Great discussions today. There was a nice blend of "big ideas" and practical skill sets that one might find helpful in crafting a successful CM plan. Moreover, the "for examples from our classrooms" made these themes less ambiguous.
Before I forget, in the spirit of effective teaching to prevent misbehavior, Warren has offered to read us a 2nd grade level book.
Here we go...
1. As Danny did in class, I would also like you complete a self assessment on Dr. Mac's website
http://www.behavioradvisor.com/BehManCheckList.html
There are similarities with Danny's checklist I know---but there are some other matters as well. 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 (it is in the same packet as the other article). 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 your classroom 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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14 comments:
#1 On the Behavior Management Checklist, I believe I use humor or distraction to redirect mild misbehavior fairly well. I teach a lot of ninth graders. I think you have to have a good sense of humor with them and not over react to everything they do wrong. In most cases it is just an over abundance of energy and a lot of immaturity in knowing how to control it. A little humor goes a long way in letting them know that their behaviors are inappropriate and need attention. One strategy I like to use...students in the art room are often working on projects. I allow them to talk to each other during their studio time. As I walk around checking student work, I will sometimes hear the occasional bad word as one student tells another a story. The words are not used maliciously and most likely accidentally in the school setting. I never ignore the language, but I do walk over, put my hand over my ears and say "Earmuffs" in reference to Vince Vaugn's character in old school. The kid usually giggles, and I explain to him that the language is not appropriate for school and I don't want to hear it again...consider this a warning for the next level of consequences. It's been pretty effective, but as the younger kids move up, I'm not sure if they will have seen the movie so I'll have to think of a different trick :)
#2 My addition to the list of ten don'ts in the article would be...#11 Don't use empty threats. Sometimes I catch myself saying to students, "If I see you out of your seat one more time..." But I never finish the phrase. Kids are just dying to see what you have "planned" for them and do what you don't want them to do just out of curiosity. These are the kids with no fear of detention. So, unless you are really good at thinking quick on your feet, avoid empty threats with no pre-planned solution to the problem you are trying to avoid and/or correct!
#3 The slide I related to the most at this exact moment in my career is..."It's not what you teach but how you teach it that makes all the difference." I just finished a different course last week that was all about giving kids constant activity in the classroom. Keep them interested, excited, and motivated. Never allow them down-time or plan lessons that include lengthy, boring lectures. One, you are asking for trouble and two, students don't learn! This relates to Dawn's presentation today on Positive Discipline where you need to prevent poor behavior through engaging lessons rather than passive learning. I am highly motivated from my last course to restructure my lessons in a way that motivates students to want to participate and learn. They may not all care about art, but hopefully they learn life-skills through the process of understanding and manipulating my specific content. Plus, it will hopefully relieve the stress I tend to expereince when I do have to discipline kids, because hopefully I would have less discipline problems. So, this is going to be a major goal of mine for this upcoming school year.
1. This checklist really made me see that I do not have a "true plan" of discipline for my classroom. I have never actually written anything down and showed it to administration...I guess I should work on that for this year!
I strongly feel that praising others for positive behavior helps with classroom management. It is usually easy for me to ignore the mildly bad behaviors. I am often pointing out students who are doing as I asked, or are working well in their groups, or are being kind to other students, etc... I make sure to say their name and make sure all students know exactly what actions I am praising, usually other students will then mimic the student being praised :)
2. The 11th Don't I would add would be something along the lines of Not scolding a child and mentioning all the other times that they were misbehaving. I tell me students they get a clean slate each class/day so if I brought up past problems I would not be following what I told them.
3. I connected with the slide that mentioned having the students help in making the classroom rules. I do this with my classes and we take time to really go over the expectations of the classroom rules. I model good and bad behaviors and we go over all classroom procedures, usually takes 2 days. I also use humor, like the one slide mentioned, to let my students know that I enjoy being their teacher and I want to keep them involved because what I am teaching them is important :) One newer thing that I am going to take away from the slides is allowing my students to make more choices in the classroom. It will take more work at first but I think it will help my students to learn in their different intelligences, which in turn will help them to process and store the important concepts being taught.
lol, I use the "earmuffs" phrase also! They always realize that a certain word slipped out while they were talking to their friends, and I hardly ever hear it again.
Okay, Here goes;
1. I feel (as does my principal) I'm strong in the area of "standardized routines for dismissal, pencil sharpening, bathroom use, asking questions, lining up, etc." The biggest "rule" I have in my class is that you must ask to do everything. For instance, I don't let anyone do anything during my initial teaching in a lesson (emergencies are the exception) and over time, students stop asking during that time. When that happens, I can give them more freedom to go on their own.
I spend the first 2 weeks of school going over all the procedure type stuff for my class and the school building. After that we review on a weekly basis for about 3 weeks, then after all holiday or extended weekend breaks. Most students know where to turn things in, how their desks should be organized, where to find extra supplies and can tell the rest of the class on demand.
Similarly, I am very clear with my expectations for every lesson/activity we do. I spend a good amount of time during every lesson discussing/modeling what I should see while they are working. Of course there are some students who don't always meet those expectations, but the other students are so well versed in them, they can remind them instead of me. This does have its drawbacks. Early in the school year, I never get as much accomplished during the day because of the amount of time we are talking about expectations. Also, it is very difficult to change my mind during a lesson if I see that something isn't going as planned.
2. If I could add a number 11 to the "Don'ts of Discipline" article it would be;
Don't threaten students (but if you do, don't leave it an empty one). Obviously I'm thinking along the lines of, "If you do that again, I'm going to call your parents!" Not, "If you do that again, I'm going to take you out behind the woodshed!" I've found that students who receive the threats are fearful and no longer focused on the lesson (which is our goal) and are usually belittled (a form of bullying according to the article). In addition to this, when the threat is empty, the student looses respect for you and feels that you are no longer capable of leading the class and that you don't even care enough about them to punish them.
3. I couldn't choose between 2 of the tips in the slideshow.
"Don't make rules for the classroom that you aren't willing to follow through with." This goes closely with my #2 answer. If you don't follow through with a rule, aren't you modeling that rules don't really matter? Then, Why would the students follow any of them?
"Not every student will like you, and you won't like every student." Can I tell you this is a tough one in Elementary? When you have the same group of kids all day (everyday), it is terribly important to find something you can like about everyone. Sometimes it is the only thing that gets you over those rough times. This is why elementary teachers are so happy at the end of the year. We are glad to be sending some of the children on to the next grade and relish the hopes of what is coming in a few short months.
I'm rambling. . . so I'll finish up with that. I probably should have made that into more than 1 posting!
Sarah, we must have been thinking of number 2 at the same time!
#1 On the Behavior Management Checklist, in the Prevention Instead of Reaction section, I do believe in pleasantly greeting my students at the classroom door. In my short time as a sub, I made a point to do this. That way they saw me from the beginning as the person in charge of that classroom. I also could control their behavior from the start. When students enter a room and their regular teacher is missing, they want to know who is in charge.
#2 My addition to the list of ten don'ts in the article would be...#11 Don’t make empty threats. In my limited experience, I already got caught in this. I told my students if they didn’t follow the video quietly, I would have a follow up handout on the video. I didn’t have a handout and when they got noisy, well you know the rest…..
#3 (Tips for the Classroom) Tip #5 on having a good balance of discipline and humor with the children hit home for me. I feel I do have a good sense of humor and it will come out when I am settled in as a new teacher. Pointing out that it needs to be balanced with discipline is a good point to make. You want to maintain his or her respect for control of the classroom, but also want them to see you as someone who knows how to have a laugh.
Tip #8 on children quieting down after you are silent, is one I have to question. If you make that a class rule and have to use discipline, then they might get the message the next time. However, if they are talking in small groups or get really wound up in a larger group, they may never notice you.
test
Hopefully this is working again now!
1. I agree with Sara, humor is a great way to deal with mild misbehavior. I think that it can be particularly effective at the middle school level. Middle schoolers are a little off the wall anyway (effects of puberty?)and a little humor seems to go a long way with this age group. For example, we had PSSA practice testing for a week and I had to read the same directions several times a day to my class all week long. The last paragraph of the directions stated that students needing more time to finish their tests would be taken to another room where they could complete them. At the very last reading I told them in a very dead pan way that students needing more time to complete their tests would be taken to another room and shot.It took a moment for what I had said to register then the whole room started to laugh. It provided some much needed relief.
2. I guess I would add something like don't let a serious discipline problem go unaddressed. You may be tired or just not feel like dealing with it but if you don't you will set up an environment where students will feel that they can push the behavior envelope. They may feel that you didn't do anything about their behavior the last time and probably won't do anything about it the next time.
3. I liked the slide that said don't be afraid to take the lead, be boss of your own classroom. I also like the fact that they said that as you gain confidence things will go more smoothly. There's hope for the future!
1.One of the reasons I decided to become a counselor was because I truly wanted be a positive role model for adolescents. I wanted to create a place where students would feel comfortable talking about their problems (or as counselors say… things they’d like to change or do differently) freely in a positive, safe, warm, and caring environment. Although this might not appear right away to be related to classroom discipline, my role as a school counselor has a lot to do with helping students learn more effectively and behave appropriately. I know that students want to be heard, they want to be liked, and they want to be respected by their peers and by the adults in the school. The students I’ve worked with have said over and over that they will only work for people they respect and they know right away if someone really likes them or not. Keeping that in mind, I diligently work towards encouraging each student, smiling to them in the hallways, saying hello and using their name when greeting them, asking them about their families, friends, sports or other interests, etc. When a student misbehaves in the classroom, teachers often call me to see if I can work with the student (if the student’s behavior doesn’t warrant discipline) and the majority of the time, it works. Typically there is something going on with the student (at home or school) and the student just didn’t “handle” it yet. No matter who is in my office, whether it is the top student or the lowest scoring student or the student with terrible hygiene, I always try my best to make the student feel super-important and help. I’d have to say it is one of the things I like best about my role and hopefully, so I’m thankful that this is a strength of mine.
2.Denise’s don’t #11: Assuming that the parents don’t care or aren’t trying their hardest with their child. I know that this one can be very controversial because there are times when some students continually get in trouble and it appears that the parents might not be making the most effort to handle the situation. I have to say that I have come across many parents, who are trying their hardest to assist their student in making good choices, but the student continues to make poor choices and the behaviors continue to decline. Instead of having a negative belief about the parents, let’s try our best to communicate our concerns, follow school policies and procedures, and refer for additional help and/or community resources if necessary.
*I wrote too much.. I'll publish #3 separately!
3.“Don’t make any rules for your class that you are not willing to follow through with”. I especially like the sescription, “Always be consistent and fair and let your students know you mean what you say”. Wow. That is powerful. Students are smart cookies and they know who is going to follow through and who makes empty promises and/or empty threats. If anything, I’m guilty of not making promises because I am too afraid to break them. For ex, if a student asks to come down to meet with me during study hall, I typically say, if it works, I'll send you a pass because I need to check my calendar first. Quite often, my schedule gets shifted because of important events or crises that occur, but I always try to explain to students that I will make every effort to meet with them once an appointment is scheduled. Students are quite forgiving because I’ve respected them and taught them that they are important to me.
#1 I attempt to make my lessons interesting by bringing out some facts or information that the students did not already know. I try to include them as much as possible in as many lesson plans as will permit. I use alot of stories to help them relate to the concept that we are learning. Whenever possible I attempt to make connections to the real world. I also use humor to keep the students entertained, motivated, interested,and focused.
#2 My addition would be to don't play favorites in class. The students will pick up on this very quickly and start resenting you and the favorite. It is hared enough to get through school today with out be labeled unnecessarily.It might be nothing to you or you might not even consciously be aware of it, but it can be damaging to your classroom management plan.
#3 Have a good balance of discipline and humor. I don't think that this means to laugh at the student while you send them to the office for a detention.(just kidding)If you can show the students that you care and are fair, that you are a "real" person by using humor and wit, and to be proactive or preventative in discipline , it will go along way.
However, when the time arises that you might have to use discipline you must be consistent and fair. I also believe that the statement, It is not what you teach but how you teach... has some merit. I do believe that you need to teach the subject material, after all it is mandated by law and it is our job. However, the way that you go about teaching it can make a great impact in how well it is received and retained. I have sat through some mundane material but the speaker presented it with excitement and humor, so you got alot more out of it.
See ya tomorrow
1. I chose "I pleasantly greet my students at the door to keep rowdy behavior from entering my room. Students must first calm themselves before entering."
I didn't do this at the secondary level because students came from all directions and times. When I started elementary, I didn't think to meet them at the door. I left the door open and they came in when they arrived. I quickly found that this wasn't working. The main reason this didn't work is that I only have two-three minutes between classes. I couldn't put supplies from the last class away,clean-up messes and set the tables for the next class before they started entering.They would end up being in my way, and I felt unprepared and rushed. So I started greeting them at the door. Now they line-up and wait for me to come get them. I get the opportunity to tell them "Good Morning" and it also gives me a chance to tell them what we are doing first and give them any directions. It has also been helpful if the classroom teacher needs to quick tell something, if anyone has to go to the bathroom, etc. Now I get the kids excited, organized, and sitting with smocks on with very little effort. I don't feel rushed and frustrated either.
2. "Don't Humiliate Students"
The readings and discussions in class so far have made me think about this. I have to admit, I have done this. I was actually told to try this in my teacher training. I had a class clown that appeared to be craving attention, interupting me, carrying on, etc. So one day I said "ok _____, we all see now that you are the class clown. Now you got my attention, and everyone else's, so now I would like to get on with the lesson." I have to say, it worked. But after reading and hearing about the underlying problems that could be there, I should have taken him aside and talked to him about it first, in private.
I had an incident when I was in school. My friend and I were passing a note, and the teacher took it and read it. The worst part is that it referred to a boy I liked that was also in that class. I was never so humiliated in my life. It did cure me, but I sure didn't want to go to that class anymore, and I had bad feelings toward that teacher.
3.It's not what you teach, but how you teach it that makes the difference.
We touched a little on this with "positive Classroom Discipline" today in class. A key idea was that students can read your attitude by how you present yourself, including enthusiasm and body language. This is something that connected with me, particularly in my last couple of years at the elementary level. First, I found that children's enthusiasm is one of the best things about being an elementary teacher.I look forward to starting new lesson plans and trying new things.I will tell them guess what you get to do next? And it can be anything, but I say it very excited. And they cheer and clap and can't wait to start! Another important thing I learned that is specific to teaching art, is that when I demonstrate, It is important to show them things that can go wrong, different ways of doing things, and I will even sometimes "ruin" a project in some way to show the students that it is no big deal to make mistakes, they don't have to worry if there's isn't "perfect" or look like everyone else's, and they can ask for help.
Another reason I connected to this is that I recently had two student teachers.The first one was very bubbly, happy, smiley, willing to take advice and learn, very friendly. She didn't worry about making mistakes. The second teacher didn't have the enthusiasm that the first one did. She was hesitant, not confident. She had made a comment to me that she wasn't sure she wanted to be an art teacher. Their attitudes and personalities showed while they were teaching, and the children responded better to the first teacher. They were more excited and the classroom had a more positive atmosphere. What a difference a smile and a positive attitude make!
#1. Like Sarah, I use humor in my classroom. I use humor to redirect minor
misbehavior. This allows me to keep things light and friendly in the classroom,
and let students know when they need to be corrected, but also lets them know how to deal when things don’t go their way. Humor also allows me to help students’ distress. 9th grade is a very stressful time for students; most of the stress comes from social situations and trying to fit in with their peers. I use humor to show students that everyone is a little weird, and so what if they aren’t exactly like everyone else, and not to let what people say affect them.
#2. My addition to the list of don’ts would be “Don’t make rules which cause you
more work”. During my first semester of teaching, my students were overly social when I needed them to pay attention; ie talking to their neighbor, not raising their hand, provoking others to act out etc. A seasoned teacher recommended I adopt the 3-strike method during which students get a non-verbal warning, a verbal warning and then a consequence for the third infraction during that period. I’m sure the system works wonderfully under the right conditions; small classroom, of mostly well-behaved students. This was not the case in my classroom. Since I started with a clean slate everyday, students soon realized they had two “freebies” to misbehave everyday and once those were exhausted, they would behave and another student would take their turn breaking the rules. Since I had so many student breaking the rules, I then developed a checklist to keep track of all the warnings I was giving. This would often cause an interruption as I would add checks to my list during instruction so I wouldn’t forget who already I warned. After about a week or so, I abandoned the approach because it was too much work, and students were using it to cause even more distractions in class.
#3. The tip I have learned since my first day: “Examine your classroom carefully
for the best traffic patterns.” I have since learned that the arrangement of my
classroom plays a huge role the discipline issues that occur. On my first day of teaching I had no real plan for how to use my classroom. Becasue I had no plan, the students were free to use the layout of the room to their advantage, and as a result they were often disruptive. I have since learned that having a strong presence in the classroom comes from managing the space inside your classroom. I now regulate how students enter and exit the room, the location of the supplies and I have added trash cans so students can’t walk across the room to use them.
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