 Just
some help for teachers |
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Basic assumptions of behavior revolve around the teacher's experiences. But what if each behavior was caused by something within our ability to change? Then, with work, we could eliminate those pesky classroom behaviors.
Hints, tricks, and ways to live.
1. Class meetings! I have used class meetings for 10+ years. It is the best tool I use to manage the class because the kids end up managing themselves!
Class meetings have several concepts and all have evolved. On the links page there are few examples. I found a book about the basic principles a long time ago. Several years went by until I actually set out to discover the best way to use this tool in my classroom. Class meetings stop "tattling" by allowing kids to address their weekly problems in a meeting. That was enough for me to start using it. I guess I had reached my breaking point with tattling.
That was merely the opening of the door. The benefits and management went far, far beyond that simple little "hook" that got my attention.
A typical week;
There is a sheet of paper hanging from clip board hanging from the pen tray up in the front. Across it I have scrawled "AGENDA".Here each child that has a problem writes their own name, nothing more. I figure that if the student does not remember the problem on Friday then it was not worth bringing up in front of the entire class.
Types of reasons students may have; someone swearing at recess, someone annoying and distracting them from learning, hitting, kicking, name-calling, bullying, not playing fair at recess, not following a rule in the classroom, or anything that distracts from feeling safe.
There is a rule that there must be at least 24 hour waiting period before talking about it at class meeting (But it is not a hard-fast rule). Then on Friday we take 40 minutes and form a circle (I have 32 kids= big circle). I have never had an administrator get upset because we were not following the pacing calendars for that 40 minute period because they have discovered that their job is made a whole lot easier by our meetings and that the students become better learners through the process.
First we share compliments. A student may compliment another student for something they have observed. We spend time discussing how to give a compliment and a how to accept a compliment. Only real rule we have here is that they may not compliment the teacher. I want them focused on how students observe students. This is the main benefit of "compliments". Even my autistic kids respond very well to compliments. (Autistic!! Yes, I have a regular class but we all end up with a mixture of students.)
Then we use the AGENDA to discuss problems. The first name on the list is asked if the class can help them solve a problem. While the student speaks everyone else is quiet knowing the defendant will get to speak. Once the plaintiff is finished the defendant tells their side of the story. Witnesses are called. All of this must be non-emotional from the teacher. The kids are taught that if one of the kids begins to cry they are not allowed to intervene. Tears are not common but do happen. The tears allow other kids to show sympathy but with the knowledge that a wrong is being righted.
Always ask how the behavior made them feel then direct the questioning toward the answer. Kids often do things without realizing they are affecting another student. Once they realize their role in the classroom community can hurt another student they change.
Next the class acts as a jury in fixing the problem. They are always reminded that we want the behavior changed so they must find an appropriate way to solve and extinguish the behavior. Many kids come up with ideas. I list them on the AGENDA paper in note form. Then the class votes on the best way to change the behavior. This is never refereed to as punishment but as a way to make us a better family.
The usual outcome is to apologize, sitting out recess, moving to a different group, a letter home, or in rare occasions, a trip to the principal.
Finally the class meeting is used to discuss reward systems, auction, or parties (Kids do all party planning when approved).
"But what about the little drip, drip of some behaviors?"Don't sweat the little things! Yes, it gets under your skin. But to stop the behavior pretend it does not exist. The kid is most likely doing the behavior to get you to notice them, albeit, in a negative manner. But, hey! Any attention is better than none. Just turn your back to the child every time they attempt to get your goat. Talk to someone else. But if they attempt to get your attention in a positive fashion give it to them. Make them see that appropriate behaviors bring pleasant responses.
Extinction works. Everyone wants attention and they will try to get it one way or another. If the teacher gets excited by misbehavior then the misbehaving miscreant wins. Turn your back on the behavior. Reward the appropriate behavior. You will train up your student in the way he/she should go. You will save yourself from losing control. Remember, be calm and assertive. (I hope the Dog Whisperer will aprove of borrowing his saying.)
"And
if I have a kid that misbehaves everytime I turn my back?"
Have you ever noticed that when you get near a student they tend to
work harder? This is the basis for teaching teachers to get up and move
through out the classroom. But there are other reasons for getting up
close or staying far away. 
If you couple this with other techniques taught to teachers in T.E.S.A. workshops or Math Matters workshops you will control most of the management problems. Proximity and touch (a pat on the back, smile, a sticker on a forehead/back of hand) increase your possibility of making a connection with each child so they buy-in to the classroom.
But how about the child that speaks so audibly low that you can't hear them? Then by distancing yourself from them they are forced to speak up. One of our tasks is to improve public speaking, synonymous with self assuredness. Proximity is a great way to help. (click pictures)
But extinction is another tool that usually runs hand in hand with every other technique. Use it carefully. Use it often. Everyone wants to be accepted and appreciated. But it can be a counter productive tool also. So often teachers can drop into sarcasm. A compliment or praise linked with sarcasm will do just the opposite of what we should be doing. "But my kids are so young they don't get it." Maybe, maybe not. Why gamble? Sarcasm is usually a way for us to say something negative without sounding mean. Teachers need to be aware how they are effecting their students. Why gamble?
All of this is good. All will work to some degree. But if the teacher is giving work that is inappropriate for the development level, the activity level, or cognative level then you won't reach you students. Don't get me wrong, I am not saying that the material we are told to teach isn't what we should be teaching. I am saying that every child learns different than every other. I am talking about more than multi-modality teaching (I am a believer in modality teaching). Every lesson should be set up to accomodate visual, audiory, and tactile learners. Develop a style that is fun and full of multi-modality techniques.
Wait a second. More than. Some kids can not sit still. Some can not focus for longer than 2 minutes. Our job summed up is simple, "get the info into their heads". There is a lot of research about how much homework to give and how many practice problems to assign. There is research that helps us realize that each child is not a carbon copy of the other. Therefore should our assignments we deal out to the kids be exactly the same for each kid?
What if Mindy is a quiet, studious, visual learner, and enjoys proving her skills? She relishes in proving her skills. What if Stevie is hyper (ADDH), he can't sit down for more than ten minutes, is a tactile learner, and flits from one thought to another? Should they both be asked to prove their cognative acquistion by a worksheet of 20 questions? Or should each prove it by building a project and telling about it? We have every type of student in our classrooms so shouldn't we treat each differently?
Often a whisper to a child that can't focus tells them to only do 10 problems instead of 32 is appropriate. If I allow Mindy to work in a group or with a partner to build a demostration it is appropriate for her while Stevie might be able to do the project himself.
Always define in your mind the purpose of each lesson and the expected outcomes that will prove the kids "got it". Then decide what each child can do to demonstrate their mastery. When grading their work keep this in mind. After all, we are not looking for just "A"s. We are looking to prove the student has acquired the skill taught.
OK.
The kids have gone wild. I can't get their attention. What shall I do?
(Click on picture)
Don't yell. If the noise level is high already yelling only escalates the level. Many of us get to the point of frustration that we want to yell, but it is counterproductive. There are several ways to get their attention. I like "Simon Says". Start quietly with one group that can hear you. As they calm down and begin to play the game other kids quickly calm down so they can hear, too. Soon the whole class is playing. At first reward the kids by having one command without the prelude, "Simon Says...." They then get to laugh at someone. Quickly continue two more commands with the prelude. Before you give another non-Simon Says command stop. You should now have the entire class with their eyes on you. Good. Peace has been restored. But if you go to long playing the game the students will wind up.
Another emergency stopper is to flick the lights on and off. This is not as effective as Simon-Says but far better than yelling. Be pre-emptive!
If the students line up to come into the room then they are easier to manipulate, The purpose is to start the class with a lower level of noise... I often walk down the line giving odd seating instructions to groups of five-six kids at a time until all have a "job". Instructions may be, "Sit with your bottom on the floor and your head on the chair", or "Sit under your desk", or "Sit with your head down". Make up several ways to have them sit to "freak out" their neighbors. It really has no purpose except to have them involved with a task as they enter, eliminating noisy behaviors and giving you control. This works great for getting everyone on task and having fun getting there! Be sure to laugh and smile when it succeeds.
But the best way is... silence. No, I don't mean the kids. I mean the teacher! At the beginning of each year we talk about reading body language. That 5 minute lesson sets the stage for control all year long. When they are to noisy I stand at the front of the class, fold my arms across my chest, lean on the board and cross my legs and look at the back of the room over the student's heads. Immediately I hear whispers as students point out that they need to be quiet. Then, miraculously, there is calm and control.("Be Calm and Assertive")
Don't yell. Yes, we may feel like it. But don't!
But what if that does not work?! Exclusion from class is a good way to solve the immediate problem. Principals really don't like to see kids who are bad. If you can keep the principal happy you will also be happy. Office personel also, hate being a dumping ground. I use lower grade teachers who are friends and will not let the trouble-makers have a "good time" in their rooms. We all have a friend or two that can play the devil's role for us. Call, ask if you can warehouse a kid for a designated time. If they say they can't, be nice with a thank you. But find a helper/friend/comrade even if they are same grade.
If you choose to sit a kid out outside your door, be aware that there are legal problems that can arise. CYA when you choose an alternative placement.
Praise! I do my best when I feel someone will praise me. I like to make other folks happy. Kids are just like me. A pat on the shoulder, a smile, a comment about how proud they make you will always go miles at stopping bad behavior. It is always best to have kids wanting to work and "do the right thing" than forcing them to work. The concept of the carrot and the stick paints a great picture for teachers. Above are many negative methods that can be used. Those are the "sticks". But praise, verbally or even a wink and smile just between the teacher and student, a "high-five" (so tacky, but kids get it), a class "dollar", or a prize from the "jar" will pay big dividends.
Remember; "... above all of these is LOVE...", the best tool in the arsenal.