Friday, April 8 was Day 140. This day saw us complete our spelling and comprehension quizzes, writing workshop, recess, independent reading time, a tasty lunch (thanks to the International Days food tasting), special, and board games.
Board games, you ask? Yes. Board games.
Friday afternoon was my class reward party for good behavior. I keep a marble jar on the filing cabinet, and it is the students' job to fill it by meeting behavior expectations (no one moving their clip for poor choices, walking quietly in the hallway, being extra considerate of others, etc.). When they fill the jar, there is a reward party. Depending on the time of year, that reward may be extra recess, a movie, ice cream/Popsicles, or a board game party. I allow the students to vote on the kind of reward they will have.
I asked the students to vote on Tuesday, and they overwhelmingly voted for board games. So I told them to bring in their favorite board game on Friday, and we would play those instead of doing social studies or math. I provided snacks and music, and they provided the entertainment. In all, it was a success. The children monitored themselves, games were shared, no pieces were lost or broken, and I even got a chance to play a game or two.
After that,the students had recess. Then we packed up to go home.
It was the perfect way to start the weekend.
Showing posts with label Expectations. Show all posts
Showing posts with label Expectations. Show all posts
Tuesday, April 12, 2011
Monday, November 15, 2010
Day 50: The Day After
I always find it interesting to witness the change in students the day after report cards are given. You know what I mean. They're more focused and serious about getting their assignments done, or they are working hard at not talking or not being social. The mood is almost somber...but in a good, let's-get-down-to-business sort of way.
My students have an idea of what types of things I am going to talk about with their parents; we conference before the parent conferences. I ask them what types of things they think they did well in, and where they think they have room for improvement. Most kids are pretty aware of these two areas and are often spot on with their views.
I conference with them because my current school does not have children in conferences with the parents. In my previous school, it was a requirement for me. I met with the parents and the children at the same time because it eliminates any confusion that may have arisen about any homework issues, expectations, etc. We all met together and ended on the same note, so there were no excuses later. If there was ever a concern regarding a learning disability or area of counseling need, I always excused the child for that part of the discussion, or arranged to meet the parents at another time.
What about you? Take the poll under the "Popular Posts" section and let me know your thoughts on "conference etiquette."
My students have an idea of what types of things I am going to talk about with their parents; we conference before the parent conferences. I ask them what types of things they think they did well in, and where they think they have room for improvement. Most kids are pretty aware of these two areas and are often spot on with their views.
I conference with them because my current school does not have children in conferences with the parents. In my previous school, it was a requirement for me. I met with the parents and the children at the same time because it eliminates any confusion that may have arisen about any homework issues, expectations, etc. We all met together and ended on the same note, so there were no excuses later. If there was ever a concern regarding a learning disability or area of counseling need, I always excused the child for that part of the discussion, or arranged to meet the parents at another time.
What about you? Take the poll under the "Popular Posts" section and let me know your thoughts on "conference etiquette."
Thursday, October 21, 2010
Day 36: Listening
Oh my goodness. Can I just say that sometimes little children make me want to scream? Am I allowed to admit that? As a parent and a teacher, sometimes I wonder about the hearing ability of the children I come into contact with on a daily basis.
My own children seem to have "selective hearing" at times. You know, like when they are in the middle of a game or playing and you want them to do something else? I swear you can call them 50 times and you will still get no response. Then other times, you call them and they are right where you want them to be.
The same is true for my students. By nature, I am not a loud person. I am fairly soft spoken. However, I am not so soft spoken that my directions cannot be heard. On at least three occasions today I gave directions to my class, only to have a handful actually follow through on what I asked them to do. Then when I ask, "What was my direction?", they look around at each other for the answers. This has been going on just about all week and it's driving me crazy! I swear it's getting worse the closer we get to Halloween. It's like they all have candy on the brain. Can it be so hard to have everyone LISTEN and follow directions?!?
I hate repeating myself. ABSOLUTELY. HATE. REPEATING. MYSELF. I give directions twice for things. After that, they have to figure it out or ask a neighbor. Simply put, I cannot repeat myself 19 times for every assignment. We are going to have to go back to repeating the directions before moving on for the next few days. Otherwise I might crack. Or blow my top. Or whatever colorful euphemism you'd like to insert. You get my drift.
My own children seem to have "selective hearing" at times. You know, like when they are in the middle of a game or playing and you want them to do something else? I swear you can call them 50 times and you will still get no response. Then other times, you call them and they are right where you want them to be.
The same is true for my students. By nature, I am not a loud person. I am fairly soft spoken. However, I am not so soft spoken that my directions cannot be heard. On at least three occasions today I gave directions to my class, only to have a handful actually follow through on what I asked them to do. Then when I ask, "What was my direction?", they look around at each other for the answers. This has been going on just about all week and it's driving me crazy! I swear it's getting worse the closer we get to Halloween. It's like they all have candy on the brain. Can it be so hard to have everyone LISTEN and follow directions?!?
I hate repeating myself. ABSOLUTELY. HATE. REPEATING. MYSELF. I give directions twice for things. After that, they have to figure it out or ask a neighbor. Simply put, I cannot repeat myself 19 times for every assignment. We are going to have to go back to repeating the directions before moving on for the next few days. Otherwise I might crack. Or blow my top. Or whatever colorful euphemism you'd like to insert. You get my drift.
Tuesday, October 12, 2010
Day 29: Bullying
Today's post is more about a program I saw over the weekend. There isn't much to report from the classroom front, either, unless you count sluggishness. What is it about long weekends that makes everyone slow down (adults and children alike)? Just seems like it took a loooong time to get anything accomplished today. Anyhow, back to the topic at hand.
Over the weekend, I watched the Anderson Cooper Town Hall special on bullying. As a parent of a child who was bullied and as an educator, I think the topic is a very valid subject for discussion. I think the show was a good start, but that it could have easily been broken up into a series to address the topic accurately. The speakers seemed to be rushed along in their answers; it just felt like the writers/producers/whoever of the show tried to address everything in too short of a time frame.
One thing I had a problem with was (my perception of the implied) notion that teachers don't know how to address bullying. Now before anyone gets offended, let me explain. I know sometimes teachers find themselves in situations where they may seem overwhelmed and not know how to handle a particular child or situation. I also know sometimes teachers aren't always aware of bullying going on in the classroom because students don't always speak up (as was the case for my child. She would tell us but not her teacher.) More on this in a second.
The second thing I had a problem with was the repeated idea that we MUST teach teachers to handle this problem. I don't have a problem with the idea of training on bullying, building community, and handling difficult students and situations. I had a problem with the fact that not all school districts have the resources to implement these programs for their students. It's one thing to say it "MUST" happen, but another to have the funding to do so.
When I worked in my previous district, which was a large urban area, schools were funded differently. They were broken into Areas according to scores on standardized testing, with Area 1 having the highest scores. There were 4 areas. Schools that weren't in an Area had gotten into partnerships with businesses. These latter schools received some extra training and funding via the business partnerships, not the district itself. Yet no school that I'm aware of had any sort of training or curriculum for anti-bullying. Most of the elementaries didn't have counselors. But we had students from all walks of life, different socioeconomic situations, varying levels of English-speaking ability, various situations in home life. When these children came in, as all children do, they brought their experiences with them.
So what do you do in a situation like that? I can tell you what I did despite of a lack of an anti-bullying program or school counselor. In my room I spent (and still spend) the first two to three weeks working on building community because it's a lot harder to pick on someone if you have something in common with them. I also set my classroom expectations. Simply put: I don't put up with any nonsense in my room. I don't allow name calling, touching others (except to help), abuse of other's property, or disrespect. (That last one takes some work, but it can be done.) I'm not a tyrant about it, nor do I scream and yell at my students. I simply state the facts of the situation and go from there. From the first day of school I call my students ladies and gentlemen and I tell them that I expect them to behave as such. We talk about what that can look like and how we can implement that in our room. I don't act like I am better than my students and I allow them to hold me accountable for adherence to our classroom expectations. (Don't misunderstand me; I don't make it out like I am their "friend" but I am cordial and interested in them as people. I firmly believe you need to model the behavior you want; sometimes you're the only model some of these children get.) Holding me accountable seems to surprise some of the students, but it works. I really try to get them to see that our room is a team or a family, and that we will only succeed if everyone works together. We revisit the ideas periodically and during class meetings. I've had some really tough students, and I've had students other teachers have warned me about. You know, "Oh, wait until you get so and so!" I've also had those same teachers come to me later about those same students and ask what I've done with them. Nothing. I raised my expectation and challenged them to meet it. I have had these same students move onto other grades and I still got visits to my room when there were challenges in their lives, or if they just wanted to work/help me at the end of the day.
One of my tough students took until nearly Christmas to get on board. I didn't lower my expectations and stayed on him about being accountable. He came from a home where he was being raised by his mom and aunt; mom and dad had divorced. No one held him accountable for his actions prior to my room; there were always excuses as to why he behaved the way he did. I don't accept excuses. When you enter the room, there are basic human courtesies that I expect you to follow. Be honest. Treat others the way you want to be treated. Do your own work. Be accountable. Admit if you are wrong. Accept the consequences. I held him accountable for these through the tantrums, the kicking, the throwing of objects, the destruction of other people's property, and the yelling. I spent many hours explaining to my class how to avoid behavior like that. I moved seats, I kept notes, I called home--often, I praised when I could, I used reward charts...anything I could think of to help bring this child around. It took a while, but I did it. After I left the district I followed up with him the following year and he was doing a great job.
My toughest student came to me when a colleague went out on maternity leave. He was moved to my room after he threatened to wrap a chair around the substitute's face. A real charmer. (He actually could be very charming if he wanted something, but he was also cocky and smart-mouthed. Conversely, he was SO CAPABLE and was good in math and science, but he didn't always apply himself. ) He started with his array of tactics and I stayed on top of his behavior, too, even calling his mother at work in the middle of class so she could talk to him about his behavior. He behaved fairly well in my room after a while and worked hard, especially if he was working toward a good behavior reward, but recess was a different story. Come to find out through the recess monitors that he was bothering people at recess and threatening them with "snitches get stitches." He ended up in a fistfight with another student because the other student stood up to his bullying. This fight began a larger fight that was brought to the principal's--and my team's--attention. We had a grade-wide meeting, class by class, and determined that he had been covertly bullying about three people, boys from the other classroom. We arranged a meeting with his mother and stepfather, the principal, and my team. Mom basically blew us off, told us there was nothing wrong with her son (despite the anecdotal notes from the teachers and the recess monitors, despite the numerous calls to her from myself and the office, and despite his admission to the behaviors), and transferred him to another school within two weeks. I'm not sure what message that sends to the child. I just pray he straightened himself out.
In my current district we follow the Olweus Anti-Bullying program. I think it has it's good points, especially the emphasis on class meetings. Our counselor is good at giving lessons and being available to talk to, but I think those two pieces are only part of the overall method of preventing bullying. I truly believe that you have to have specific expectations for your class, you should be open with your students, and you should build a structured community within your room. I also think you should be aware; get to know your students and their habits. Also, encourage them to speak up, either to their parents, guardians, you, or in anonymously in a comment box.
So how did this last notion apply to my daughter? She was new to the school that year and had a hard time fitting in with the others. She made a friend or two but wasn't was easily accepted as some of the other students because she can be a bit shy. We had her meet with the counselor, met with her teacher, and she came out of her shell. By the end of the year, she was being invited to parties, joined Girl Scouts, and was on her way. The bullying came two years later in to the form of a former classmate. The two hadn't gotten along during her first year and weren't in class that following year. But then things changed. The bullying of my daughter took the form of nasty looks, comments about her clothes, rumors, exclusion, etc. We knew there was something going on at school, but she never said anything because she didn't want to get anyone into trouble. (We later had a discussion about the difference of tattling and standing up for yourself.) I finally cornered her after I saw her walking through the school hallway crying. She told me this particular girl had been picking with her despite all of the things we taught her to do at home and what she learned through the anti-bullying program. (She had tried to remove herself from the situation, asked to be moved to a new seat, requested that she and this girl not be partners on projects, avoided the other as best she could, and tried to surround herself with other people and friends. All to no avail. The bully isolated people from her and the teacher told her she would have to work it out.)
Trying to allow my child the space to be the then fourth grader that she was, we suggested she have a meeting with her teacher and the counselor to try and work things out. We also told her to write down what happened as well as any witnesses. In the meantime, my husband and I told her not to stoop to the bully's level, but to show the person she had more important things to worry about...even if what the bully did bothered her (but don't let it show!). It got to the point that when the bully saw she wasn't getting a rise out of my daughter anymore, she stopped. If the girl said she didn't like my daughter's outfit, the response was something like a nonchalant, "I'm sorry you feel that way." or "That's okay, you're not wearing it." or "So? I like my clothes." Sort of like the Bill Cosby book The Meanest Thing to Say. Once there was no reaction, there was no more bullying. The girl did get reprimanded for her behavior; she had been bullying other girls as well. I haven't heard of any situations with her for nearly a year and a half.
I'm saying all this to say that while anti-bullying training for teachers has its merits, setting high behavior expectations and modeling community cohesiveness in your classroom also has merit. Being a good role model for children is also a vital piece of this puzzle. I truly believe you need all four pieces for success.
Over the weekend, I watched the Anderson Cooper Town Hall special on bullying. As a parent of a child who was bullied and as an educator, I think the topic is a very valid subject for discussion. I think the show was a good start, but that it could have easily been broken up into a series to address the topic accurately. The speakers seemed to be rushed along in their answers; it just felt like the writers/producers/whoever of the show tried to address everything in too short of a time frame.
One thing I had a problem with was (my perception of the implied) notion that teachers don't know how to address bullying. Now before anyone gets offended, let me explain. I know sometimes teachers find themselves in situations where they may seem overwhelmed and not know how to handle a particular child or situation. I also know sometimes teachers aren't always aware of bullying going on in the classroom because students don't always speak up (as was the case for my child. She would tell us but not her teacher.) More on this in a second.
The second thing I had a problem with was the repeated idea that we MUST teach teachers to handle this problem. I don't have a problem with the idea of training on bullying, building community, and handling difficult students and situations. I had a problem with the fact that not all school districts have the resources to implement these programs for their students. It's one thing to say it "MUST" happen, but another to have the funding to do so.
When I worked in my previous district, which was a large urban area, schools were funded differently. They were broken into Areas according to scores on standardized testing, with Area 1 having the highest scores. There were 4 areas. Schools that weren't in an Area had gotten into partnerships with businesses. These latter schools received some extra training and funding via the business partnerships, not the district itself. Yet no school that I'm aware of had any sort of training or curriculum for anti-bullying. Most of the elementaries didn't have counselors. But we had students from all walks of life, different socioeconomic situations, varying levels of English-speaking ability, various situations in home life. When these children came in, as all children do, they brought their experiences with them.
So what do you do in a situation like that? I can tell you what I did despite of a lack of an anti-bullying program or school counselor. In my room I spent (and still spend) the first two to three weeks working on building community because it's a lot harder to pick on someone if you have something in common with them. I also set my classroom expectations. Simply put: I don't put up with any nonsense in my room. I don't allow name calling, touching others (except to help), abuse of other's property, or disrespect. (That last one takes some work, but it can be done.) I'm not a tyrant about it, nor do I scream and yell at my students. I simply state the facts of the situation and go from there. From the first day of school I call my students ladies and gentlemen and I tell them that I expect them to behave as such. We talk about what that can look like and how we can implement that in our room. I don't act like I am better than my students and I allow them to hold me accountable for adherence to our classroom expectations. (Don't misunderstand me; I don't make it out like I am their "friend" but I am cordial and interested in them as people. I firmly believe you need to model the behavior you want; sometimes you're the only model some of these children get.) Holding me accountable seems to surprise some of the students, but it works. I really try to get them to see that our room is a team or a family, and that we will only succeed if everyone works together. We revisit the ideas periodically and during class meetings. I've had some really tough students, and I've had students other teachers have warned me about. You know, "Oh, wait until you get so and so!" I've also had those same teachers come to me later about those same students and ask what I've done with them. Nothing. I raised my expectation and challenged them to meet it. I have had these same students move onto other grades and I still got visits to my room when there were challenges in their lives, or if they just wanted to work/help me at the end of the day.
One of my tough students took until nearly Christmas to get on board. I didn't lower my expectations and stayed on him about being accountable. He came from a home where he was being raised by his mom and aunt; mom and dad had divorced. No one held him accountable for his actions prior to my room; there were always excuses as to why he behaved the way he did. I don't accept excuses. When you enter the room, there are basic human courtesies that I expect you to follow. Be honest. Treat others the way you want to be treated. Do your own work. Be accountable. Admit if you are wrong. Accept the consequences. I held him accountable for these through the tantrums, the kicking, the throwing of objects, the destruction of other people's property, and the yelling. I spent many hours explaining to my class how to avoid behavior like that. I moved seats, I kept notes, I called home--often, I praised when I could, I used reward charts...anything I could think of to help bring this child around. It took a while, but I did it. After I left the district I followed up with him the following year and he was doing a great job.
My toughest student came to me when a colleague went out on maternity leave. He was moved to my room after he threatened to wrap a chair around the substitute's face. A real charmer. (He actually could be very charming if he wanted something, but he was also cocky and smart-mouthed. Conversely, he was SO CAPABLE and was good in math and science, but he didn't always apply himself. ) He started with his array of tactics and I stayed on top of his behavior, too, even calling his mother at work in the middle of class so she could talk to him about his behavior. He behaved fairly well in my room after a while and worked hard, especially if he was working toward a good behavior reward, but recess was a different story. Come to find out through the recess monitors that he was bothering people at recess and threatening them with "snitches get stitches." He ended up in a fistfight with another student because the other student stood up to his bullying. This fight began a larger fight that was brought to the principal's--and my team's--attention. We had a grade-wide meeting, class by class, and determined that he had been covertly bullying about three people, boys from the other classroom. We arranged a meeting with his mother and stepfather, the principal, and my team. Mom basically blew us off, told us there was nothing wrong with her son (despite the anecdotal notes from the teachers and the recess monitors, despite the numerous calls to her from myself and the office, and despite his admission to the behaviors), and transferred him to another school within two weeks. I'm not sure what message that sends to the child. I just pray he straightened himself out.
In my current district we follow the Olweus Anti-Bullying program. I think it has it's good points, especially the emphasis on class meetings. Our counselor is good at giving lessons and being available to talk to, but I think those two pieces are only part of the overall method of preventing bullying. I truly believe that you have to have specific expectations for your class, you should be open with your students, and you should build a structured community within your room. I also think you should be aware; get to know your students and their habits. Also, encourage them to speak up, either to their parents, guardians, you, or in anonymously in a comment box.
So how did this last notion apply to my daughter? She was new to the school that year and had a hard time fitting in with the others. She made a friend or two but wasn't was easily accepted as some of the other students because she can be a bit shy. We had her meet with the counselor, met with her teacher, and she came out of her shell. By the end of the year, she was being invited to parties, joined Girl Scouts, and was on her way. The bullying came two years later in to the form of a former classmate. The two hadn't gotten along during her first year and weren't in class that following year. But then things changed. The bullying of my daughter took the form of nasty looks, comments about her clothes, rumors, exclusion, etc. We knew there was something going on at school, but she never said anything because she didn't want to get anyone into trouble. (We later had a discussion about the difference of tattling and standing up for yourself.) I finally cornered her after I saw her walking through the school hallway crying. She told me this particular girl had been picking with her despite all of the things we taught her to do at home and what she learned through the anti-bullying program. (She had tried to remove herself from the situation, asked to be moved to a new seat, requested that she and this girl not be partners on projects, avoided the other as best she could, and tried to surround herself with other people and friends. All to no avail. The bully isolated people from her and the teacher told her she would have to work it out.)
Trying to allow my child the space to be the then fourth grader that she was, we suggested she have a meeting with her teacher and the counselor to try and work things out. We also told her to write down what happened as well as any witnesses. In the meantime, my husband and I told her not to stoop to the bully's level, but to show the person she had more important things to worry about...even if what the bully did bothered her (but don't let it show!). It got to the point that when the bully saw she wasn't getting a rise out of my daughter anymore, she stopped. If the girl said she didn't like my daughter's outfit, the response was something like a nonchalant, "I'm sorry you feel that way." or "That's okay, you're not wearing it." or "So? I like my clothes." Sort of like the Bill Cosby book The Meanest Thing to Say. Once there was no reaction, there was no more bullying. The girl did get reprimanded for her behavior; she had been bullying other girls as well. I haven't heard of any situations with her for nearly a year and a half.
I'm saying all this to say that while anti-bullying training for teachers has its merits, setting high behavior expectations and modeling community cohesiveness in your classroom also has merit. Being a good role model for children is also a vital piece of this puzzle. I truly believe you need all four pieces for success.
Monday, October 4, 2010
Day 24: Test Folders
There are a few schools of thought regarding school work being sent home. I have colleagues who show student work like tests, quizzes, and projects to parents twice a year (at conference times). I personally think this is wrong. As a parent, I want to know how my children are doing. I want to see their quizzes, test, classwork, etc. so I can see what areas need to be practiced more.
The reasoning some of my colleagues give is that they want to have work samples and data* for meetings and referrals for Special Education or Gifted Education available and waiting. They feel that they will not get work back if it is sent home. I get that. However, I think parents have a right to know how their children are doing in school.
(*Data is another post for another day. Let's just say it is a four-letter word to me.)
How do I get around the problem? I explain to parents at Back to School Night that test folders will come home every two to three weeks (depending on the number of assignments and how quickly I get things graded). I also explain why it is important to review and sign off on the materials before sending them back.
This way, parents see the work and can keep certain assignments while I keep the more important pieces for data purposes. I've done this for several years now and have not had a problem arise yet.
So what do the folders look like? I take plain manila folders and label them with the child's name and classroom number (makes organization easier). On the front of the folder, I have a list of things that parents are to keep (drawings, spelling quizzes, workbook pages,etc.). There is also a list of things they are to return (unit tests, reading theme tests, science and social studies quizzes). Inside the folder I staple a chart with four columns (date, parent signature, comments for me, and questions for me regarding the work viewed). If there are any questions, I respond via e-mail or note in student planner that same day. The system has worked for me.
When I send folders home (usually on a Friday), they are to be returned no later than Wednesday of the following week. I do this because I know kids have weekend activities and such, so I don't want to cut into that time. I also give the extra few days for the students whose parents are separated or divorced; that time is allotted so that both parents can view the work (if both parties are interested). I tell the children that unsigned folders will be sent back home for signature so I know parents saw the work, and that any folder not returned on time will be followed up by a phone call, e-mail, or note home to be sure parents did see the work and that the folder isn't hiding in someone's backpack. After Wednesday, any student who has not returned the folder owes me recess. Seems harsh, but folders are back 99% of the time so I can begin filing again. That 1% of students usually does not forget after owing the first time.
I sent home my first test folder last week; it took that long to get some quality work in since the first two weeks were filled with routines, beginning-of-the-year testing, and actually getting into the work. I had nearly three-quarters of the students return their folders today...with signatures! I reminded the remaining few; hopefully they will have their folders tomorrow.
Time will tell.
The reasoning some of my colleagues give is that they want to have work samples and data* for meetings and referrals for Special Education or Gifted Education available and waiting. They feel that they will not get work back if it is sent home. I get that. However, I think parents have a right to know how their children are doing in school.
(*Data is another post for another day. Let's just say it is a four-letter word to me.)
How do I get around the problem? I explain to parents at Back to School Night that test folders will come home every two to three weeks (depending on the number of assignments and how quickly I get things graded). I also explain why it is important to review and sign off on the materials before sending them back.
This way, parents see the work and can keep certain assignments while I keep the more important pieces for data purposes. I've done this for several years now and have not had a problem arise yet.
So what do the folders look like? I take plain manila folders and label them with the child's name and classroom number (makes organization easier). On the front of the folder, I have a list of things that parents are to keep (drawings, spelling quizzes, workbook pages,etc.). There is also a list of things they are to return (unit tests, reading theme tests, science and social studies quizzes). Inside the folder I staple a chart with four columns (date, parent signature, comments for me, and questions for me regarding the work viewed). If there are any questions, I respond via e-mail or note in student planner that same day. The system has worked for me.
When I send folders home (usually on a Friday), they are to be returned no later than Wednesday of the following week. I do this because I know kids have weekend activities and such, so I don't want to cut into that time. I also give the extra few days for the students whose parents are separated or divorced; that time is allotted so that both parents can view the work (if both parties are interested). I tell the children that unsigned folders will be sent back home for signature so I know parents saw the work, and that any folder not returned on time will be followed up by a phone call, e-mail, or note home to be sure parents did see the work and that the folder isn't hiding in someone's backpack. After Wednesday, any student who has not returned the folder owes me recess. Seems harsh, but folders are back 99% of the time so I can begin filing again. That 1% of students usually does not forget after owing the first time.
I sent home my first test folder last week; it took that long to get some quality work in since the first two weeks were filled with routines, beginning-of-the-year testing, and actually getting into the work. I had nearly three-quarters of the students return their folders today...with signatures! I reminded the remaining few; hopefully they will have their folders tomorrow.
Time will tell.
Wednesday, September 8, 2010
Day 7: Discipline Expectations
During the first few days of school you go over routines for everything from how to line up to morning routines, from restroom routines to end-of-the-day routines, etc. Somewhere in the course of those few days you also go over behavior routines and expectations.
Before the first day of school I send out notes to my prospective students as well as separate letters to their parents. In the parent letter I outline my behavior expectations in accordance to our school-wide discipline program and my personal expectations. Our school-wide program has four basic rules: Be safe. Be prepared. Be respectful. Be responsible. The discipline committee, of which I was a part, figured these four commands would be the basics that pretty much covered everything.
My personal expectations stem from the fact that I am somewhat old-fashioned, raised in a household where we said "Yes, ma'am/sir" and "No ma'am/sir," and knew how to say "Please" and "Thank you." The words "Yeah," "Huh?" and "What?" were unacceptable. We didn't talk back to our elders; that was a sure way to a righteous butt-warming. We took care of our responsibilities or there were consequences. We were respectful to others. We were taught to leave an area a little better than we found it. We learned that personal business is personal.
As a parent, I am raising my children to follow these principles. As a teacher, I'm finding that more and more students are lacking in some of these things.
When I send home my parent letter, I explain to parents that I expect students to be respectful, hardworking, and responsible for their actions. I explain that I will hold students accountable for these things as well as their academics. I go further to say that if these expectations are unrealistic, I can be contacted for discussion. I've never had a parent contact me.
With all of that said, the first week of school is used not only to remind students of the school-wide plan, but what I will and will not accept as proper behavior in my room. Aside from the "Yes ma'am/sir" (They say "Yes.") and the "No ma'am/sir" (They say "No."), I hold them to the principles I learned as a child.
I do not yell at my students; in fact, I rarely raise my voice. I state the offense matter-of-factly and move on. I find that it's harder to argue with a tenet that is already in place.
Case in point, I had three children move their clips today for talking. I had already told the children to stop talking on two occasions. The third time was a strikeout, clip moved. I simply said, "_____, please move your clip to yellow. I've asked you twice today to stop talking." End of story. Done. No long tirades. No lecture. Fact stated; consequence given. And we moved on. Message received.
During the first two weeks I give my students two reminders before moving clips because I figure they are learning the routines the first week and the second week they may need reminders after the Labor Day holiday. Come the third week of school, there are no more reminders. I figure they should know by then.
When parents come for Parent Night, I reiterate my expectations. That way there is no confusion when little Johnny or Sally comes home with a note in his/her planner. (We use district-issued planners in my district. The students copy their homework and reminders into their planners. They also copy their behavior color for the day. (Each color is a different level of behavior. Green=a perfect day, Yellow=5 minutes off of recess, Red=10 minutes off of recess and a think sheet that must be signed by parents, and any color below (Pink, Blue, or Purple) equals no recess and varying levels of conferences between myself and parents and/or the principal.) Copying of the behavior color is not part of the school-wide plan, but I use it as an accountability tool for the students. I figure, if you did it, own up to it.
Now this is not to say that I'm a witch or a tyrant and that we don't have fun. On the contrary. Once the expectations are given an reinforced, we actually have more time to do the fun stuff.
Overall, I have a good bunch of children. There are a few that I will need to "sit" on because of talking or being very social. I have found over the years that being consistent in my expectations and consequences helps curb the unwanted behavior and we can get more accomplished.
What about you? What are your expectations for your students? How do you go about keeping an orderly room?
Before the first day of school I send out notes to my prospective students as well as separate letters to their parents. In the parent letter I outline my behavior expectations in accordance to our school-wide discipline program and my personal expectations. Our school-wide program has four basic rules: Be safe. Be prepared. Be respectful. Be responsible. The discipline committee, of which I was a part, figured these four commands would be the basics that pretty much covered everything.
My personal expectations stem from the fact that I am somewhat old-fashioned, raised in a household where we said "Yes, ma'am/sir" and "No ma'am/sir," and knew how to say "Please" and "Thank you." The words "Yeah," "Huh?" and "What?" were unacceptable. We didn't talk back to our elders; that was a sure way to a righteous butt-warming. We took care of our responsibilities or there were consequences. We were respectful to others. We were taught to leave an area a little better than we found it. We learned that personal business is personal.
As a parent, I am raising my children to follow these principles. As a teacher, I'm finding that more and more students are lacking in some of these things.
When I send home my parent letter, I explain to parents that I expect students to be respectful, hardworking, and responsible for their actions. I explain that I will hold students accountable for these things as well as their academics. I go further to say that if these expectations are unrealistic, I can be contacted for discussion. I've never had a parent contact me.
With all of that said, the first week of school is used not only to remind students of the school-wide plan, but what I will and will not accept as proper behavior in my room. Aside from the "Yes ma'am/sir" (They say "Yes.") and the "No ma'am/sir" (They say "No."), I hold them to the principles I learned as a child.
I do not yell at my students; in fact, I rarely raise my voice. I state the offense matter-of-factly and move on. I find that it's harder to argue with a tenet that is already in place.
Case in point, I had three children move their clips today for talking. I had already told the children to stop talking on two occasions. The third time was a strikeout, clip moved. I simply said, "_____, please move your clip to yellow. I've asked you twice today to stop talking." End of story. Done. No long tirades. No lecture. Fact stated; consequence given. And we moved on. Message received.
During the first two weeks I give my students two reminders before moving clips because I figure they are learning the routines the first week and the second week they may need reminders after the Labor Day holiday. Come the third week of school, there are no more reminders. I figure they should know by then.
When parents come for Parent Night, I reiterate my expectations. That way there is no confusion when little Johnny or Sally comes home with a note in his/her planner. (We use district-issued planners in my district. The students copy their homework and reminders into their planners. They also copy their behavior color for the day. (Each color is a different level of behavior. Green=a perfect day, Yellow=5 minutes off of recess, Red=10 minutes off of recess and a think sheet that must be signed by parents, and any color below (Pink, Blue, or Purple) equals no recess and varying levels of conferences between myself and parents and/or the principal.) Copying of the behavior color is not part of the school-wide plan, but I use it as an accountability tool for the students. I figure, if you did it, own up to it.
Now this is not to say that I'm a witch or a tyrant and that we don't have fun. On the contrary. Once the expectations are given an reinforced, we actually have more time to do the fun stuff.
Overall, I have a good bunch of children. There are a few that I will need to "sit" on because of talking or being very social. I have found over the years that being consistent in my expectations and consequences helps curb the unwanted behavior and we can get more accomplished.
What about you? What are your expectations for your students? How do you go about keeping an orderly room?
Subscribe to:
Posts (Atom)