12, Stacie Stewart wrote: > On 2/12/12, Stacie Stewart wrote: >> Whole Brain teaching is something that I have been using in my >> classroom and it works like a charm. Go to the website > ([link removed]!

Feb 14, 2012

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The first year: year of tears Most any teacher will tell you they cried more than a few times their first year, so don't feel alone in that!

If you are still floundering, here are a few suggestions:

1. Do a Star Chart--Run copies of a page with squares for collecting stars. The stars can be actual stickers or just a star you draw on with a pen, but I prefer ...See MoreMost any teacher will tell you they cried more than a few times their first year, so don't feel alone in that!

If you are still floundering, here are a few suggestions:

1. Do a Star Chart--Run copies of a page with squares for collecting stars. The stars can be actual stickers or just a star you draw on with a pen, but I prefer stickers. Explain to the class that you will be trying to catch them making good decisions, and that sometimes you will not see them because you have many children to watch, but for them to always be doing the right thing so that wen you DO see them they will get a sticker. I put several stickers on the back of my hand before reading a book or whatever the activity, then during it I will spot a child who is behaving and put the sticker on his shoulder. When the activity is over, I give a couple of seconds for them to put their stickers on their star chart paper. When you first start this, give many stickers--make them fairly easy to earn, and give 4 or five during every lesson activity. After a week or two you can decrease how many you hand out. On the star chart mark about three places 1/3 down, 2/3 down and end of the page. When a student gets to the marked square, he gets to draw a prize out of the treasure chest. Your treasure chest can be anything from little prizes such as party favors to candy (if allowed) to tickets for special privileges.

2. Work on making them love you. Give pats and hugs generously. Find a funny book, maybe one by Robert Munch, to read and laugh with them at its silliness. They also would enjoy Shel Silverstein poems. Make these times warm and fun, and sit on the carpet with them. Let them take off their shoes and lay on their tummies. Once you've done this a few times and see the kids really enjoy it you will have a "buy" to use as a reward for the class.

3. Whole-Brain Teaching (Powerteaching) is a great positive, active, engaging way to teach. Choose from it only a few things that you can feel comfortable with to add fun to your class. The scoreboard might be a good idea for you.

4. Build relationships by spending time with kids. Go to recess armed with a game such as Jacob's Ladder that will allow you to sit with only a few at a time and give you a chance to listen to them talking and to tell them stories about your life outside of school. Feeling connected to the teacher helps a lot, because when they adore you it matters to them what you think and/or want from them.

5. Or, do what I did and visit your doctor and ask for a prescription of Zoloft, Prozac, or other antidepressant, keep a bag of chocolate hidden in your desk, and a bottle of wine or a six-pack of beer chilled and ready for when you get home each night! :)

As for the mentor teacher, as much as it will pain you to do so, your best bet is to praise her. Tell her how much you admire her classroom control and relationships with the parents, and that you hope you can learn from her how to do the same. (This will be bitter in your mouth, but it will likely make her responses to you a little sweeter.) She must not feel too secure about herself or she would not feel any need to put you down. Ask her for advice. Too many new teachers refrain from asking questions for fear of feeling stupid, but the truth is that a veteran teacher will admire you more for admitting what you don't know and asking for advice.

Feb 22, 2012

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PedagoNet erhaps this video can help: a six minute video explaining these classroom management techniques: Noise Maker Routine Visual Reminder The Unexpected Countdown

Feb 23, 2012

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