Fine work today. I enjoyed the blend of the best of your classes with what the scholars were asking us to consider. The participation level was very high as well--which says a lot about your professionalism and the quality of presentations.
Here we go...
1. As I mentioned in class I would like you complete the self assessment on Dr. Mac's website. This is personal and as such I don't want you to publically reveal your personal areas of concern. However, this checklist reveals your strong areas as well. I would like you take one item from the checklist and describe just how well you do it for the rest of us. For example, if you use humor...how? explain, what type of humor? Why does it work on the kids?
2. Read the article, The Don'ts of Discipline. Given today's presentations or your own personal experiences, how might you expand the list to "11" don'ts. Please defend your "don't" with some sort of example.
3. Last one-this time open up the Teacher Vision site. When you are in the site you will see an area marked the "The Art of Teaching".
Click on the link entitled, "What I wish I'd known when I was a New Teacher".
Next, scroll down to where it says, "Behavioral Management Tips for the Classroom." You have arrived. This is a short slide show of teachers sharing big ideas for successful classroom management. Please reflect on one of the ideas that connect with you or our presentations. Why did it connect? Finally, were there any ideas you would take to task?
Within your blog, please # your responses, 1,2,3 to keep them organized. Thanks, MZ
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Clarification for the language I used on the 3rd question.
"take to task"---meaning, something you would challenge or did not agree with.
A "Do now" activity is written on the board for students to see as they enter the room. They know that they are to begin that short, simple assignment immediately (before the bell sounds).
This activity focuses students and prepares them for the upcoming lesson. We do a daily message. Within that message is contained a loose schedule for the day and any "Highlights". Also there is a think and do question to respond to prior to the bell. This is the piece that triggers some assumptions for the lesson or reviews concepts that have been presented.
During this morning period, the kids stroll in from 8:40-9:00. This allows me the flexibility to touch base with each student and gives us all a "soft landing" to begin our day. Students get to share events of past, present, future. We can giggle, tell jokes or have a serious side bar conversation. This is student driven time for us to connect while fostering community.
At the start of each day I can be found standing outside my classroom. Greeting each student as they enter our room. I make it a point to greet each child by their name and look at them in eye. Making contact with them to show that I am happy to share the day with them. If appropriate, I may ask them something about the previous evening. Many times this opens the door for them to come and share a problem or concern before the actual day has begun. Since we are in the hallway they are not surrounded by their peers and we can easily step away from the door to share in a private discussion.
I also make it a point to greet any student who has come to school after the bell with the same smile and hello when they enter the room.
As the day ends and the student are being dismissed they leave the room one at a time and I give each child a hug or high five with some kind of positive thought about them. I do this so they leave the room and school feeling happy about the day. Hopefully this fosters an eagerness to return.
Autocratic Rule Making:
It's not a good practice to have a list of "DON't Do's" that have been generated by the teacher. The students do not take ownership, and this method does not promote a willingness to comply with the rules.
Teachers who create their own rules are creating an environment of hierarchy whereby the teacher is the dictator and the students are the serfs.
1. Okay anyone who knows me, as manyof you are wishing you didn't, know that I use humor whenever possible. I tend to poke humor at everything to make kids feel more at home and relaxed. With my one particular student who had a real time with melt-downs, I felt that if I made light of the situation he was experiencing, it helped the tantrum to go away quicker. This works for kids because they are so resilient that they "let go" when they laugh.
2. Don't #11-Don't make the punishment outweigh the crime. For example, if a student wasn't following the rule of quiet work time,(he's one of these kids who can't keep his mouth shut), don't have him lose a week's worth of recesses. Instead, talk to him about how the need for quiet is to be respectful to all others who are working and provide him with a place to work where he can be a little noisy.
3. I could really connect with the "Have a good balance of discipline and humor". As I mentioned earlier in the answer to #1 it is something that the kids really relate to. They see you as a real person who likes to have fun but also get down to work. They will be more willing to take risks if they feel that failure won't be the end.
I have to say a big,fat NO to Children will quiet down when they see the teacher is quiet and waiting for their attention. While at times this may work, more so than not they are too busy being engaged in "their thing" that they are oblivious to you standing quietly and waiting. You may have a "good egg" say, "Look she's waiting!!!" But then that starts a whole new ball of wax of talking. It seems to make more sense to address the behavior directly. Tell them what you want and then expect it!!!
Using specials/recess as a penalty.
Imagine being an ADHD student who needs to be active and social. THey have been trying for 40 minutes to control their behaviors when suddenly they shout out the answer bursting out of their seat with excitement. The teacher has warned the class about this type of behavior stating " They will need to practice sitting quietly while raising hand appropriately. Everyone else in the class gets to go to gym class and run around burning off energy while our ADHD student sits in the classroom.
Teachers who use recess/special as a penalty should consider the impact of the penalty. It could trigger more misbehavior.
1. After completing Dr. Mac's assessment, it is evident that my strongest area is "Prevention Instead of Reaction." I believe this describes me best due to my position. Because my students are struggling readers, they need to be reassured that I am there to help them improve their reading. My students are often embarassed to read within the regular classroom because they are aware that it is a weakness for them. If they know that I am willing to help them in that area, they are usually accepting of my classroom/instruction. Also, when they see their improvements and receive compliments from myself, peers, or other teachers, it is motivating for them to continue their best effort during the limited time I have with them. Once they are familiar with my routine, rules, expectations, consquences, and the programs being used to accomodate their needs, I rarely raise my voice or discipline students.
2. I would expand the list of what not to do by adding the eleventh; promising consequences you can't follow through with. I know personally that I've used the hierachy of actions mentioned throughout some of the presentations. It makes it quite difficult, however, to send a student to an administrator if he/she is out of the building!
3. I connect with the idea that you will not like every student and that every student will not like you. I assumed that my students would like me since I was there to help them, however, they are being held accountable for work that is not always motivating to all. Throughout the years, I've had to accept negative feedback and reflect on those experiences to make me a better educator. I also know that I too don't like all students, thinking that they would all be "cute" at the elementary level. I've learned to accept that their behavior is not always "cute" so I always try to find strengths in all of the kids.
I would challenge the idea about having a good balance of discipline and humor. I agree that humor is definitely needed throughout the rigorous day, but you also have to be careful of misintrepreting your intentions whether it being a disciplinary action or a joke.
1. In completeing this survey, I have found "Prevention Insread of Reaction,"to be one of my area of strength. I am always thinking of ways to eliminate unforeseeable misbehaviors in the classroom. I consistently evaluate my classroom arrangement, modify student assignments, and actively increase student involvement in the lessons I prepare. I believe that keeping the students engaged in their learning and making sure solid routines and smooth transitions are in place, helps eleiviate misbehaviors.
2. First, don't call the student "Bad." Refer to his/her behavior as "bad" or inappropriate. Behavior is a choice and the student is just making a poor choice. When you lable a student as bad they develop poor self-esteem and will continue misbehaving living out a self-fulfilling proficy. They may not try to change thier behavior believing it is not their choice to behave or misbehave.
Secondly, don't isolate students from the group for long periods of time. If a child is misbehaving and disrupting the learning of his peers, he may need to be removed from the classroom for a short period of time to give the students and teacher time to rebuild their classroom environment. However, if the "problem child" is seperated often and for long periods of time he may feel a lack of belongingness to the class. Which may cause him to act out more often since he doesn't feel a part of the classroom community anyway.
3. I agree with the following tip..."adolescents love choices and challenges." No one likes to be told what to do or how to do it. As teachers, we need to explain the task and the desired outcome. It is up to the student to decide how to reach their goal. I often give students choices on how to complete an assignment or what materials to use to complete the assignment. However,many times the choices I give are structure or forced choices. Nevertheless, giving the students choices makes them feel empowered.
I challenge the idea that "Children will quiet down when the teacher is quiet and waiting for their attention. This may work for some classes. But, I can tell you that last year I had a very chatty class. They spoke over top of presenters all the time. When I would stop talking and wait for the class to quiet down they simply continued talking.
3. It's important to have a good balance of discipline and humor with the children.
From the morning meeting on the first day, the tone of our environment is set. Students will experience that while I tell jokes, funny stories and belly laugh with them, I also set the expectation that there are appropriate times for humor. Humor allows me to make personal connections with my students. Through modeling, the students begin to understand how humor relieves stress, builds community and fosters acceptance of individuals.
Question #3...It's not what you teach but how you teach that makes all the difference. I try to plan lessons that have the students moving about the classroom or lessons that involve lots of hands on learning. While some teachers may walk by my room and think chaos is going on in room 204, if they actually came in they would quickly learn that the students are engaged in their learning. They would observe the students working together to solve problems or create puppets to use in retelling a story . There is no greater gift I hear at the end of a day than to hear a student say "What do you mean the day is over, it feels like I just got here!" This tells me that I involved my students in learning that was meaningful and engaging.
1. I am going to comment on my "Do now" activities under "Prevention instead of Reaction." I have a poster in my classroom that I put up on the board every morning. It states a list of procedures that I expect the students to follow when they enter the room. It says,
1. Unpack you book bag and hang it on your hook.
2. Turn in your homework
3. Complete __________________
On the line I write what I want the students to complete while I am taking attendance, checking student planners, reading notes, etc. I tell the students that I am expected to complete my morning work just like they are. This shows the students that I am working at my best ability first thing in the morning and it models the correct behavior for them. We then take the time to go over the work during our morning meeting. Sometimes, if the work required specific checking, an early finisher takes on that task. I have found that this morning work helps to control the environment first thing in the morning and get a nice jump start on the day.
2. The 11th item on my “Don’t” list would be,
11. Allow students to crowd your desk. I know this sounds odd, but my first year of teaching I allowed the students to come talk to me at my desk. It ended up that my desk became sort of a “meeting” ground. Not only that, but anything that I kept on my desk was open for wondering eyes (grades, upcoming assembly information, lesson plans, etc.) I never expected allowing a student to come talk to me once or twice would turn into such a mess. During independent work when I would walk back to my desk to grab a pen or something inevitably a student would follow me and want to talk. Also, in the morning if another teacher came in to ask a question or pass along information, sometimes a student would stand there waiting to talk to me. I am definitely no loner allowing students to gather at my desk.
3. I am going to reflect on, “Have a good balance of discipline and humor with the children.” I have always found it incredibly easy to communicate with children through humor. Kids love to laugh, and I love to make kids laugh. This example is going to sound terrible, but it is something I will never forget. Last year one of my students got 2 guinea pigs. He forgot to close him bedroom door and his dog made a meal out of the pigs. His mother broke it to him. A few days later, after getting 2 more guinea pigs, mom sent me an email – it happened again and she wanted me to break it to him. He was devastated. About a month or so later he got 2 more guinea pigs. He had learned his lesson and the guinea pigs are alive and well. After I knew that this child had “bounced” back from this incident (s), I began making jokes about asking him how to care for pets, or how to teach a lesson. I only did this because I had a GREAT personal relationship with this boy. We could talk and laugh, but we could also be serious. On the last day of school this child came into my room carrying a baby guinea pig. His 2 guinea pigs had a baby and it was my present. I now have a guinea pig for a class pet. I will never forget this child, his kind heart, his pet-rearing mistakes, or how he made me laugh. This child and I always had open communication. I listened to him when he talked, and I can relate other Gordon”ian” techniques to my relationship with this child as well.
1) In going through the checklist, I feel one of my strengths is relating lessons to students' lives. Students in 8th grade always want to know "why do we need to know this?" I truly try to make language arts and math lessons relatable to my students. (OK, I admit, sometimes they don't get quite as worked up as I do over apostrophes!!:) In math (pre-algebra) I always teach a lesson on how to calculate a 15% tip using mental math. Most 14 year olds perk up when you tell them that once they go on a date to a "sit down" restaurant they need to know how to do this so their date and waitress/waiter don't think they're a cheapskate! There are other lessons with fractions that have direct applicability to what they are doing in science and tech.ed. classes. Motivation increases hugely when they see you are teaching them concepts they really will use.
2) Don't #11: Don't get dragged into arguments with students. It quickly can become way too entertaining for them, and it shows you are letting them push your buttons (not being in control of your emotions). I had a student my first year who would argue about anything I'd say, no matter how trivial. I was embarassed when the librarian overheard one day and chided me about getting into arguments with the student. It did serve to make me more aware, however, and to think of better ways to respond.
3) Having a balance of humor and discipline is sometimes a real saving grace! Included in this is trying not to take yourself too seriously. Being able to laugh at yourself sometimes is helpful not only to you, but it is a great thing to model for 13 and 14 year olds...who usually take themselves VERY seriously! It can go far in helping establish relationships with students, who will then see you as capable of making mistakes, but then picking yourself up and going forward.
As others did, I find becoming quiet and waiting for students to stop talking before proceeding does not always work. It really depends on the students that year.
1. I make my lessons interesting in order to motivate the student's.
I have learned that if your lesson is not interesting and uses different media, you might as well save your breath.
Students learn best through different teaching techniques. So for most of my lessons I try to variate my approaches to the material. I usually start a new chapter with a fun activity like, a game, or a riddle, with food units I will demo a recipe of a specific food. Then I follow up with discussion using overheads or a video and then hands on group activity. I try to use humor and jokes to get them to retain certain information. I figure if I'm having fun, so are the students.
I think this really works with the kids because it is meeting their need for fun and a comfortable classroom setting.
2. Samuel pretty much hit the major "don't" areas. I think, I would have to add "don't engage into power struggles with a student". This will only create havoke in the classroom and lower yourself to the students level.
You will learn who the students are that will challenge you , so when a type of infractrion happens, you should deal with them after class, or if it can't wait, calmly ask student to go out into the hall with you. This will also take away their audience which fuels their struggle for power.
3. I connect with the management tip of "Students will quiet down when teacher is quiet and waiting for their attention. This is what I do. I stand at the front of my classroom, cross my arms, look at the clock and wait. They will usually quiet down pretty quickly, and then I proceed with "Are you ready now?"
They know I have a set lesson, when I'm done with the lesson, they get done sooner.
I took "take to task" as something I need to work on or improve on. So I choose, going through with consequences for breaking rules. One of my consquences is after school detention. I don't like staying after school as much as the kids! So I tend to let detention sometimes slide. I don't know how I will change this but, I will try.
1. I think it is important to greet your students at the classroom door with a smile and warm welcome. I feel like it starts the day on the right foot. I have a short conversation with each child and I know right away if something happened at home the prior evening or in the morning. Then I always stand at the door when they leave for the day and wish them well. If a certain student didn’t have such a great day, I make sure they know that it is okay that mistakes were made today but tomorrow will be a brand new day. I really feel this is very important for the students. It shows how much I care as well as it keeps order in and out of my classroom. A lot of my teachers do work at their desks during this time and I feel like they are missing great opportunities to build a stronger relationship with their students.
2. #11 should be don’t stereotype and hold grudges on a student for a behavior they did in the past whether it happen in your class or in previous grades. For example, one might of got into trouble with talking a lot during class in first grade, but now they are in second grade, they could be a totally different child. However, you heard from many teachers about the bad behaviors of that student. It is not fair to look at that student in a “oh, he/she is a troublemaker” kind of way and punish that student for a mistake he/she made in the past. We should look at the misbehaviors as learning opportunities and move on.
3. I felt a strong connection with the statement about the first few days are the most important ones of the year because these are the days spent on setting up our routines, your classroom discipline plan, and establishing your learning environment/climate. Today, we heard the importance of modeling and role-playing appropriate behaviors and the significance of this in the classroom. In the first few days of school, students get their first exposure to these rules. I would even extend it to the first few weeks are important especially in the primary grades. You need to lay a foundation down on how the community in your classroom works before you can dive deep into academics. What happens in that first month really can dictate how smoothly the rest of the year will continue.
If I would have to challenge an idea, I would question the idea about when the teacher is quiet and waiting for their attention, children will quiet down. I am not sure that is always the case. I feel like you have to have some type of respect established between you and your students for this idea to work. Depending on the activity and how the volume of noise in your classroom, I am not sure standing still and quiet will work every time. However, I don’t think I have frequently tried this idea out so maybe it would work if you model and put it into your routine in the beginning of the year.
1. One of the most effective behavior management strategies I used when I taught 4th grade was a "Do Now" Activity. Every morning when the students entered the classroom a "Do Now" worksheet was on their desks. It followed the same format every day: a math computation review problem, a word problem, two sentences to be corrected for grammar, and a quick review question from something we studied the day before. The questions were designed for success. The students worked quietly but could ask a friend for help. I collected and corrected these papers everyday. It was a good way to see at a glance who needed a review lesson and the students were settled down and ready to work when the bell rang.
2. #11 Don't -Don't humiliate students in front of their peers by discussing their bad behavior with the class as an example of bad choices.
3. Not only adolescents love choices and challenges, most of us would prefer to have a choice. Even little people in the primary grades like to "pick". Having a choice shows the teacher trusts and respects the student's judgement. Choice also
helps the student feel a sense of control and ownership of an assignment.
While I believe giving students choices ia a good idea, I don't think waiting for students to quiet down is an effective strategy. While I don't believe you should shout over a crowd, I 've experienced an increase in noise by just waiting. Sometimes whispering can get quiet.
1. One item from the checklist that I think I do fairly well on is that my management plan applies equally to all students. Those that have received discipline from me in one way or another cover the full range of excellent students to very poor students. An example would be how I handle tardies to class. After the first few days of the semester (a grace period imposed by the administration), teachers are expected to assign detention for the third tardy to class and every tardy thereafter for each student. I always keep a detailed list of every student tardy to every class for the duration of the semester, a list that tends to be much longer that I would like. I do this so that no mistakes are made in terms of how many tardies are accumulated by everyone. Parents have inquired and have even complained in the past about why their child has detention, and I always go back to the list, which is indisputable. This allows me to be as equitable as possible in the consequences that I need to hand out.
2. The 11th commandment on the list of the don’ts of discipline would be don’t leave parents uninformed of punishments given to students. The more cooperation the teacher receives from home, the better. And they cannot cooperate regarding something they are not aware of. I cannot say truthfully that I am the king of calling parents, but I am learning that keeping them in the loop can do wonders for correcting bad behavior in students. A quick example would be how I had to send a student to the office a few years ago for rude and defiant behavior. I called her mother soon afterward to inform her, and I received a letter of apology from the student the next day. She behaved herself, more or less, for the rest of the semester because she knew that an alliance was made between her mother and me to keep her in line.
3. The tip that most resonates with me at this point in my career is that not every student will like me, nor will I like every student. Initially in my career, like many other new teachers, I wanted to be liked and appreciated by all my students, which is just not possible. What matters most is that a mutual respect develops between us, and that has to be earned. It is good to remember that there should be at least one thing that I as a teacher should respect about each student, and making each of them aware of that could go a long way in developing a positive rapport where previously one may not have existed. There aren’t any tips that I would disagree with---it’s all good and helpful.
1.I'll comment on Prevention, not reaction - Each morning, the students are greeted at the door by me! I find this a great way to start "fresh" for both the students and myself. This also is an opportunity for the students to come to me semi-privately to discuss any issues that they may feel are pertinent for the day. Once they enter the room, there is some 'structure/routine' of am activities to complete prior to the bell ringing. This is somewhat flexible, yet known that there will be some work to complete.
2. The Don't list was pretty inclusive. I would have to agree with Wes, in the parent communication. I try to allow my students opportunity to 'save face' and explain their shortcomings prior to a teacher call home. With a hectic schedule, a follow-up call needs to take place in a timely fashion. I recommend that the parent communication is key!
3. The idea that all students will not like you and you them is right on. Because of my interactions with my own children & their friends, as well as the teaching experience, I can tell you that being their BEST FRIEND is not good. There needs to be a line between you as a professional. You need to express a connection as discussed in presentations today, but not all students will want to interact with you. Sometimes a student will hold a grudge, and you need to try to make amends, but just move on.
1. I think my strengths on Dr. Mac’s Amazing Behavior Management site Checklist is “I see the humor in situations and chuckle at some of the things my students do. I don't penalize "nutty" behavior that will go away in a second.” I try to make light of lots of stuff in Chemistry because the subject matter is very difficult and most students so not enjoy the mathematics involved. I am also very accident-prone and usually trip walking around the room. I like to make jokes about backpacks jumping up and biting me. Another strength is “I get to know my pupils on a somewhat personal basis and speak with them outside of class” I try to say hello to kids in the hall or if I see them in York somewhere. I ask about kids who play sports or how work is going. I try to keep up on what is going on in their lives and let them know I care about them.
2. My #11 would be “Don’t be afraid to bend the rules” As often as I hear we need to be consistent, I can tell you there are times when you need to find a way to let a kid off the hook and chalk the behavior up to “Having a bad day”. The one that happens most is when I have kids put their heads down. If I have a kid who always does his/her work and participates in class put his/her head down, I usually ask if he/she needs to go to the nurse or guidance. If he/she doesn’t need to go anywhere I try to ask what is wrong. Sometimes he/she is just having a bad day and needs to work it out. I will usually allow him/her to put his/her head down for a little while and try to get him/her to do some work a little later. As the teacher you know who is pulling your leg and not themselves.
3. In slide #3 “Never get into a power struggle with your students.” Made me think of Albert’s Cooperative Discipline and the suggestions for “ Dealing with More Severe Confruontations” on page 80. “Acknowledge the student’s power” admit that you can’t make them do something but you expect it to be done and ask when they will get it done. In Albert’s Cooperative Discipline this would fit into a student who is using power-seeking behavior to use “graceful exit, time-out, and consequence strategies to deal with a power struggle. (p71)
I think the slide “Children will quiet down when the teacher is quiet and waiting for their attention.” Is something I would like to try more often. I tend to tell kids to get quiet and try to talk over them when I want to get started. I just get impatient with the kids and I should wait.
#1 In completing Dr. Mac's self assessment, I feel that one area that is a strength for me is Prevention Instead of Reaction. I feel that my classroom is a structured place with well established routines so the students don't have any question about what is expected of them. I greet the students as they enter the room and after the students have "unpacked" their backpacks they have "morning work" to do as other students are coming in. I then go over what I THINK is going to be happening during the day. Next, we have a "Listening Time" during which the students are allowed to tell the class anything they want. This can get extremely interesting sometimes! This is strictly voluntary. The kids love this and this is a great way for me to learn more about the kid's interests, families, pets, etc.
#2. I think that #11 for The Don'ts of Discipline should be to not back kids into a corner. The students should always have a way out so that they can save face.
#3. I connected with most of the big ideas of the slideshow, but I think that the one that came to light in most of the presentations today was that the first few days are the most important ones of the year. Establishing routines and developing rules or a code of conduct at the beginning of the school year sets the tone for the remainder of the year. This also goes hand in hand with establishing a sense of belonging. I have found that kids really do want structure and most do comply with rules and routines when they know the expectations.
1. The item that I feel that I do well is that "I maintain a warm, helpful, and positive learning environment."
I greet the students at the door, I try to follow up on conversations that I had with kids from a previous day on something that was going on outside of school, I circulate around the room to answer questions the groups may have as they work on the days problems, and I make myself available during my open prep period and after school to offer tutoring in math. I try to pay attention to the group dynamics and who is participating and contributing to the group when they are working on their problems, so I can offer insight or reminders regarding who I think can help the group with a problem they are stuck on. I always try to find something positive and correct in a student's response and lead them in the right direction. I want to encourage them to make educated guesses when they are stuck, to keep trying, to feel comfortable asking for and accepting help, and know that I will not attack or belittle them for being incorrect.
2. Don't allow a students' academic standing to influence if you carry out a consequence and what consequence you use. As many groups brought up today, consequences should be linked to certain misbehaviors or violations of class codes or plans, and should not be modified just because a student has an A or an F in your class. We also heard that we need to be consistent with ALL students if we expect the rules or guidelines to be followed.
I have had students tell me that "Suzy shouldn't have to stay after class, but should only receive a warning because she does her work and has a 92%" even though she got out of her seat twice to have a conversation with her friend when she said that she was sharpening her pencil, the same as the previous day. I have found that some of my behavior problem students are doing well academically, and some of my students who cause no behavior problem are not passing the class. As teachers, we have to make sure that we discipline based on the behavior and not allow outside influences to change that decision.
3. I agree with "have a good balance of discipline and humor with the children." I try to engage in personal inquiries with the students when they apply to the work the kids are completing. I use the information I gather to determine which students have healthy sense of humor and which students may like to make jokes, but tend to take jokes about themselves personally. I keep this in mind when I use humor with my kids, because my goal is to keep the mood light while the students are doing group work. I do not want to offend or alienate any student so I tend to be more careful with the students who are more sensitive. I feel that my students know that I can take a joke, but that I also have certain expectations and rules that should be followed in my room. The students understand that rules and classroom codes of conduct will be consistently enforced, because I know when to be serious.
I disagree with "children will quiet down when the teacher is quiet and waiting for their attention." I think that this works in some situations and in some grade levels, but not all. I have tried the silently wait technique, and coupled this with having the students repay me the time that they made me wait. This worked when I tried it, and I would only have to remind the student that there are some lessons that require the entire class period, and I will hold them accountable for time that is lost waiting for them to settle down. The problem that I found was making this work for all of the periods. There were certain times of day that I just could not hold the students.
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