Discipline and
Classroom Management #2
A MiddleWeb Listserv conversation
ALSO SEE:
Discipline and Classroom Management #1
Discipline and Classroom Management #3
AND SEE
Ellen Berg's thoughtful MiddleWeb
diary on the topic
During week five of MiddleWeb's "Summer Camp," the Topic
of the Week was "favorite discipline strategies." The practicality
of this subject stirred up a great deal of interest among Listserv members.
John introduced the discussion this way:
We've talked some about discipline from time to time, but as school
approaches, and more first-year middle grades teachers join our list, perhaps
it might be worth a re-visit.
Rebecca Duncan writes from her "lurker's corner" --
"OK, you've drawn me out of my lurker mode. How about a
quick discussion of favorite discipline techniques? For example, I have
recently discovered the power of having students write a note to their parents
telling them what they did and why. I then require the note to come back
signed. This has been a powerful tool for me."
What's your favorite discipline approach? Positive reinforcement? The Hand
of God? Bribery? Pleading? Just share one or two.
And we're counting on Rebecca to give us some details about hers!
-John
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Kasey explained how "Post-It" notes allowed her to communicate
both expectations and affirmation with her students.
One of my favorite discipline techniques is to use "Post-It"
notes for quick positive comments as I observe students around the room.
As I am helping a student, small group, or even giving notes, I tend to
use colored post-it notes to jot down a short message. Maybe it is a smiley
face I have drawn to let a kid know that I like what he/she is doing, or
an "I'm proud of you" message, or even a moment to let a student
know that I would like to see them after class concerning behavior. I make
no big deal of it, but quietly stick the note on the desk of the student.
(I always let the students know ahead of time, that this is just between
"you and me".) It is a good positive motivator as well as an "I
see you" technique.
I also like to use a student contract that I call "The Plan".
When a student has had a behavior problem, I ask them to take time to fill
out the contract, and then we go over it together. This contract, ask things
like "What did I do? What life skill was I trying to satisfy? Who did
I help by engaging in this behavior?, etc"
-Kasey
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Lori asked for further information concerning Kacey's "Plan".
Sounds GREAT!!! Please send a copy of the plan! Thanks!!!!
-Lori
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Kacey shared "The Plan" with MiddleWeb readers.
Lori asked about a student contract I use called "The Plan". I
tried to attach it, but it was returned due to the size of the document.
I have reduced the size and included it in this email rather than an attachment.
Sorry if it is too big.
"The Plan"
A Student/Teacher Contract
A plan for (name) ______________________________ Homeroom___________
Date________ Person giving plan__________________ Time___________
1) What did I choose to do?
2) What rule(s) or procedure did I break?
____Be friendly
____Be on time
____Be courteous, respectful, and mannerly
____Practice safety
____Respect property
____Do quality work
____Follow directions
____Ask for help when needed
3) What need was I trying to meet?
____Freedom-choices
____Fun-recreation
____Power-worth
____Love-belonging
____Safety
4) Did my actions help me or anyone else?
5) Name another way you could have solved the problem or something you could
have done to prevent what happened.
6) I will work on this plan from now until _______________
7) Which life skill(s) do I need to develop?
____Integrity: To be honest, sincere, and trustworthy
____Initiative: To do something because it needs to be done
____Flexibility: To be able to change plans or think about things from another
point of view
____Perseverance: To continue in spite of difficulties
____Organization: Put things in order
____Sense of Humor: Laugh without hurting others
____Effort: Try your hardest
____Common Sense: Use good judgment
____Problem Solving: Work out solutions
____Responsibility: Be accountable for your own actions
____Patience: Wait calmly
____Friendship: Make and keep friends by trusting and caring
____Curiosity: The want to learn
____Cooperation: To work together to get things done
____Caring: To feel concern for others
Student Signature:______________________________________
Approved by:_________________________________________
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Lori expressed her thanks to Kacey.
In response to Kacey's "Plan" document:
Thanks this is WONDERFUL!!!!!!!!!!!!!!
-Lori
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Leighanne explains how giving students "choice" is a preferable
discipline technique to "yelling and screaming".
Whacking them with a big stick always helps (hey, that was my mentor's advice).
I find that humor works, and outsmarting them works too. You can outsmart
them by offering choices.
One day there was a fight before school and my first period class was especially
chatty. I was a first year teacher and highly frustrated with them. I finally
said, "OK, anyone who wants to talk about the fight can go back to
the back of the room. The rest of you will be taught and will complete the
assignment... receiving a grade" One girl said, "so after we talk,
we do our work, right?" I replied, "Unfortunately, no, because
you'll miss important information.... but the choice is yours." One
young lady pointed out that, "That ain't no choice. We both know, my
momma doesn't play with me concerning my grades." I told her it was
a choice, even if one of the options carried a negative consequence. The
class was speechless until someone said, "Man, she's right. We gotta
stop talking and do our work."
This was WAAAAAY more effective than me yelling and screaming at them and
they realized talking about the fight was getting them nowhere fast!!
-Leighann
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Marsha stresses the significance of building relational bridges in
the classroom via Class Building strategies.
I used lots of Class building strategies that are in the Tribes book as
well as the Kagan book by the same title. I have found that when the kids
think of each other as people, then they are easier and more forgiving of
each other. It helps us to know each other, call each other by name, and
build bridges before we really need them. In years where I haven't worked
on this intensely the first two-three weeks (thinking I really need to jump
into curriculum more quickly), I regret all the time I devote to discipline.
So it's the whole penny saved, penny earned theorem. Class building time
invested, discipline time reduced later on.
I will model and demand, expect that everyone has time to think and consider
their answer. If someone blurts out the answer, I tell them that they have
"robbed so-and-so" of their learning opportunity. Usually teachers
just "get mad" and often the kids don't really know why except
that they didn't do what I wanted. This approach makes them realize they've
stolen something from a classmate. The underlying value here is respect---and
if they respect each other, they become more self-disciplining.
I also always give the option to say, "I don't know the answer".
It's easy to do this. You can tell if they don't know the answer and you
offer this option to them. Typically they think it's a trick. Then when
they realize it isn't, they're so relieved that you've rescued them from
embarrassment. Gradually students learn that it isn't a big game for me
win by pointing out their weaknesses, but for me as their teacher to know
what they know and what they don't know. This "I don't know answer"
also lets students squirm out from underneath something that's uncomfortable.
Pretty soon, they see that others don't know all the answers all the time
and they don't have to "act up" to cover up their lack of understanding.
And they begin to buy into the fact that we're all there to learn TOGETHER.
-Marsha
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Bill told how he places a great deal of importance on showing respect
and concern towards students.
Discipline - not exactly my strong point. I'm not above some judicious pleading
if that's what the situation seems to call for ;-)
I believe that if you show that you respect your students, as well as their
personal and academic needs, you are more than halfway there. With my 7th,
8th and 9th grade classes, once they saw they were learning and that I cared
about them, they rarely needed more than a gentle reminder to get them back
on track. The 6th graders, I'll concede, were another world altogether.
Collegial support helped, as did the gradual realization that I had to work
extra hard with them to adapt my teaching to their learning styles.
Take care,
Bill
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Joanne supported the opinions expressed by Bill and Leighanne.
I agree with Bill on this one....... and with Leighann on the giving of
choices.
One group I had found it very difficult to settle down and get on task.
They were the last class of the day, and I warned them I would hold them
after the bell rang if they didn't calm down. I don't think they believed
me. After warning them, I quit asking for their attention and just stood
at the front of the class, arms folded, waiting patiently. When they Finally
stopped talking, I said, ok, that took three minutes. When the bell rings,
we stay three extra minutes. They recognized the fairness of that, in spite
of the groans, and after that, they "policed" one another about
getting on task quickly. Now to come up with other methods for the classes
who aren't the last of the day! But I do agree with the idea of choices
and working on a two-way respect. Both work wonders.
-Joanne
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Joanne sees the "Post-it" notes idea as an opportunity
to focus on the "unseen" student.
I love this! I am making "Post-it" note to myself to have large
supply of "Post-its" for positive reinforcement and quiet messages.
One of my goals as a teacher is to try hard to recognize the kids who generally
aren't "seen"- the quiet ones, the shy ones, the picked on ones.
What a terrific way to do this without embarrassment or making a big deal.
Thanks!!!
-Joanne
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Leighanne agreed with Bills relational approach to discipline and
shared insights learned through her personal experiences in the classroom.
Bill,
I can't agree more!! My first year was rocky, but the kids knew I was human
and that I cared. We laughed together and learned a lot. My style seems
to be more relational: getting to know them and what makes them tick. I
would never be able to carry off a Lee Canter style. I did it during student
teaching and it was not me, it just embarrassed them and made everyone uncomfortable.
Some kids need to be quietly disciplined off to the side or they will show
off. It's not uncommon for me to keep an angry student during my planning
time to talk... and one girl I did this with really changed her behavior
in my room as a result of me caring about her 7th grade troubles... :) You
know, all that matters is THIS one moment and they go into meltdown over
something like hair or clothes... or boys!
-Leighann
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Brenda suggested that in terms of discipline, prevention is a more
important than cure.
I'm with Marsha. Prevention is sooo much better than a cure! There are so
many things that can be prevented if we start with the end in mind. Let
me give you an example:
The room I teach in has a front door and a back door. During class change,
the doorway was always jammed with kids going out and kids coming in. Chaos
resulted (you know the kind...pushing, shoving, louder voices, someone falls
on the floor etc) and by the time my in-coming Grade 6/7 classes got in,
everyone was hyper, unfocused maybe even wounded! Partway through the year
(I'm a slow learner!) it occurred to me that maybe if the kids always went
out the back door and came in the front, the traffic jam problem would disappear.
I was right, except I discovered another "truth"- it's hard to
establish new procedures partway through the year!
I finally gave up trying to change them that year, however the next fall,
right off the bat I established the "In the front, out the back"
procedure. It was no big deal to implement...but I held rigidly to it for
two weeks. After that, it was a non-issue and I can't tell you what a difference
it made. The beginnings and ends of my classes flowed without a hitch. No
one questioned the procedure at all!
The next thing I noticed, though, was the amount of wasted time that occurred
at the beginning of each class. It was sort of "dead" time (I'm
taking attendance, answering a question, grabbing a coffee, looking for
my materials...you know how it is!) that had the potential to set the attitude
for the rest of the class. It was during this "dead" 5 minutes
that kids started goofing off and by the time I was ready to start, no one
had their binders /books open...and what class were they in anyway?
Once again, last fall I started a new procedure (although my new kids didn't
know it was new). At the beginning of each class they came to expect a short
"something" on the board or overhead projector to do "as
soon" as they stepped in the room. Sometimes I'd have the lights low
and the overhead projector flashing the "Do Now" (an idea I read
on a Listserv) on the wall. The kids had an actual "Do Now" scribbler
that had to be dated, completed in the time allotted, marked and corrected...each
report card I gathered them in advantage of the learning/review that accompanied
it.
Although these two procedures may not seem like discipline approaches, they
actually are because they prevent many issues from even starting. There
are enough unexpected "issues" requiring some discipline procedures
so if we can anticipate problems, put procedures in place that support correct
behavior we'll actually set the students up for success!
Both these ideas may seem obvious to many of you, but I humbly admit that
I never used them (or even thought about them) until the last three years
(and I've taught since 1975!).
Hope these thoughts turn the lights on for someone else too!
-Brenda
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Kerry shares a discipline strategy that has worked for her.
I also use the time repayment strategy. It does not take the students long
to realize they will be giving up some of their own time. I sometimes mark
on the board how long is owed to me. I also reinforce that it is learning/teaching
time they are losing.
- Kerry
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Classroom discipline strategies come in all shapes and sizes. Laurie
illustrated this fact in her MiddleWeb posting.
I'm not sure if I'm the only one who does this, but I actually warn the
kids if they don't stop certain behaviors, I will SING to them!! Once they
hear my absolutely horrible voice, (my chorus teacher even told me in junior
high to mouth the words rather than sing!) they stop immediately. I find
the oldies work best, especially Monkees songs. If one student is being
particular rude, all it takes is my singing directly to him or her, and
it stops. I've been doing this for 8 years, and all it takes is: "Do
I have to sing?!" The best part is, I don't have to raise my voice
(unless there's a high note!), we all laugh, and then it's back to business.
Laurie, (the wanna be rock star)
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Jean agreed with Brenda's use of "Do Nows" at the beginning
of class. She elaborated further on the idea.
I agree -- I usually use "Caught 'Ya" grammar by Jan Bell Keister
as "bell work" while I do attendance or whatever. I use the sentences
as a mini-lesson before we dig into the day's work. The math teacher I work
with also has bell work review math problems, and the social studies teacher
uses a quick almanac or atlas question on the overhead. Predictable routines
help in settling the class. The more engaged students are in the class work,
the fewer problems occur.
When I have a student who is not as cooperative as I might like, I try to
find a job for them to do to help me. Two years ago, I had an extremely
bright young lady in a small group who was antagonistic with her peers.
She had a short fuse, and she could be pretty threatening to other kids.
I put her in charge of keeping my collection of paperbacks organized on
the shelves. Whenever I sensed she was having a really hard time, I'd ask
her if she didn't want to help me out with the books. She could move away
from the others and "save face" at the same time.
-Jean
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Ivone provided her personal approach to classroom discipline.
As I taught in a self-contained, special needs class for several years with
emotionally disturbed, classroom management was very important in my class.
I just set the tone from day one. I have classroom procedures/rules that
we go over together. I am a big believer in respect and if you give it you
will get it. I use an elaborate point system that I am consistent with enforcing
from minute one. (I have small numbers in my classes)
However as I go through the year, I find that my caring and respect works
wonders with my students. This past year I could have done away with the
point system, but the kids really enjoyed using it. For many of them this
was the first school year that they had ever had a positive experience.
Brenda I have always used activities for the first few minutes of class.
I like packets of 4-5 pages which review skills/content we have done in
class.(deals with IEP goals/objectives too!) The kids have all week to complete
them and pull them out whenever they are done with a class assignment. The
packet in my class is part of their point system. I recently learned these
are called anchor activities. ;-) I agree if you keep hem busy, you'll do
away with many issues before they can materialize.
There also is now a term called sponge activities. (first time I ever heard
it so to me it is new :-)) These are used when cooperative groups are done
with their assigned work but other groups aren't. They should be something
fun but educational.
-Ivone
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Linda wondered about the logistics of requiring students to "stay
back" at the end of a class that they've wasted time in.
Question about keeping a whole class back a few minutes. How does this impact
their next teacher? What if they then go to their locker? What if they have
to go out to portable classrooms?
So far, if students are too noisy and I have to keep them after class, I
require they come back during lunch or study hall or after school it there
is no other time. I realized quickly my keeping an entire class 3 minutes
impacted another teacher's computer time, speaker, or just the start of
their class (minus those students I held back). I often heard other teachers'
complain about this. I know it's trying when I need to get the class started
and half of them aren't there yet.
This is not intended as a criticism but a serious concern I have had about
doing this.
-Linda
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Joanne explained why "staying back" worked for her particular
situation.
I was only able to do this because that particular class was the last period
of the day. I wouldn't do that for a group who then had to go onto another
class.
I plan on doing "bell work" as described here when I start this
fall. When I was a short term sub, that wasn't possible, but now I can't
wait to set all these great ideas in place from the first day of school.
-Joanne
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Ellen told MiddleWeb readers that she too, makes use of singing as
she directs students along their way!
Laurie,
I love your technique because it is so out of the box the kids can't have
preprogrammed responses to it! Your technique carries a message that allows
them to laugh and save face, yet gets the point across. Not everything (hardly
anything!) is worth scowling and screaming about.
I don't sing as a consequence in class (just as an instructional technique...),
but I do sing to get the kids to clear the hallway and to get the kids to
get on their busses at home time. I made up a little song called, "Get
on the Bus," that goes to the melody of (this may not be the title)
the 70's-ish song, "Down on the Corner". Like you I have an awful
singing voice, and even the surliest middle grader rolls his eyes to signify
my total weirdness and moves along to his/her bus. LOVE IT!
-Ellen
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Cindy, a new member of the MiddleWeb Listserv, observed some similarities
between discipline techniques in middle school and fifth grade.
I am a new member to the list, but I have to admit that I have been "lurking"
for several weeks. I am moving from elementary school to a 6th grade middle
school science position this fall. Prior to reading these discipline postings,
my greatest concern had been middle school discipline.
From what I can glean from the postings, policies, procedures, and discipline
for my sixth graders should not be too different from the ones I used with
my 5th graders.
I have always used an opening activity to get everyone on task quickly and
I varied the content for my elementary school kids. I would like to find
a bell ringer/sponge activity that I could use next year that ties to my
life science content. Does anyone know of any resources or materials that
would help?
-Cindy
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Jean shared a resource intended for science teachers looking for
a daily "Do Now" activity.
I'm not a science teacher, but I do know that GreatSource published Daily
Oral Langauge and other similar books. I checked their website and saw a
Daily Science Workout available for grades 1 - 6. You might like to check
out this site:
http://www.greatsource.com/
-Jean
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Gretchen asked for feedback regarding how to keep the "Daily
Review" within a 5-7 minute time frame.
I, too, have used a 5-minute daily math review at the beginning of class;
however, it sometimes ends up to be 10-15 minutes long, by the time everyone
finishes and we go over the problem(s). This really cuts into the time I
have for instruction, etc. Our classes are only 42 minutes long. How do
others of you do the reviews? Do you correct the problems in class? Do you
have the students' hand in the problems to be corrected and graded? Are
these problems part of their quarterly grade? I'd like to get some other
ideas.
Thanks for your help.
-Gretchen
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Leighanne, a colleague of Ellen Berg, added further information about
the use of singing as a classroom management tool.
Ellen forgot to add that while she's singing this, she also dances :)
I sing a song my aunt sang to my cousin called "You Can't Always Get
What You Want"... and I sing an obnoxious "Good Morning"
song if someone tries to sleep (usually on a hot day this happens). The
kids remind each other to stop doing things so they won't have to hear me
sing... but I know they like it.
-Leighann
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Marsha supports Bill and Joanne's approaches to classroom discipline.
I also agree with Bill, and Joanne's technique has worked wonders with my
students too. If you have an overhead timer that you use in math class,
it's great to turn on and let it run. No sooner do you get it turned on
than they are quiet.
-Marsha
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Jean shared another approach to the "Daily Review" activity.
I use a note card system. Each student in the class has a card. I shuffle
them before we begin reviewing the daily sentences. Using the cards, I call
on a student who is supposed to pick any error, correct it, and tell us
why. If he/she can do that, I mark down a point on the card. These are bonus
points that I add on to their point total at the end of the six-week grading
period. Everybody earns some because they have many chances. If he/she can't
make a correction or explain why, I call on the next student from the deck
of cards. If that person can't answer, then it is open for anyone. That
way, the process doesn't bog down.
Students correct their own papers with red pen. I do collect the papers
after five days of sentences (may not be five consecutive days), and I grade
them. However, any correction in red does not count as an error. The only
things I mark are corrections they have not made. Sometimes these do take
more than five minutes, but this is my tip of the hat to SAT-9 and graduation
test objectives, and I use the time to tie the problems to what they are
writing.
-Jean
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Marsha addressed concerns about how "keeping students"
back at the end of a class may impact other teacher's programs.
I can understand your concern about impacting other teachers. But we discuss
this at a faculty meeting before school. If it is not a regular happening
(then you need to do something else), the receiving teacher simply issues
a tardy to the student that was late but most of the time they make it to
the next class on time. The consequence of their action is on them, not
the next teacher.
I have rarely had to alter my class to accommodate tardy students from another
class because of this reason. Again maybe once or twice in the beginning
of the year, but if the faculty sticks to their guns, the behaviors go away.
-Marsha
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Marsha also shared another way of using the "Daily Review"
activity:
Instead of a canned sponge activity in science class, I have students review
their notes/activities from the previous day with their shoulder partner.
There was a supply of post-its at each table and they could mark questions
that they had and/or wanted to ask. That got them in the mode of my topic
and remembering what we'd done the day before. Alternatively, I might ask
them to go back to their lab notes and write three conclusions, look over
their graphs and see if they forgot anything, review their observational
drawings and check for additional details that they "forgot" to
include the day before, etc.
I don't want just to make up something to keep them busy, so this was my
way of getting them thinking about what we were doing so they were ready
to go.
-Marsha
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Carolyn explained how she implemented a grading system with the "Daily
Review" activity.
I use "starters" at the beginning of each Family and Consumer
Science class. Some are sentences to complete, items to list, or statements
to tell me what they know about a topic. I've also used pretests during
this time. They are always tied to the day's lesson or used as a bridge
from the lesson the day before. I find that when students write down ideas
they are more willing to enter the brief discussion that follows. This allows
me to check some of their previous knowledge or understanding of topics.
At the beginning of the term, I explain exactly how to label, date, and
answer the starters. These are to be kept in their personal folder for my
class. When I grade the folders, each starter counts in the total points.
This also allows students who need more time to complete the work after
class. I found that requiring and checking folders has made a big difference
in helping students become more organized. One of my colleagues gives a
folder quiz in which the folder may be used to answer the questions. I plan
to try that this year.
-Carolyn
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Carolyn shared a discipline approach employed in her school.
Last year our team used preprinted slips of paper. Students wrote in the
date, checked tardy, talking, no book, etc. and signed the slip. We could
quietly give one to a student and continue teaching. Students were mostly
cooperative about turning them in and rarely fussed about getting one. For
some students, one was enough. Others received more than one. This triggered
a discipline notice warning or eventually a detention.
-Carolyn
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Melba used her 26 years as an educator to offer some important discipline
strategies.
I've been teaching so long that several come to mind. I teach sixth graders
so they are a bit easier to handle than the older middle school crowd.
1) During cooperative learning (I have all of my students in
groups all of the time), I write the group name on the board and put a checkmark
beside any group that if off task etc. The consequence is an after or before
school tutorial to complete the task.
2) Another management idea for groups is to give each group a grade of 100%
and deduct from there for off task behavior. This grade would fall under
their participation grade-which I don't record- but they don't know it.
We are not allowed to record any grades that are not specifically related
to our performance standards.
3) Use "I" statements. I have found these to be extremely effective.
"I always let you make up any grade that you are not satisfied with,
so why would you want to cheat? I don't appreciate your actions." Use
this privately with the students.
The most important thing I learned 26 years ago was to be fair and consistent.
-Melba
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Beverly pointed out some difficulties that arose when teachers kept
their students back for wasted class time.
I sent other teachers into paroxysms when I held kids a minute or two, also.
The holdovers used it as an excuse to be late for the next class, the teacher
would send them back to me for passes, and they could eat up 10 to 15 minutes
of their next class. Now, I only do it for the class, which goes to lunch
from my room.
I use a routine activity like a sentence to copy and correct, then move
into a mini-lesson to begin the class each day while I attend to housekeeping
details sets the tone. Making transitions from one learning activity to
another can lead to lost time--next year, I'm going to spend time drilling
on this during the initial weeks to set a pattern.
-Beverly
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Beverly told how she too uses singing as a tool to give directions
to middle school students.
I like to sing little ditties to the kids, too--and I've polished the ability
to make up doggerel hymn stanzas that fit familiar melodies pretty quickly.
Several years ago, one day, at the end of a test, I wandered the room collecting
papers, singing, "It's all over/ The fat lady's singing, /turn in your
tests/ the bell is ringing...."
"Who's that?" Cookie asked.
"Who's who?" I replied
"The fat lady"
"Why, me, of course," I said.
"Naw, that ain't right, Ms. Maddox. You like my Gran--you just be big-boned."
Need I report Cookie got some bonus points?
-Beverly
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The topic of "singing in the classroom" prompted Kathy
to share a meaningful classroom activity on "Respect".
All this singing reminds me of a lesson I used last fall and the kids loved
it. Out of the box...I used Aretha Franklin's RESPECT as one of my first
morning meeting message. HMMMM?? Did we talk about this last year? I feel
a bit of illumination coming on...
-Kathy
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LeeAnn explained how she made use of journals during the opening
five minutes of class.
My opening activity has always been a journal. The students have to leave
them in the room so they can't say they forgot them. The journal topic is
on the board when they come in and I set a timer for five minutes. Topics
range from writing about previous learning to writing that will engage their
prior knowledge to silly writings to writing about their feelings on issues.
-LeeAnn
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Even administration can make use of singing when dealing with students,
said middle school principal, Naomi.
I am glad I am not the only singer. The kids particularly dread "old"
songs.
As an administrator I extend its use a bit. One day one of my teachers was
having a hard time with 3 boys. I took them to my office and returned them
to class about 10 minutes later. At the end of the day the teacher asked
me what I had done. They had been very cooperative. I explained that we
practiced a song and I told them that if they were not cooperative the 4
of us would sing together in front of the class. Of course, the bottom line
here is humor and compassion. (I would never force them to sing, and they
know it.)
-Naomi
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Naomi explains a tool called a "Behavior Journal.
In my school we developed a "Behavior Journal." It has the student's
name, class and the name of the Advisor (who gets the behavior journal).
The student answers these questions: (About 5 lines available for each)
What happened?
How did it affect the class?
What could you have done differently?
Then there is room for the referring teacher to make a comment. This gives
the student a chance to give their side, to think about the effect and to
look for possible solutions. These journals are kept in a central student
folder, along with other student info. They are very useful for documenting
ongoing problems as well as providing information for advisors, who can
then discuss problems with students, and if necessary, parents.
-Naomi
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Jessica affirmed Naomi's idea of using a "Behavior Journal"
when dealing with behavior issues in middle school.
I like this idea! This may be effective in my older learners class! Many
of our students are prone to violence to solve their problems, hence our
disciplinarian can, at times be called. We are in a portable classroom that
isn't all that big. When two students start to get heated, we have to separate
and cool down quickly or else we could have MAJOR problems out there. A
behavior journal can help them express what happened and take responsibility
for their actions! GREAT IDEA!!!!
-Jessica
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Laurie suggested some ways to keep the Daily review within the 5-7
minute time frame.
I teach learning disabled kids and am interested in doing the review of
skills at the beginning of math class when we return. I would try the following
with my students (we only have 46 minutes and it's never enough time!):
If kids don't finish, it can be finished for homework. Then, the next day,
have the kids share their answers in groups, 2-3 minutes tops. If no one
in the group can agree on an answer, or if they as a group have difficulty,
have them go up to the board, and write down the problem. That's a signal
to you that you need to review it. I tried this strategy with a colleague
and we found, overall, the kids could help each other and we only had to
focus on the really tricky problems.
It could be counted as class work/homework for completion only. I find it's
too hard to grade each and every problem; what if some students try really
hard, show the work and get it wrong, does that mean they get a lower grade?
This showed me where the kids were weak, and gave me opportunities to "step
out" and re-teach a skill. I currently teach CMP and as much as we
all enjoy it, it assumes the kids have skills down pat prior to coming to
class, which most of my students don't.
-Laurie
P.S. Ellen, thanks for your kind words! I'm adding your "Down on the
Corner" to my repertoire (spelling?). I think I'm doing bus duty this
fall and love Creedence Clearwater-it will be perfect!
-----------------------------------------------------------------------------
Laurie envisioned anew, updated future for middle school teachers
who use singing in their classrooms!
Hi Again Folks,
I just finished reading all the posts and had NO IDEA how multi-talented
we are!! Singing, dancing and writing our own songs!! We could start a group:
The MiddleWeb Mamas and Papas!!
-Laurie
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Naomi was encouraged by this "unique" approach to leading
middle school students.
What I like best is that we are all over the country, singing and dancing
our way through the school day. Who had the quote, "We are all alike,
just in different ways"?
Naomi
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Joanne made a personal observation.
My problem is I can never remember the lyrics!- (One more thing to add to
my list of things to do before school starts- learn a few songs by heart
so I can threaten my students with my voice. I love it!)
-Joanne
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Naomi encouraged Joanne.
Don't worry about the lyrics. One, the kids don't know them and two, even
if they did, your lack of correct lyrics just adds to the ambiance.
Naomi
-----------------------------------------------------------------------------
Melba agreed with Naomi.
I can't either Joanne, but I make them up as I go. Try it, it's more fun
and the kids get a kick out of it. I start out with the right words and
make up the rest.
-Melba
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Brenda shared a resource designed to help teachers approach discipline
in a proactive manner.
Here is a site from the National Education Association that contains more
than 400 tips offering ideas and solutions that you can use in your classroom.
This site will provide teachers with concrete tools that will ultimately
lead to a proactive approach to discipline. A great site for new teachers
and equally useful for people like me (a definitely "old" teacher!)
that sometimes forgets a great idea when she hears it!:
http://www.nea.org/helpfrom/growing/works4me/library.html
-Brenda
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Melba observed the importance of humor in the classroom
I am so glad to read that so many of us sing to our students. I have been
singing to my students for many years. I have even made up words to go with
oldies from the 60s for my math classes. Some years the kiddos sing along
with me and ask for new songs each time we learn a new performance standard
while other times (Like this year), the kids just want to hear me, or maybe
they just humored me. In any case, it makes learning more fun. Hey, maybe
we can have a sing-along in Washington! Did I mention that I am not really
a singer? I can carry a tune, but that's all.
-Melba
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Melba expressed her thanks to MiddleWeb readers for all the valuable
ideas shared during this conversation string.
Many, many thanks to all my listserv friends! I feel like such a thief.
I finally got smart and started copying and pasting all the terrific links
and ideas from our postings. These ideas will be a tremendous asset in my
new position as Staff Developer, this coming school year. I wish I had a
profound quote to share, but since I don't, I think I'll write a song about
it.
:-) How do you add little devilish horns to the smile?
-Melba
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Anne shared one of her favorite discipline tools.
Well, I'm a bit behind! I've been out of town and am catching up on listserv
messages. This one is a couple of days old, but I actually did find a pretty
good technique that worked most of the time with chronic behavior problems.
I had a series of questions for which the students had to write answers
in full. They had to describe what they did, why they did it, and what the
impact was on other students, on property, etc. They had to think through
and write the reasons that that behavior was not acceptable. Then they had
to come up with a series of alternative behaviors that would work better
in the situation. (By this time they were begging me just to let them write
sentences or just send them to the office!)
They had to then write a contract stating what they would do if faced with
the same situation (feelings, whatever). And they had to decide what was
a reasonable response from me if they continued the behavior and add that.
(They usually had to revise that part!) If the offense was serious enough
that I was keeping the student after school that student and I might work
on a contract together. And, if the offense was serious enough (and persistent
class disruption was serious stuff) then the parents also had to sign a
statement that they had seen the written report and the contract.
This took follow-through on my part. If they didn't take the assignment
seriously, if they were flippant or rude, or if they put little effort into
it, I asked them to rewrite it. I tried not to make it seem punitive, but
productive. All in all, though, my extra effort was worth it. If worse came
to worse, it was good documentation (sigh).
-Anne
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Kathy shared a number of strategies from a recent Rick Wormeli conference
she attended. These strategies may help teachers avoid some of the behavior
problems that present themselves in the classroom.
I mentioned earlier that I would post some of my new or refreshed ideas
from the conference. Well I have made a list of some. There are many, many
more. Most of these came from Rick Wormeli. They are either his ideas or
ideas he has gotten from other places. He gave us blanket permission to
share so here is the start of the sharing.
Ask three before me rule- Have Resident Experts. Have them make
business cards and hang up advertisements for their skills in the classroom.
Teach the most important concepts in the beginning of class the first 5-10
minutes, the second most important stuff at the end of class and the least
important the middle of class.
Allow kids to have water bottles and to snack or graze as needed. At the
beginning of the year decide as a group what makes a healthy snack and let
them eat whenever as long they do not disrupt.
Use inertia- Have students stand before giving directions on what to do
next if it involves moving, (a moving body tends to stay in motion) it is
much harder to get a stationary body moving.
Create a classroom atmosphere in which the struggle to learn something accurately
is affirmed regularly.
Teach students healthy skepticism, to not accept face value. Reward questioning.
Be pushy with concepts and requiring students to explain their thinking.
Post all concepts you want students to learn on the wall.
Post the concepts that are most important high and to the right.
Follow the 10-2 rule- Engage the student in learning for 10 minutes, then
have them summarize or reflect for 2 minutes which shifts info from short
to long term," leaving room" in short term for more learning.
Instead of having students read the US Constitution and answer questions,
provide them with a copy of our constitution as well as one from the former
Soviet Union. Remove all country references beforehand then ask students
to explore which government sounds preferable to them and have them explain
why.
Have students do finger plays to demonstrate chromosome activity during
mitosis.
Hold a demonstration around school shouting demonstrative pronouns (Up with
this,
Down with that!!) they should be carrying signs with the demonstrative pronouns
on them.
Use body sculpture. Students work in groups and use their bodies symbolically
(and sometimes concretely) represent concepts presented. Imagine how they
might "sculpt in tableau" photosynthesis, ratios, or
Take an in school field trip- go to another classroom where they teach a
concept or when they visit to learn from another group.
Again, this conference was great! I recommend you consider buying Rick's
book when it comes out in the fall. I was so impressed that I ordered it
pre publication.
-Kathy
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Marsha thanked Kathy for sharing the ideas she learned at the recent
Rick Wormeli conference.
This list is dynamite. It concisely articulates many things. This would
be a wonderful list to work through during the year. I will have to write
the speaker's name down and make a real effort to hear him in person.
Maybe we can add this list to first-year teacher resources. It would be
a huge boost up. Thanks for sharing it with everyone.
-Marsha
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Rebecca finished this discussion of by sharing her ideas regarding
classroom discipline.
I've really been enjoying all the discussion on this topic. I only have
a couple of quick comments to add that I haven't seen anyone else mention.
I suspect they haven't been mentioned because to most of us they are basic
truths that don't have to be articulated. For those new to the game however
I would say:
1. Never act in anger. The most I usually do is ask a student
to leave the room while I calm down. If the situation is really bad I may
send them to the office. There's nothing wrong with letting them sweat a
bit while you regain your perspective. Acting in anger may escalate the
situation or cause you to say or do something you regret later. Sometimes
I just smile at the student and say; "You and I will chat about this
later." They REALLY hate that.
2. Never say you'll do something that you won't really do. It seems obvious,
but I've known teachers who have made an outrageous threats thinking they
would deter kids from some behavior. The kids naturally didn't think the
teacher would follow through, and they were right. The kids will not respect
you if you make threats you won't keep. Don't say it unless you mean it.
I'm sure there are others, but these two things usually keep me out of trouble
when dealing with 7th graders.
-Rebecca
PS I love the singing thing. My students already think I'm pretty crazy.
This idea could only enhance my reputation!
ALSO
SEE:
Some Discipline and Classroom Managements Resources
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