June 30th, 2009Classroom Management Reflection
Respond to the post below.
- How did the new learning impact instruction?
- What did you learn from implementing the classroom management plan in your classroom?
- What would you do differently the next time you use this plan?
- Complete the statement: The other ideas I have to use this new learning in instruction are:
- Complete the statement: Now that I have tried this new learning, I’d like to know (how to):
October 8th, 2009 at 5:03 pm
Q1: How did the new learning impact instruction?
A1: This class has completely changed the way that I organize my classroom and handle disciplinary problems. I am a much more organized teacher and I spend more time keeping contact logs, monitoring behavior problems, and tracking the frequency of tardies and bathroom passes.
Q2:What did you learn from implementing the classroom management plan in your classroom?
A2: I have implemented the late binder policy. It helps me to keep track of the amount of tardies students accumulate. I am able to handle lates in a more consistent manner than I have previously. Students are receiving proper “punishments” for being late and it is serving as a deterrent to this behavior. Also, I have used the ACHIEVE model for structure classroom activities. I have them posted throughout my room. It serves as an easy reminder for students who are off task. All I have to do it point to the poster and they know they need to get it together.
Q3:What would you do differently the next time you use this plan?
A3:I would use the CHAMP model next time. It is more simplistic
Q4:Complete the statement: The other ideas I have to use this new learning in instruction are: To implement a management plan. To chart each action that I will take when students exhibit behaviors that are innappropriate in the classroom. This will help me become more consistent in issuing consequences.
Q5:Complete the statement: Now that I have tried this new learning, I’d like to know (how to): I have not implemented this strategy yet.
October 9th, 2009 at 8:40 am
Classroom Management Strategies
1. How did the new learning impact instruction?
One of the main things that really impacted my classroom that I learned from this session was the CHAMPS acronym for reminding students of expectations. These are some examples of the CHAMPS acronym that I have personalized for my class.
Cooperative Groups & Partners
C: Conversation- talking at a moderate voice level with your group members ONLY! Talking on topic ONLY!
H: Help- ask your group members first then raise your hand to ask me.
A: Activity- Practice your good listening &/or note-taking skills. Be attentive, do not daydream, make eye contact with the teacher, listen with a purpose & keep an open mind.
M: Movement- Limited movement to retrieve materials.
P: Participation- working as an equal partner
S: Success- learning the lesson & being able to apply it!
Lecture
C: Conversation- No talking when the teacher, guest, or another student is talking.
H: Help- Raise your hand to ask Mrs. Sommers if you have any questions relating to the topic being discussed. Wait for the teacher to call on you. If I do not call on you right away write your question on a sticky note, and ask it when I stop the lecture to ask for questions.
A: Activity- Practice your good listening &/or note-taking skills. Be attentive, do not daydream, make eye contact with the teacher, listen with a purpose & keep an open mind.
M: Movement- No movement! You should NOT get up to sharpen your pencil while a teacher or classmate is talking. Do NOT ask to use the rest room in the middle of a lecture. (unless it is an emergency) I am not a DVR player- you can not pause or rewind me!
P: Participation- paying attention, active listening, answering questions when asked, volunteering your opinion in class discussion.
S: Success- learning the lesson & being able to apply it!
2. What did you learn from implementing the learned information in your classroom?
I learned that it is very helpful to remind students of expectations before each assignment. Spending one minute to go over expectations before they begin an activity could save 10 minutes of dealing with students not following the expectations. Another things that I changed after attending this session is rearranging my room to put my desk in the back of the room. I have really enjoyed this change of scenery & can see why it is helpful to have your desk at the back. The only part that I don’t like is that my iBeam plug is at the front of the room so there is a lot of transporting my computer up front when using the iBeam.
3. What would you do differently the next time you use this training?
I really enjoyed everything discussed at this training. I also am using the make-up folder idea to put all of the make-up work for students.
4. Complete the statement: The other ideas I have to use this new learning in instruction are:
I liked the set-up for the Chronic Misbehavior Plan and plan to use this format with any students that need it during this school year. There are some parents we have already met with, and I feel that this layout of steps to complete with the student will really help to document and show the misbehaviors.
5. Complete the statement: Now that I have tried this new learning, I’d like to know (how to): create intervention behavior plans with students & have success before taking it to the administrative level.
October 12th, 2009 at 11:10 am
How did the new learning impact instruction?
I have found incorporating better use of time modules within the class period (direct instruction vs. cooperative, independent or group learning)has given a more organized structure and better use of time to my classes overall.
What did you learn from implementing the classroom management plan in your classroom? The main thing I’ve learned is that greater organization on the part of the teacher leads to better accountability on the part of students.
What would you do differently the next time you use this plan?
My use of a new classroom management plan is still in its early stages; I’ll need to evaluate further as the year continues.
Complete the statement: The other ideas I have to use this new learning in instruction are: Posting class rules and expectations, creating and using a Tardy Log
Complete the statement: Now that I have tried this new learning, I’d like to know (how to): Utilize different, creative strategies for enforcement of particular class rules/guidelines as they present challenges in specific classes or situations.
October 12th, 2009 at 1:30 pm
I learned that structure really is the key to the having a great year as far as behaviors are concerned in the classroom. Most kids I feel will fall within that group that does everything right and is never a problem but you are always going to have those certain few that push you to be mean. By setting up from day 1 my expectation, I have found that it works. I learned that kids need to be told exactly what to do. I sometimes thought kids just knew but obviously they don’t so by having no expectation I taught them what I wanted them to do. The other ideas I have to use this new learning in instruction are: Guided reading, in small groups during labs and computer time. Now that I have tried this new learning, I’d like to know more about how this can be used when you have students that are significantly a lot lower and are simply unable to read and follow simple 1 or 2 step instructions and/or with those students that are Emotionally Disturbed and are mainstreamed into the regular education classrooms.
October 12th, 2009 at 5:51 pm
I took the champs model and made it fit into my class. Students wrote down expectations and voice levels in thier notebook. Before each activity I remind them of both. It has helped to give students a reminder they can look at and hear. I would say that I learned reviewing and reiteration is importnat with students of all ages. When I do this again next year I plan to also impliment group work strategies as well as expand on the Champs model to include transistions.
At the moment I cannot think of new ideas, I am in overload.
Now that I have done the Champs model I would like to look at organizational skills that can also be apart of classroom management skills.
October 13th, 2009 at 2:21 pm
Andrea M. Belcher Says:
October 8th, 2009 at 1:00 pm
During the summer institute class, I was excited about several of the suggestions right away. One of the management tips that struck me, was to have my students color the page ends of the notebooks they keep in their desks. It makes it very easy for the students to pull out the correct notebook. The impact in student learning has been that not one person has written social studies notes in their math notebook this year. The students like it because they can tell what the notebooks are without taking all of them out of their desks. This saves us time and helps the students be organized.
Another suggestion from the work shop was to have a way to get the students’ attention and to signal a transition. I didn’t decide on how to do this until I read “The Daily 5″ over the summer. From that book, I got the idea to use wind chimes to signal when I want the students to stop what they are doing, clean up, and come to the carpet. This has worked great. When the students hear the chimes, they stop, clean up, and come to the carpet. I wish I had been doing this for along time. The impact is that students listen when I need them to listen and they know what I want them to do when they hear the chime.
Another teacher at my school say some research on “right brain” instruction. To get their attention when they are chatting while working, the teacher says, “Class, class.” The students respond, “Yes, yes” and they stop what they are doing and look at the teacher. This has been amazing because it really works! So the suggestion to find a signal came from the Win-win workshop, even though the specific came from other sources.
October 14th, 2009 at 9:14 am
Q1. How did the new learning impact instruction? It made me be much more organized as to what my basic expectations are and to make sure the students understand what those are as well.
Q2. What did I learn from implementing the classroom management plan in my classroom? I learned that I was already doing most of it already, but that is because as a resource teacher and only seeing my students one time a week for 30 minutes, I have to be very structured and revisit rules and protocol occasionally.
Q3. What would I do differently the next time I use this plan? I would allow the 5th grade students to help implement the rules and expectations so they would feel a sense of ownership as well as reinforcing the rules for them.
Q4. The other ideas I have to use this new learning in instruction are: Doing a better job of documenting good as well as negative behavior and contacting the parents.
Q5. Now that I have tried this new learning, I’d like to know how other teachers (specifically elementary resource) are utilizing what we learned.
October 15th, 2009 at 9:39 am
1. How did the new learning impact instruction?
It impacted mine by helping me better manage my classrooms. I have used the tardy log which helps with less classroom disruption. I have hung up the conversation levels and now all I have to do is call out “1″ and they now know the level of talking that should be going on. The students seem to like using the trifold -working, question, finished I made a class set and one day I did not have them out the students were asking for them. I believe my classroom management skills are better cause of this class.
2. What did you learn from implementing the learned information in your classroom?
I learned to take small steps and make small changes. I learned not to overload my students with new classroom management ideas. Students will respond to these changes if you implement them everyday. Change is good and can be beneficial to the teacher.
3. What would you do differently the next time you use this training?
I would you see if we could split off into what grade level we teach and work on ideas that way. For example all the middle schools, high schools branch off. I would also try to implement more ideas earlier in the year. I would if possible share these idea with my staff at one of our staff development days.
The other ideas I have to use this new learning in instruction are:
CHAMPS
GUM ESSAY
Now that I have tried this new learning, I’d like to know(how to):
Get my classes to start quicker on their bell work.
How to have them work in groups quietly and not get off task so much
Get parents involved in this if possible
This class really helped me improve my classroom management skills and I really learned new things.
October 15th, 2009 at 9:42 am
Tammy, in order to get students started faster on warm up activities, you may want to try using a timer.
October 15th, 2009 at 9:48 am
Danielle,
I have some intervention plans from another book that I use, Interventions
by Randy Sprick. He is the author of the Champs book. Let me know the behaviors that you would like to target with intervention plans, and I will send them to you.
October 15th, 2009 at 10:32 am
Dwayne Y. Cabaniss
dycabaniss@henrico.k12.va.us
How did the new learning impact instruction?
Realizing that students are exhibiting certain behaviors as a means of communicating specific needs was an epiphany. I am now able to proactively address many of these needs and dramatically reduce off-task behaviors. Allowing students a few minutes of “neighbor talk” as a warm-up helps with the attention seekers. Giving students the option of working out of their seats (on rugs, etc.) addresses the more energetic students. While problems have not disappeared altogether, things are running much more smoothly!
What did you learn from implementing the learned information in your classroom?
One of the most helpful things I’ve learned is that being proactive saves a lot of time later on—the less time I spend on correcting behaviors, the more I have for remediation and planning engaging lessons, which in turn leads to less problems. It snowballs in a good way!
What would you do differently the next time you use this training?
My goal for next year is to implement some of these strategies earlier in the year—I didn’t do everything I wanted to in the first week. Once I got going (moving kids around more, adding more hands-on activities), the students got into a good rhythm. I also found that they enjoy helping to manage things in the classroom, which takes responsibility off of me and frees up more time.
Complete the statement: The other ideas I have to use this new learning in instruction are:
I’d like to implement some kind of chart or tracking sheet for the different dispositions (angry, bored, attention-seeking, etc.) and plan how to address each sub-group on a regular basis. Development of some dispositional assessments is also a goal.
Complete the statement: Now that I have tried this new learning, Iâd like to know (how to):
I’d like to know how to better identify student dispositions. Sometimes the strategies I employ are ineffective, possibly because I’ve incorrectly identified the student’s position. I’d also like to know how to deal with students whose parents take a profoundly different view of behavior management. This sometimes defeats any benefits gained in the classroom.
October 15th, 2009 at 12:57 pm
HOW DID THE NEW LEARNING IMPACT INSTRUCTION? The new learning regarding the seven positions if very helpful as a counselor. This has been helpful when working with individuals or small groups of student who are having behavior difficulty. Observations of the students in their classroom environment helps to determine what is causing the misbehaviors. I also have consultations with the classroom teachers and together we try to determine the cause of the misbehaviors. This has been very helpful. The impact this knowledge has had is that it has given more meaning to the student’s behavior. This in turn has brought more understanding and wiser responses and planning on the part of the teachers and myself as the counselor. WHAT DID YOU LEARN FROM IMPLEMENTING THE LEARNED INFORMATION IN YOUR CLASSROOM? This new learning has helped when forming small groups. I have given teachers a list of the Indicators from each of the seven positions and they have checked off behaviors for each student in the group. This helps to formulate meaningful goals for the group and to help each individual student in the group with more insight. WHAT WOULD YOU DO DIFFERENTLY THE NEXT TIME YOU USE THIS TRAINING? I would limit the number of students in the group, since disruptive students are high maintenance and when too many are in one group, the productive work is limited. I would limit the group to three or four students, no more.
The outcomes for this group are not yet known, since the group has not finished. The group will be an ongoing group, since the misbehaviors are well established. COMPLETE THE STATEMENT:
THE OTHER IDEAS I HAVE TO USE THIS NEW LEARNING IN INSTRUCTION ARE:
I like the CHAMPs Transition. I would make magnetic signs of the word CHAMPs and then individual magnet signs to place on the board to be reviewed during each new transition.
I establish the Rules and Procedures during the first sessions for small groups.
I would establish a contract in which the student, teacher and parent had responsibilities to carry out throughout the school year. Now I just establish the Rules and Procedures, but I think using a contract form between the student and the teacher, helps the student take more ownership for the responsibilities.crea
I also would implement the TIME OUT FOR ORGANIZATION each day and list that activity in the day’s schedule. In this way the students would have time to catch up on organizing their papers. COMPLETE THE STATEMENT: NOW THAT I HAVE TRIED THIS NEW LEARNING, I’D LIKE TO KNOW HOW TO…create a classroom community with more detail. I would also like to be able to identify student dispositions without referring to the written guidelines. I would like to internalize the awareness more for my own moment to moment awareness of behavior reactions.
October 15th, 2009 at 12:57 pm
HOW DID THE NEW LEARNING IMPACT INSTRUCTION? The new learning regarding the seven positions if very helpful as a counselor. This has been helpful when working with individuals or small groups of student who are having behavior difficulty. Observations of the students in their classroom environment helps to determine what is causing the misbehaviors. I also have consultations with the classroom teachers and together we try to determine the cause of the misbehaviors. This has been very helpful. The impact this knowledge has had is that it has given more meaning to the student’s behavior. This in turn has brought more understanding and wiser responses and planning on the part of the teachers and myself as the counselor. WHAT DID YOU LEARN FROM IMPLEMENTING THE LEARNED INFORMATION IN YOUR CLASSROOM? This new learning has helped when forming small groups. I have given teachers a list of the Indicators from each of the seven positions and they have checked off behaviors for each student in the group. This helps to formulate meaningful goals for the group and to help each individual student in the group with more insight. WHAT WOULD YOU DO DIFFERENTLY THE NEXT TIME YOU USE THIS TRAINING? I would limit the number of students in the group, since disruptive students are high maintenance and when too many are in one group, the productive work is limited. I would limit the group to three or four students, no more.
The outcomes for this group are not yet known, since the group has not finished. The group will be an ongoing group, since the misbehaviors are well established. COMPLETE THE STATEMENT:
THE OTHER IDEAS I HAVE TO USE THIS NEW LEARNING IN INSTRUCTION ARE:
I like the CHAMPs Transition. I would make magnetic signs of the word CHAMPs and then individual magnet signs to place on the board to be reviewed during each new transition.
I establish the Rules and Procedures during the first sessions for small groups.
I would establish a contract in which the student, teacher and parent had responsibilities to carry out throughout the school year. Now I just establish the Rules and Procedures, but I think using a contract form between the student and the teacher, helps the student take more ownership for the responsibilities.crea
I also would implement the TIME OUT FOR ORGANIZATION each day and list that activity in the day’s schedule. In this way the students would have time to catch up on organizing their papers. COMPLETE THE STATEMENT: NOW THAT I HAVE TRIED THIS NEW LEARNING, I’D LIKE TO KNOW HOW TO…create a classroom community with more detail. I would also like to be able to identify student dispositions without referring to the written guidelines. I would like to internalize the awareness more for my own moment to moment awareness of behavior reactions.
October 15th, 2009 at 2:24 pm
How did the new learning impact instruction?
My classroom policies have been altered because of this summer institute. I ensure each student signs in and out when they leave the classroom, so they are held accountable for their actions. I also have always used bell work, but I continue to provide an assignment at the beginning of each class so that students know exactly what to do when they com in my classroom. Further, I went over my rules and expectations with the students on the first day of school, but then reviewed over the course of the first few weeks to be sure that students were completely aware of my procedures and expectations for the year. I feel that I am more organized and my instruction is more fluent because of the policies I am abiding by this year. I also am using “name hats” this year to randomly call on students, instead of waiting for the same two or three volunteers for everything!
What did you learn from implementing the classroom management plan in your classroom?
I learned that discipline issues can really take away valuable learning time. Therefore, it is essential to be organized, and to have immediate consequences for students that do not adhere to classroom guidelines. I have also learned that practice makes perfect. There are some issues in my classroom which I still don’t feel like I established early enough into the year, which means that it is hard to introduce them now. However, my seating chart has been successful, and students quickly learned that they should only be out of their seat if they have permission. I also introduced my “irresponsibility bucket” for students that forget their materials, and this has made my life so much easier! Instead of having to stop class to find a pencil for a forgetful student, the students know to just grab a pencil out of my yellow bucket. This has been tremendous!
What would you do differently the next time you use this plan?
I need to establish my “attention signal” earlier in the year. Because students are generally well-behaved the first few days of class, I did not feel the need to introduce that signal yet. But, now that I need to get their attention, I find that it is hard to get them in a new habit.
Complete the statement: The other ideas I have to use this new learning in instruction are: Trying to divide the lesson time into the recommended daily schedule. I try to do 40% teacher-directed, 35% independent work, and 25% cooperative learning, since we learned this breakdown is generally effective. I also learned about how crucial transitions between these times and other activities are, and how helpful the CHAMPS model can be. I also want to try the “chance” ticket – giving them a chance to win something if they display positive behavior. I also want to try to increase the ratio of positive to negative things I say to chronically misbehaving students, because this is a challenge!
Complete the statement: Now that I have tried this new learning, I’d like to know (how to): bring them back for an orderly dismissal. We discussed this, but after my students have been working together or talking in groups, I have a hard time bringing them back in for the last few minutes before class is over. They are anxious to be out, and I cannot seem to make them listen to me, nor can I feel like I talk in a regular voice – I always have to shout over them to be heard.
October 20th, 2009 at 8:26 am
Q1: How did the new learning impact instruction?
A1: This class has changed the way that I conduct my classroom guidance lessons as well as my group sessions. At the beginning of the year I clearly defined my expectations for students in the classroom, which has decreased interruptions and misbehavior during lessons. The seven positions has helped me with the planning of my lessons. I try to give a variety of activities to better meet the needs of the seven types of disruptions! I’m still working on trying to come up with a variation to meet the 3rd position, angry. Any thoughts? For the others I integrate movement, sharing with the class, group activities (for the avoiding failure students), and engaging fun activities for the bored and uniformed. All teachers K-5 run weekly classroom meetings as part of our bullying prevention program, this year as part of the first meeting, teachers clearly outlined and developed expectations and guidelines with their students for their meetings. I feel that this has helped with the unity and respect of the classrooms as opposed to the teacher just listing a set of rules on the board. This way the class is responsible for the rules and expectations and they can take ownership for any rules or expectations that are not upheld.
Q2:What did you learn from implementing the classroom management plan in your classroom?
A2: The expectations part has made a difference in the amount of time wasted during a lesson, especially repeating directions and refocusing students. I also use the win-win discipline when helping teachers who are considering bringing students to child study. In many instances, just identifying the type of disruption has helped the teacher better meet the need of that student without ever going to child study!When running groups in previous years I have struggled with managing a small group for 30 minute sessions. Now with the seven indicators I can determine before the group starts, by talking with teachers, about which students may be better suited for individual counseling and which students will do better in the small group setting.
Q3:What would you do differently the next time you use this plan?
A3:I would like to use the champ model across grade levels. My expectations vary among grade levels (as they should) but I think students would benefit from having a standard expectation/tranisitioning model throughout K-5. It would also benefit the various parts of my program including the weekly classroom meetings, classroom guidance, and small group counseling if their was a set standard.
Q4: The other ideas I have to use this new learning in instruction are: Sharing the Win-Win discipline with our principal and resource teacher. They handle the discipline in our school and many issues could be resolved with the implementation in the classroom to meet the needs of the student. I believe we could greatly reduce the number of discipline issues by sharing this information with all faculty and staff (not just those looking to come to child study!).
Q5:Complete the statement: Now that I have tried this new learning, I’d like to know: How the Champs model is working for others. I would like to implement this model next year from the get go. How much time is this adding during your lessons. Are people seeing that a few extra minutes of using CHAMPS cuts down on time repeating directions and redirecting students? I think its a great model I would just like to hear from others who are trying it so I am ready for the implementation when the time comes!
October 20th, 2009 at 8:31 am
Katherine- I love your ideas for using a contract. I also think that involving the teacher in the contract is a great idea. I find that the more you involve teachers in the different aspects of the school counseling program the more support you get from them. Also the Time Out for organization sounds like a great idea! I can see that really benefiting the classroom structure as a whole. I know many of my teachers are very frustrated with the amount of time they spend helping students find papers and get organized! This is a great way to spend a few minutes each day rather than several minutes during classroom instruction!
October 20th, 2009 at 8:35 am
Tammy- You may try rewarding students who come in and get right to work when the bell rings. Have some type of stuffed animal, sign, or something that acknowledges a student who got straight to work that day. All students can see it and many will work to have it on their desk for the morning!
October 20th, 2009 at 12:26 pm
Q1: How did the new learning impact instruction?
A1: Beforehand it was a struggle just to keep things under control. Now things move more quickly since I have to handle less disrutptions. THere is an air of “get-it-done-ness” instead of my drowning in distractions.
Q2:What did you learn from implementing the classroom management plan in your classroom?
A2: At first it seemed hard to keep track of who did what and what kind of punishments should I use. At this point it seems to be easier becuase now I focus on equitable behavioral expectations instead of keeping track of infractions
Q3:What would you do differently the next time you use this plan?
A3:Use it from the start instead of waiting until OCtober with all of my classes.
Q4:Complete the statement: The other ideas I have to use this new learning in instruction are: Use more divergent lessons instead of worrying about “reigning in” students with worksheets for the sake of control.
Q5:Complete the statement: Now that I have tried this new learning, Bring in other subject material outside of this class (English, History, etc).
October 21st, 2009 at 2:05 pm
1) How did the new learning impact instruction?
Instruction in my class has greatly improved. I made more clear what my expectations are and what the consequences are for not listening. I have a better reward system in place and a way for the children to monitor their behavior throughout the day. The students are much more focused and well-behaved.
2) What did you learn from implementing the learned information in your classroom? I realized that I was making things much harder on myself and on the children by not being better organized and more clear with my expectations. I have suffered years of great stress for no reason.
3) What would you do differently the next time you use this training?
Next time I will utilize more hand signals to cut down on disruptive talking on both my part and the children.
4) The other ideas I have to use this new learning in instruction are: become more proficient at Champs and learn more of the win-win problem categories. I would like to use more of the Champs picture signs in my classroom.
5) Now that I have tried this new learning, I’d like to know how to better implement some of the strategies into my small group workcenters.
October 23rd, 2009 at 4:14 pm
Q1:How did the new learning impact instruction?
A1:The most powerful idea that I took away from the class was the ACHIEVE method of earning a successful classroom environment. By establishing this new ACHIEVE idea ( and posting it in my classroom ) the students are comfortable with my expectations as well as their limits. This allows my instruction time to be much more effective and productive.
Q2:What did you learn from implementing the learned information in your classroom?
A2:I learned that 6th graders learn better when their routine is structured. Much less time is wasted on irrelevant questions.
Q3:What would you do different the next time you use the training?
A3:I would share the ACHIEVE method with my entire faculty.
Q4:The other ideas I have to use this new learning in instruction are…
A4:Create a reward system that corresponds to the ABCD Discipline types for misbehaving students; sort of like a behavior plan.
Q5:Now that I have tried this new learning, I’d like to know how to teach these prevention procedures to my students’ parents (without stepping on their toes as parents) so they will have some prior learning of my expectations.
October 24th, 2009 at 5:53 am
How did the new learning impact instruction?
Classroom Management Strategies: Secondary Edition helped me increase students’ time on task by decreasing time spent in transitions between one task and the next assignment or activity in the classroom.
What did you learn from implementing the learned information in your classroom? I learned how using the CHAMPS method can set students up for success. The extra time at the beginning of class pays dividends and decreases off-task behaviors and disruptions. I make a mental note of the acronym when giving directions. My goal is to write these down for a variety of classroom activities.
What would you do differently the next time you use this training?
I would encourage my coworkers to attend the training.
Complete the statement: The other ideas I have to use this new learning in instruction are:
Documenting student behaviors to gather data, particularly for students in my collaborative class
Trying the “working” “finished” “question” tri-fold signs
Using the gum essay
Complete the statement: Now that I have tried this new learning, I’d like to know (how to):
I’d like to know how other teachers are using the strategies we learned in this summer institute. It’s been helpful to be reminded of the different techniques we discussed, and see how it’s working for other teachers.
October 24th, 2009 at 6:01 am
Jessica,
Here’s an idea to have an orderly dismissal: Have students pack up before the last few minutes of class. Then, read to the class or go over directions for homework or play a review game before the bell rings. I have tried this and it works.
October 24th, 2009 at 6:07 am
Andrea, I get students’ attention by saying “If you can hear me, clap once/twice..” When students hear me, they signal to classmates who are still working that time is up. If additional information needs to be given, students will stop and listen (after clapping once or twice). I like your “Class, class” idea. I also use those music buttons that you can get at Hallmark to get student’s attention-fun! I may have to check out The Daily 5.
October 24th, 2009 at 6:10 am
Danielle, thanks for sharing the directions for CHAMPS for your expectations for students working with partners or cooperative groups. I am going to use them. I also like your analogy of your not being a DVD player!
October 25th, 2009 at 7:48 pm
How did the new learning impact instruction?
I am more clear in explaining and MODELING what my expectations are in the classroom. This year I spent a lot more time modeling and going over procedures and transitions during the first few weeks of school and did not worry about starting the curriculum. Last year I found that I just “touched” on the rules and procedures of the classroom and hurried to get into the “academics.” This came back to hurt me in the end because I struggled with behavior the rest of the year and lost a lot of instruction time to disciplinary problems. After this class, I realized that by modeling and having students show me “examples” and “nonexamples” of what the behavior should look like, we have achieved a lot more during instruction. I have also transferred this idea of more modeling and examples and nonexamples into my lessons. I also implemented Behavior BINGO as a whole group incentive and my students love it!
What did you learn from implementing the classroom management plan in your classroom?
I learned that I cannot “assume” that the students know what I want them to do. I struggled with not giving clear enough instructions or time for the students to practice with me. This in turn, resulted with me becoming frustrated that the students weren’t doing what I expected, but it was because I didn’t give them enough of what I wanted them to give me!
What would you do differently the next time you use this plan?
I would make the CHAMPS transition posters next time. I did not do it this year for the sake of time, but I feel like next year, it would be very beneficial to take the time to make them.
Complete the statement: The other ideas I have to use this new learning in instruction are:
using the recording sheet to track the behavior for some of my “more difficult” students that I could refer to during parent conferences.
Complete the statement: Now that I have tried this new learning, I’d like to know (how to): deal with disruptions during my small groups (I do the Daily 5). We spent a long time learning the Daily 5, so I rarely have disruptions, but when I do I hate stopping with my small group to address the disruption and then I feel like the entire class is distracted and becomes off-task.
October 26th, 2009 at 12:27 pm
How did the new learning impact instruction?
I am more consistent now with how I handle my daily routine in Language Arts (by the use of a schedule that the students see), whereas before I would not always adhere to a routine. Students have a consistent schedule and follow it through center work and I am able to do 20 minute rotations during reading time. The consistency keeps them on task more, which means less disruptions.
What did you learn from implementing the classroom management plan in your classroom?
I learned that students actually enjoy consistency and work better when they know their own routine.
What would you do differently the next time you use this plan?
Right now, students have 4 rotations they complete in the day. Later in the year, I will change up the groups and also change the order of the rotations, which hopefully will give the students the feeling of a “fresh” start again.
Complete the statement: The other ideas I have to use this new learning in instruction are:
creating an actual rotation chart to help students who need visual cues.
Complete the statement: Now that I have tried this new learning, I’d like to know (how to): deal with students who finish their small group work early so they do not bother other students who are working.
October 26th, 2009 at 1:03 pm
Q. How did the new learning impact instruction?
As a preschool teacher, I already had a very structured classroom and daily routine. The class reinforced for me why this super-structure is necessary. When I change grade-levels, I will take some of this “super-structured” everything labeled (container and shelf location) with me.
I liked the CHAMPS visuals very much and shared them with a couple of teachers on my staff that might be willing to use them. I also sent them to my principal for discussion with the school discipline committee. I want to use them with my class but am not sure how they would be received by my program.
Q. What did you learn from implementing the classroom management plan in your classroom?
The plan was not as appropriate for this age group. I took the class since I am the mentor coordinator for my school. None of my students, at this point, have had any real misbehaviors which warrant such interventions though I have one “attention seeking” friend that I may need to use some of the strategies with later in the year.
Q. The other ideas I have to use this new learning in instruction are: I would love it if my whole school started using the visuals as it would help our school to have be more consistent which I think our students need.
October 26th, 2009 at 1:09 pm
I have a daily clean-up signal that changes – we talk about what the signal will be at morning message (like circle time) so the kids know what to listen for that day. I also let the helper make the sound sometimes which they really like. We have 6 or 7 clean up songs, rain stick, triangle, kazoo, timer, cell phone tones, wind chimes, etc. I think it helps them to know ahead of time what they are listening for on a particular day and also by changing it, they stay interested. I teach each song for 1 week before going to the next one until all are introduced, then we start changing them around. We start Day One.
October 26th, 2009 at 1:13 pm
Tammy
At my other school, one of the third grade teachers had bell work called “Smartie of the Day” which was on the overhead when they arrived and was always 10 review problems – mostly math story problems but some other subjects thrown in as well. They went over it right at the bell. Whoever got them all right got a smartie, his/her name on the Smartie Bulletin board AND got to use the computers for the rest of the week at bell work time. Now obviously the problems couldn’t have been too easy or they would have all been finished and on the computer but there was a definite ‘hurry up and get to work” attitude in there.
October 26th, 2009 at 2:50 pm
I agree that the seven indicators are very helpful when dealing with individual discipline issues. I have typed them up on a one page Behavior Rating for students who are being referred to my groups. This has been a great help. Sharing them with the whole faculty would also be very helpful for everyone. Thanks
October 26th, 2009 at 8:59 pm
1. I learned a lot of techniques that I brought to my classroom this year. Some of the organization ideas have benefited me the most, especially since this is my first year teaching second grade. Using a lot of pictures when giving directions has been beneficial. Also, coloring the outside of the students’ notebooks so they don’t need to go through their whole desk to find the correct notebook.
2. Implementing this classroom management plan has allowed me to better recognize the different reasons students have for acting as they do. It is helpful to find the students’ motivation for their behavior and try to come up with methods for these students so that the off task behavior does occur because I am prepared for it. Positive motivation, even just notes from me, have gone a long way.
3. I would have really liked to have had more time to read the book, Win Win Discipline so I have an even better idea of how to best implement this method in the classroom. My school has gotten copies of the book, but I have only had the time to read sections. I would like to have the time to read the majority of the book now that I know my students and find even more ideas for dealing with their behavior.
4. Since my school has a school wide discipline plan, much of Win Win Discipline is in line with our school plan. Our school referrals include a section in which the teacher is able to indicate the students’ motivation behind their behaviors. I also like using a checklist of the students’ behaviors and keeping track of how/what my response is to the off task behavior.
5. Now that I have learned this information, I would like to implement more ideas of how to transition my students from one task to the next with wasting as little classroom time as possible. It is especially difficult when they need to get out supplies (such as scissors, crayons, book baskets, etc.)
October 27th, 2009 at 7:03 am
How did the new learning impact instruction?
I feel it has greatly impacted instruction because I’m having to deal with behaviors less, so I can focus on the curriculum more. I have a CHAMPS morning routine poster up, and this was reviewed/practiced at the beginning of the year, and now they know exactly what to do. If they forget, I just point it out, and their minds are instantly refreshed. This way I can check agendas/homework in the morning, they get their morning work done, and we are ready to start class by the time announcements are over. We also reviewed the rules many times at the beginning of the year, modeling appropriate and inappropriate behaviors, and they seem comfortable not only with the rules but the consequences as well, both displayed prominently in the room.
I have also used the reward tickets, and I do a drawing every week or so, and this very quickly gets their behavior on track. I keep small prizes (leftovers from activities, free/cheap yard sale finds/pencils) on hand and they get really excited.
What did you learn from implementing the classroom management plan in your classroom?
I learned how to create more of a classroom community. I feel that they have really taken responsibility for their behavior. They are able to discuss what they did wrong, what they should have done, and how their behaviors can be avoided in the future. When classroom issues arrive, we are able to problem solve as a class different solutions so that everyone can be happy. I feel in the past, I kind of expected the kids to know how to behave, but I really focused this year on making sure they understood exactly what my expectations are.
What would you do differently the next time you use this plan?
I would make more CHAMPS posters for them to refer to (but this is also a space issue). I also think that I would follow up with students about behaviors that we have problem solved…a lot of times things get forgotten, but I think they would appreciate my concern.
Complete the statement: The other ideas I have to use this new learning in instruction are: more use of the goal contract (I have found in the past that behaviors start to arise later in the year), and I think it’s good if they can recognize their behaviors and discuss how to avoid and correct them.
Complete the statement: Now that I have tried this new learning, I’d like to know (how to): better identify the seven positions, and maybe be given some ideas for each one. In my stack of summer institute stuff, I don’t think we were given specific ideas to use with each position, so strategies on how to meet the needs of certain students would be helpful.
October 28th, 2009 at 3:03 pm
How did the new learning impact instruction?
As a special education teacher I am always looking for additional resources to assist my students. I was glad to hear about the Win- Win Discipline book and the Champs book as additional resources to use. Our school has been using Fred Jones and we have found his suggestions of arranging the room has helped control movement and behavior in our classrooms. We have the Win-Win Discipline book to refer to but not the Champs book. I collaborate in 2 – 5th grade classrooms where the 13 special education students are placed. We do many varied small group activities that involve moving around the room or working out in the hallway that helps students stay engaged in the learning activity. Each class has begun a positive reward system to reinforce good behaviors. A few of the students from each class are on a token economy system where they earn and lose play money for behavior. These students are also in a weekly social skills group reinforcing positive behaviors.
What did you learn from implementing the classroom management plan in your classroom?
I have always run a structured classroom each year. As a special education teacher I am consistently reinforcing rules and procedures. With the Token Economy Behavior Sheet I am focusing on the behaviors I want the students to exhibit as well as the negative behaviors I want them to stop. I have found putting the behavior back on the student is helping them make better choices with their behavior.
What would you do differently the next time you use this plan?
I change the behavior plan as I see necessary for each student to be successful. Right now the program I am using is working with the students.
The other ideas I have to use this new learning in instruction are:
I plan to use the tally charts in the Win Win book to help determine the areas the students are having the most difficulty with.
Now that I have tried this new learning, I’d like to know (how to )
I would like to get a copy of the Champs book. Can someone tell me where I could order it?
October 28th, 2009 at 4:38 pm
How did the new learning impact instruction?
I have been using the CHAMP cards with my students to set expectations for various locations in the classroom, as well as throughout the school. I teach kindergarten and my students know what each card means and refer to them during learning activities. I feel like they really helped answer a lot of questions about what students should be doing during various activities. I use them for centers, carpet time, walking in the hallway, etc… I feel that I also try and figure out why a student is acting a certain way, and try to correct the disruptive behavior based on what I might discover. The class this summer definitely gave me some great ideas for setting behavior guidelines in my classroom.
What did you learn from implementing the classroom management plan in your classroom?
I learned that it makes life and teaching easier. When students have pictures to refer to, they can figure out what they need to be doing without interruption. The students really enjoy the pictures and will go check them before coming to me with a question.
What would you do differently the next time you use this plan?
I think I would start students off with these CHAMPS cards from the very first day of school. I would use them to reinforce classroom rules and model when certain behaviors can and cannot occur.
Complete the statement: The other ideas I have to use this new learning in instruction are: to create picture cards for math and language rotations that clearly show students what needs to be accomplished at each center.
Complete the statement: Now that I have tried this new learning, I’d like to know (how to): find better pictures to show various literature centers. Since my students responded so well to the CHAMPS pictures, I would love to find some similar pictures that allow students to rotate centers and clearly show them what they should be accomplishing during their assigned activity.
October 29th, 2009 at 9:59 am
How did the new learning impact instruction?
I have used the CHAMPS model and personalized it for the library. When students first get to the library we review the expectations and they are told when they can talk and when the must listen. It is explained that Conversations may be limited. Students are expected to complete a task and talking may limit their time to work on the assignment. In lessons there are specific times where they can talk, but it is expected that they talk at moderate levels. I stress to them that if they are asking other students for Help they are not allowing other students an opportunity to complete their work. This goes against the CHAMPS model, but students are only in the library for a short amount of time and they must complete as must work as possible. I also realized that that every classroom model is going to be the same and that each teacher needs to design the model to fit their classes. Prior to the Activity, I show the students what they are required to do. In the library lesson, following directions is key. Students must listen and follow them step- by- step in order complete the task. I do a lot of station lessons in the library were students are Moving from one station to another. This is done every 10 to 15 minutes and students are given a cue (music) to let them know when it is time to move. Some of the stations are “share” stations where all group members are required to be equal partners and Participate in group discussion. Some stations are independent stations where students must complete task on their own. The Success of the stations is learning the information and being able to apply it in their class. The stations are designed to give students an overview of information and help them before they learn concepts in the classroom. The stations are also designed to help students learn the research process. They need to follow step-by-step directions to research topics to find the information.
Since I am not a classroom teacher, I found that incorporating several types of learning in the stations make the stations more organized and have a better flow to them. Students learn differently so having a variety of print, non-print, audio and visual resources available to them will assist them in learning.
What did you learn from implementing the classroom management plan in your classroom?
Like I mention before, the library is different from classrooms. It is hard to implement late binder, or keep track of tardies since classroom teachers take care of those things. I have learned that the library has to be as consistence as possible. Students come in for different class so they need to have the same expectations. At the end of the stations, students are always given a few minutes to share what they learn and given an opportunity to get this stuff together so they aren’t rushing. This time is also used to collect papers and work so that all papers are turned in to the classroom teacher. Lastly, I learned that no all things work for every classroom and that sometimes it’s not good to change everything at once.
What would you do differently the next time you use this plan?
I would like to know more about what other libraries do. I would also like for the students to take more responsibilities in implement the expectations and enforcing the rules.
Complete the statement: The other ideas I have to use this new learning in instruction are:
I’d really like to implement some sort of chart to see the different dispositions. It’s really hard to do that in the library because the classes are so limited to time.
Complete the statement: Now that I have tried this new learning, I’d like to know (how to): I’d like to implement the “chance” tickets into the library so those students that are performing well are being rewarded for positive behavior. I would also like to have a group discussion with students to see what they have learned. Again, classes only have a limited amount of time in the library and it’s hard to
October 29th, 2009 at 10:09 am
Katherine,
Your post was very insightful. It was interesting to hear how other support staff members used the information in this workshop. I too take more time when I am developing lesson and I really work on making activities to meet the needs of all seven types. I’m also impressed that you are using this information to assist classroom teachers that may not have attended this ERO. I also like you contract idea. I was thinking of using it in my book club. I also have a Tiger Woods group that could use the establish contact.
October 29th, 2009 at 10:15 am
Lindsay,
As a former Exceptional Education teacher you had a great idea with the win-win discipline when helping teaches who are consider bring students to child study. I also like the way that you incorporate activities to better meet the needs of the seven types of disruptions. We have a anti-bullying program at our school and after reading your post I’m going to suggest that next year we clearly outline and develop expectations and guidelines when we meet with students for group meetings.
October 29th, 2009 at 10:21 am
Andrea,
I really like the color notebook idea too. I’m glad you hear it’s working. I also really like the signal to get student’s attention. My co-librarian uses music to get students attention. It works in the library because they know it’s a signal to switch stations. I used a timer when I was a classroom teacher. My students like it because they knew how much time they had left. Lisa Scott also suggested the “If you can hear me, clap once/twice..” method. A lot of teachers at her school use it and it seems to work well. I really like your “Class, Class” method too!
October 29th, 2009 at 1:37 pm
Jennifer,
I completely agree with your comment about not having implemented particular classroom management strategies earlier, and how it could have saved stress and agitation had I added those years earlier. I too have noticed the dramatic impact that adding strategies, such as the Tardy Log, can have upon creating an environment with less distractions. In my classes, the impact has been apparent, with ridding my class of the, “Miss Moody, here’s my pass. I’m sorry I’m late, but…” With the Tardy Log and folder for passes, instruction doesn’t have to be interrupted for late arrivals. Gee, why didn’t I think of that earlier in my career?!
October 29th, 2009 at 1:45 pm
Dwayne,
I too have reflected upon the determination of student dispositions and pre-dispositions which affect their behavior. As a fifth-year high school teacher, the idea that not all discipline issues with all students may be mediated the same way is enlightening to me. I am making a concerted effort to delve deeper into the reasons students may be experiencing particular challenges, such as attention-seeking behaviors. They may have their basis in a lack of structure or attention from adults at home. I believe paying this extra attention makes me a better and more compassionate teacher, giving more effort toward seeing each student as a product of his or her unique upbringing, circumstances and challenges, rather than assuming similar situations with different students can always be handled the same way.
October 29th, 2009 at 3:15 pm
Q1 – Using the CHAMPS guidelines made teaching and instruction possible. After the first few weeks of procedure practice we were able to dive into content and successfully complete tasks without interruption.
Q2 – I really liked having the guidelines for the lessons to use as I made plans for implementing procedures in my room. Having those questions in front of me made me think of issues that I might encounter that I wouldn’t have realized before. All of the children know the rules and guidelines for activities so there is consistency in the classroom which makes management easier.
Q3 – I did not receive the picture cards during my training, someone else in my school was able to share them, they were a great idea and I would like to have had them from the very beginning as a visual reminder.
The other ideas I have to use this new learning in instruction are: My team created our own reflection form so that the students can reflect on their behavior when needed and are held responsible for finding the correct solution. Also, having picture cards for more activities, would aid in quiet management throughout the day.
Now that I have tried this new learning, I’d like to know (how to): how to better incorporate the seven positions in a lower elementary classroom.
October 29th, 2009 at 5:25 pm
Q1: How did the new learning impact instruction?
A1: I really began the school year with the most positive attitude in my past 8 years of teaching. During the class this summer, I made a list of all the things that didn’t go well in my room last year. It was a LONG list. (For example, transitioning through center changing, dismissal, bathroom breaks, getting settled for rest time, organizing student work samples, etc.) I spent the remainder of the summer addressing each item and finding a more efficient and positive way to deal with each one. The first day of school I really felt like I had come up with some really great solutions and was very excited to start implementing them! I spent a lot more time at the beginning of the year teaching the kids how I expected them to act instead of just assuming they’d know what I was expecting. As a result, this has turned into the best school year of my career so far.
Q2:What did you learn from implementing the classroom management plan in your classroom?
A2: I learned that the harder (and smarter) you work outside the normal school day, the better your days go. Now I know that only is common sense, but to actually have the discipline to put in the time and energy to FIX my problems was always another story. This year I just put my mind to it that I was going to have the best year ever, and just that simple mind shift worked! Who’d have thought that consciously teaching the students how to behave responsibly in the classroom would be so effective! (ha ha, that’s kind of a joke, since it seems so obvious! So why haven’t I done it in the past?????)
Q3:What would you do differently the next time you use this plan?
A3: I haven’t really directly implemented the CHAMPS acronym with my students this year. I have used the program to help me create a more organized and effective classroom, however, I have not used the CHAMPS pictures and some of the other student materials that came along with it. That is a goal for next year, as I already feel like I have implemented a lot of positive changes this year.
Q4: The other ideas I have to use this new learning in instruction are: I plan to create index cards with teacher directions for my literacy centers. That way I can laminate them and include them with each of my centers so that when my kindergarten assistant comes to help with my centers, I don’t have to stop and tell her what each group is doing. She can just go around and read the cards to find out. It will also help when I share my center tubs with other teacher and when I have a sub in my room.
Q5:Complete the statement: Now that I have tried this new learning, I’d like to know: Specifically, how is the CHAMPS model helping other kindergarten teachers? I had read a lot of things that looked great for the upper grades, but I am hoping to find more ideas for my little tiny kindergarten friends!
October 30th, 2009 at 4:26 pm
The new learning daily impacts instruction in a very positive way. Having the skills to quickly identify a negative behavior choice quickly, defused a lot of disruptive behavior in my classroom before it got started. As I learned from the ABC’s on discipline, the students aren’t always reacting in the way they feel. Although the behavior is negative to those looking on, the students are often displaying a need. For example, a defiant student by just need to be validated. Recognizing this need, allows me to address the need which dismisses or defuse the negative behavior.
2. What did you learn from implementing the classroom management plan in your classroom? I learned to expect results. Though the results aren’t solid immediately, results are present. My biggest lesson, understand and accepting the fact that the process of training students takes time, patience, and skills. This Workshop provided me the skills.
3. What would you do differently the next time you use this plan?
I would not do anything differently right now. The plan is working just as it has been instructed for implementation. It works, so why change it. Each students needing behavioral intervention may need the program implemented intensely or moderately but the theory behind what is being done remains the same.
The other ideas I have to use this new learning in instruction are: teaching students to practice the program by teaching them social skills. If students could communicate their feelings in a non-attacking way, problem solved. I truly would like to see a kid-friendly version. I think the closest thing to this in the kid version is Als Pals.
I like this because it is quick and concise.
Now that I have tried this new learning, I’d like to know (how to): Move to the next level with students challenged emotionally or beyond the normal “bad choice” behavior. If classrooms are inclusive, their need to be more training on managing those with real behavioral disorders.
October 31st, 2009 at 11:44 am
How did the new learning impact instruction? I believe the new learning helped me to think more about why students were exhibiting certain behaviors and ways to meet their needs without giving in to the functions of their behaviors.
What did you learn from implementing the classroom management plan in your classroom? I am fortunate to have a very good group of kids this year. I think a big help in creating this year’s classroom management plan was having the students work together with me to create our classroom rules. Since they have ownership in the rules they are more likely to understand why they are necessary as well as remember what the classroom rules are.
What would you do differently the next time you use this plan? I had a positive behavior plan in place right at the start of the year since our school uses an Effective School-wide Discipline Plan. However, even after school started I was toying with the ideas of what I wanted to use for consequences when positive rewards didn’t work. I had made a change in grade levels and what may have worked in Pre-K would not work in 1st grade. It made for a rough couple of weeks as far as having consequences for undesirable behavior went as well as trying to communicate to parents how their child was behaving in school. I now have my system in place and I can start next year off with it from the very first day.
Complete the statement: The other ideas I have to use this new learning in instruction are: I like the card we got with the different types of behaviors in it. I have one or two students who may create problems throughout the day and I try to think about why that behavior is occurring before responding to it. I have one student who is really attention seeking so I’d like to use some of the new learning and information from Win Win Discipline to implement a separate individualized behavior plan for him.
Complete the statement: Now that I have tried this new learning, I’d like to know (how to): I’d like to know some ideas/behavior plans other teachers may have for students who are attention seeking. I have one student who I guess could be described as the “class clown” and any attention for him is “good” attention. I’d like to have a plan in place where he won’t need to be removed from the large group setting quite as much.
October 31st, 2009 at 7:21 pm
1)H ow did the new learning impact instruction? Being a new teacher, it really helped me see why the students behave the way they do. My students now know what their expectations are. I am trying to be proactive before trouble starts. By learning what the seven indicators are, it has helped me to recognize situations before they arise in the classroom and know how to deal with them, especially when the students get off task. So far it has helped with less disruption in class. I am an elementary ESL teacher and I only see my students for 30 minutes.
2) What did you learn from implementing the learned information in your classroom? I have had to go back to my classroom rules to review with them of what is expected in my classroom. I write on the board what we are covering in class that day. I have had to add more structure to my class. Some of my classes I only see the students once a week so I have to remind them more than the other students.
3) What would you do differently the next time you use this training? Be even more strict the beginning of the year. Implement CHAMPS earlier, make a poster displaying CHAMPS. I didn’t see my students until the second week of school. I started a little late keeping track of good/bad behavior. I do tell the teachers when I bring the students back to their class about any disruptions in class.
4) The other ideas I have to use this new learning in instruction are: As a ESL teacher I use a lot of visuals, but I never thought for classroom management tools, so I am also using that.
5) Now that I have tried this new learning, I’d like to know (how to): I am still struggling with a rewards system. I would like ideas on what other elementary teachers are using. I would also like to know what other ESL (or other resource) teachers are doing.
November 1st, 2009 at 1:32 pm
How did the new learning impact instruction? The CHAMP acronym is very helpful. It ensures the students know all my expectations before we begin our activity. The acronym helps me to remember to inform the student’s of these expectations.
What did you learn from implementing the learned information in your classroom?
Students need explicit directions. Do not assume your student knows what you want them to do.. if you have not explained it clearly.
What would you do differently the next time you use this training?
Sharing this information and materials with staff.
Complete the statement: The other ideas I have to use this new learning in instruction are:
I would like to really look closely at the student’s positions and monitor them. This way it helps know where the child is typically coming from and helps me support their needs.
Complete the statement: Now that I have tried this new learning, I’d like to know (how to): just more about the program. Our training was a brief review of the philosophy. I have checked this book out of our library and would like to continue learn more about the program.
November 1st, 2009 at 2:40 pm
Lucy,
I really like the Win-Win book. There are many printable sheets you can use. It reinforces many ways we deal with behaviors. I also teach 5th graders and agree that having them take ownership for the rules and their behaviors prepares them for what will be expected in middle school. I find documenting and data collection is the killer, taking so much of our time. For me it always is the piece I fall behind on.
November 1st, 2009 at 3:06 pm
Hi Michelle,
I didn’t even know you took this class. I’ll come down to utilize the Champs materials too. I like the way you are creating index cards with teacher directions for your centers. My two 5th grade teachers are doing the same thing in their math/science and reading/social studies centers for the students and the instructional assistants who sometimes work in their classrooms. These cards are helping the students stay focused and complete the tasks at each station. I will work with you using the Champs pictures and other student materials and we can share our ideas with the other grade levels. The ideas you are using are also positive ideas to share in the other kindergarten classes.
November 1st, 2009 at 8:17 pm
How did the new learning impact instruction?
I feel that this new learning has impacted my instruction by keeping myself and my students more organized. It made it easier for the students to come up with rules of the class and to follow them. It has been a great thing this year, having he students be a big part of the class and take responsibility for a share of the things we do in the class.
What did you learn from implementing the classroom management plan in your classroom?
I looked at the rules we came up with, and made sure that I was on the same page with my class. I realized that the students that I work with need lots of structure and attention, in order to get things done. I needed to tighten up with classroom management, because if you give them an inch, they take a mile.
What would you do differently the next time you use this training?
I will tighten up even more at the beginning of the year. I have found I have fewer problems the more I stay on top of my class. Next time however, I would like to tighten up even more to bring down the behavior problems even more.
The other ideas I have to use this new learning in instruction are: To teach my kids social skills. As I watch my class interact with each other, it really shows that they have a hard time interacting with each other. I want to teach them how to be team players. Also, since I teach all boys, it is important to learn how to be a “gentleman.”
Now that I have tried this new learning, I’d like to know (how to): See what other teachers have done in their classrooms, so maybe I could get some ideas for other things I would like to do.
November 1st, 2009 at 9:21 pm
Michelle,
Thanks for the email with the information about the Champs classroom management site. Now I know where to order the Champs book so I will order one for our school.
November 2nd, 2009 at 9:53 am
Q1. How did this new learning impact instruction?
A1. I’ve been trying to look at students in my guidance lessons and trying to decide which of the 7 positions they are displaying. It definitely helps when deciding how to address their behavior.
Q2. What did you learn from implementing the classroom management plan in your classroom?
Being a school counselor, I don’t have my own classroom, but I do see a difference in the classrooms that implement strategies from this class. The children know what to expect, and respond well to the strategies.
Q3:What would you do differently the next time you use this plan?
I would begin to set the standards and norms during the first guidance lesson. I would also like to read a copy of the book. I know that there are tons of different strategies in there that would be more useful as a counselor.
Q4.Complete the statement: The other ideas I have to use this new learning in instruction are:
I’d like to use it school wide, although we already have a lot of school-wide programs. However, I think that there are some great ideas that could help with consistency if the kids were used to them K-5.
Q5.Now that I have tried this new learning, I’d like to know (how to) implement these strategies with the parents. I think there could be a big difference in students’ behaviors if the parents used some of the same strategies as we’re using at school!
November 2nd, 2009 at 11:20 am
Christina,
I love how you have incorporated the CHAMPS model in the library as well. I think our library behavior this year has been better than years past. I also think it helps to remind the students of the expectations before we walk down to the library. They have been very interested and productive so far!
November 2nd, 2009 at 11:21 am
Beverly,
Some rewards that I am planning on using at the end of the first 9 weeks are to raffle off 3 of the new Diary of a Wimpy Kid books. Students can put the tickets they earned into the raffle & then 3 will win this book. It did not cost me any money because I used my free books from scholastic to get them. Just an idea- plus it gets them excited about reading.
November 2nd, 2009 at 4:34 pm
How did the new learning impact instruction?
I have been using CHAMPS and I love it. This system has helped me manage student behaviors and involvement during center activities. I use the picture cards daily to reinforce the guidelines I set for that particular work station.
What did you learn from implementing the classroom management plan in your classroom?
Using CHAMPS made me really take the time to go over ALL of my expectations. I introduced one set of picture cards at a time and we practiced them before we started centers. An ounce of prevention is really worth a pound of cure!
What would you do differently the next time you use this plan?
I really enjoyed the training and the implementations are working well for me thus far.
Complete the statement: The other ideas I have to use this new learning in instruction are:
the make up folders, behavior charts, posting the rules in several places, and documenting negative and positive behaviors.
Complete the statement: Now that I have tried this new learning, I’d like to know (how to):
new ideas for kindergarten work stations that reinforce PAL’s. (i.e. rhyming, beginning sounds, COW, letter identification and sounds)
November 2nd, 2009 at 5:54 pm
How did the new learning impact instruction?
I try to be even more direct and concise with giving directions. I have also given the children more responsibilities this year than in the past with the idea they’ll take ownership and pride in making good choices.
What did you learn from implementing the classroom management plan in your classroom?
Consistency is key. The children know the rules and rewards & consequences for following the rules or not. They are beginning to show they are responsible citizens in school.
What would you do differently the next time you use this plan?
I would be even more consistent with reinforcing positive behaviors/choices.
The other ideas I have to use this new learning in instruction are teaching the children how to get along with others. I have begun to work with our school social worker to help the children make appropriate choices.
Now that I have tried this new learning, I’d like to know what works for other teachers in their rooms. I enjoy learning about others’ ideas.
November 2nd, 2009 at 5:56 pm
* How did the new learning impact instruction? I actually have more time for instruction now since my class is all on the same page. We have common terminology for behaviors and self-checks. Since we made our rules, as a class, and kept them to a minimum, a simple non-verbal cue is sometimes enough to diffuse a situation and get the student back on track. We each have ownership of our class behavior and we can all help each other to monitor our best. It is so much more positive!
* What did you learn from implementing the classroom management plan in your classroom? Even first graders can understand the rules. They know what to do. If you just explain to them what your expectations are, they can help each other maintain that cooperative classroom environment. Everything seems to run smoother with the high expectations clearly stated and in place. I know now that a “honeymoon” period is not necessary. In fact, it could slow down the progress to your classroom goals.
* What would you do differently the next time you use this plan? I would like to be more familiar with the ABCD Disruptions and try to tie in our classroom rules to cover those areas. I don’t know if it can be done, but if each of the four disruptive behaviors types can be addressed in the class rules and expectations, it might make it easier to address the disruptive behavior.
* Complete the statement: The other ideas I have to use this new learning in instruction are: I would like to develop a chart to record data to use when doing report cards, Child Study, or conferencing with parents. I would also like to have more visuals in my literacy stations to address expected behaviors. I am not an artist, so this wold be a personal challenge for me.
* Complete the statement: Now that I have tried this new learning, I’d like to know (how to): I would like more practice identifying The Seven Positions. I would like to make a quick check sheet to show the best way to deal with each indicator for that position. I would also like to know what to do with that top tier of children who are “beyond” Win-Win and need more assistance to control their behavior.
November 2nd, 2009 at 6:09 pm
I have found that using the classroom management plan activity worksheets, along with the CHAMPS picture cards, have really helped my class run more smoothly. I have noticed that when my students are made fully aware of how to do an activity, who they can work with, whether or not they can talk and move around the room, as well as my expectations for getting help and what the finished product should look like, I get better quality work and more on-task behavior. Posting the magnetized CHAMPS pictures on my whiteboard adds an extra reminder for students to use as a guide and work wonderfully as non-verbal cues. I have used both of these methods across the curriculum with very good results and will continue to use them both.
November 2nd, 2009 at 8:43 pm
1. After taking the class and learning the new material, I find myself looking for more opportunities to praise students for good behavior as opposed to trying to find things wrong and fix it with force.
2. I learned that when students take ownership in the consequences they are more likely to comply with rules and regulations.
3. The next time I use this plan, I think I will have clearer standards for rewarding good behavior. Keeping the goals in front of the children will create more discipline in the students.
4. The other ideas I have to use this new learning in instruction are to carefully scrutinize why a child is behaving the way he or she is by using the 7 reasons for misbehaving card in order to differentiate my discipline with that child.
5. Now that I have tried this new learning, I’d like to know (how to) effectively record the behavior and improvements of the students without creating extra work and using additional time in my day.
November 2nd, 2009 at 8:44 pm
How did the new learning impact instruction?
The new learning made me more aware of the “why” behind individual student’s actions. This in turn made me more aware of my responses to those actions. I have always recognized students as individuals. Now, I am beginning to understand better ways to deal with the behaviors of individual students.
What did you learn from implementing the learned information in your classroom?
I learned that there are ways to approach certain students and respond to certain behaviors that are more effective than others. The more prepared you are for a situation, the easier it is to handle. Having more understanding of an individuals behavior, makes the responses to the behaviors more effective and thus makes the entire day run more smoothly!
What would you do differently the next time you use this training?
It takes a lot of time to familiarize yourself with the reasons for certain behaviors of the entire school. Teaching art K-5 means prioritizing certain student behaviors over others. Unfortunately, the angry outburst type behaviors receive the most attention. I would like to be just as attentive to the behaviors of the student who has a fear of failing as the student who is attention seeking.
Complete the statement: The other ideas I have to use this new learning in instruction are:
I would like to have the students be more involved in making the rules not just for the classroom but for the whole school. We have a great ESD program but, the students do not take ownership of it. I think having them actively involved in the school wide rules would be very effective.
Complete the statement: Now that I have tried this new learning I’d like to know more about the long term results of this type of teaching. While I do see some change inside my classroom, I would like to see if there are long term benefits to the student once they leave my room. If the next teacher does not implement such strategies, has the student benefited at all?
November 2nd, 2009 at 10:50 pm
1. How did this new learning impact instruction? My instruction has become more focussed with clear directions and expectations. Filling out the CHAMPS classroom activities list and worksheet have made me more conscious of just how many different activity configurations we have in any given day and how confusing that can be for the students if they are not clear on the different expectations for each. For example, the behavior and participation guidelines for dancing to the “Hip Hop Alphabop” song are very different than those for story time or literacy station time. Knowing when it is okay to get up and go to the bathroom and when it is not cuts down a lot on the need for behavior redirection and instruction interruptions. Using the CHAMPS guidelines makes everything very clear. It is taking my kindergarteners some time to remember them all, but I see improvements every day. The same applies to the CHAMPS transition list and worksheet.
2. What did you learn from implementing the classroom management plan in your classroom? I learned that the more specific I am with children and the more visual reminders they have for behavior expectations, the easier it is to accomplish my academic goals.
3. What would you do differently the next time you use this plan? I would like to find more ideas for “whole class” reinforcement to build team expectations and have students help each other stay on track. Right now we have an “egg bucket”. We add an egg any time we get a compliment from an adult for walking quietly in the hall. When it is full we will get ice cream. I would like to do more of this for responsible behavior in the classroom.
4. The other ideas I have to use this new learning in instruction are: I would like to have the children role play what disruptive behavior looks like and what responsible behavior looks like in each of my literacy stations. I plan to use the “Misbehavior recording sheet” with two of my students now, and maybe more in the future, so I have specific information to share with parents and administrators.
5. Now that I have tried this new learning, I’d like to know if other kindergarten teachers have ideas for keeping their students on a “level 1″ voice level during small group or partner work. This age group is very chatty, and many seem to come to school never having had to control when and how loudly they talk. We start out okay, but gradually the noise level goes up, up, up, until I have to stop my small group instruction to give a reminder.
November 3rd, 2009 at 9:47 am
I am a school counselor and the new learning from the workshop has really helped me in my classroom guidance lessons, in my small counseling groups, and as a counseling professional overall. One thing the class helped to remind me of is how important it is to always have high expectations for ALL students and to believe in ALL students. Sometimes it is hard to continue to have high expectations for a student who continually misbehaves and gets in trouble. However, having high expectations, especially for these students, can help them to reach these expectations and break the cycle of misbehaving and being a “bad” student. During my instruction in the classroom and in small groups, I have very high expectations for all students and I always explain these expectations clearly. I also praise students a lot when I see them meeting and exceeding my expectations. I think that it is so important to catch students being good because students are often only recognized when they are misbehaving. Students love to be praised for their good behavior and I have found that praising students for their good behavior really does help to increase the likelihood of good behavior in the future.
One thing about classroom management that I learned from this class is how important it is to have a silent signal to get the students’ attention. My silent signal is my arm raised with a peace sign on my fingers. I have found that using a silent signal in my classroom guidance lessons in kindergarten through fifth grade has really helped me to get their attention more easily and more quickly. The younger students are especially good at the silent signal. Another thing that I learned about classroom management from the class was the importance of having specific classroom rules that the students know. At the beginning of every guidance lesson, for every class, I start off by reviewing my classroom rules and expectations with them. I also review the rules at the beginning of every small counseling group. I have found that this helps them to behave better and to follow the rules more closely.
One thing that I may need to do differently with some of my classroom management plans is to give more specific examples of what good behavior looks like and sounds like when I am reviewing my classroom rules with the students.
The other idea that I have to use this new learning in instruction is to really take the time to try to understand why a student is misbehaving. I need to spend more time trying to understand which one of the seven positions the student is coming from so that I can choose the best approach for dealing with the student’s misbehavior.
Now that I have tried this new learning, I would like to know more about dealing with defiant children. Defiance is one of the more difficult behaviors for me to deal with. I would love to learn more strategies for helping defiant children.
November 3rd, 2009 at 9:57 am
Jessica Goodall,
One of the things that my school does at dismissal is silent reading. All of our students need to be silently reading so that they can hear their bus when it is called. This is a school-wide thing. They actually begin silent reading 15 minutes before dismissal so that it is an easy transition. One thing that a few of my teachers do to encourage students to behave at dismissal is to give them “shining stars.” A shining star is a single piece of candy such as an M&M, Skittle, marshmallow, etc. If students behave during dismissal, they will get a shining star/piece of candy. The students really want that piece of candy and will work hard to get it. The teachers who do this are 1st and 2nd grade but this may be able to work for older children too. Hope this can help!
November 3rd, 2009 at 10:23 am
Beverly Drabik,
I am a school counselor so I don’t have my own class, but I would like to share what some of our teachers use as reward systems. Some of our teachers collect compliments as a class as a reward system. The teacher keeps track of every time the teacher herself, or another adult in the school, compliments the class as a whole on their good behavior. Then after a certain number of compliments, the students receive a reward. Some of our other teachers also use a token economy system where students can get tickets for good behavior and completion of homework and classwork. Then they can use the tickets to buy prizes.
November 3rd, 2009 at 11:11 am
Barbara Williams,
I really like your idea for using the cards to role play appropriate behaviors for center activities. I hadn’t thought of using them that way, but I really think role playing and constant reminders would get the students to a place where, like classroom rules, the center expectations became the norm. I have a hard time keeping my students quiet as well during centers, I find that breaking them up into smaller groups of two seems to help, along with utilizing computers and one person activities, like journaling.
November 3rd, 2009 at 11:17 am
Rayna Sorrell,
I want to use centers to reinforce various components of PALS as well. I know that their website has some resources listed on it that really helped me set up centers. They list ideas for what literacy work stations should look like, as well as activities that students can for practicing and mastering the various skills they are required to learn in Kindergarten. They also list activities for students in Pre-K and 1-3 grades. Hope this helps!
November 3rd, 2009 at 11:23 am
Q1: The new learning impacted my instruction because I was able to go into this year with my “toolbox” full. THis being my 2nd year, I had only a limited amount of resources or tools. After the training, I felt as though I had a number of news ideas and strategies to use. For example, the sound levels in the classroom, the supplies corner for my students to use, the sign-in/out log and tardy log, etc.
Q2: I learned from implementing the classroom management tool that I had to be consistent with my strategies. I couldn’t let some students sign-in/out. I had to teach the sound levels in my classroom. They didn’t know them right off.
Q3: The next time I use this plan I will hold all students accountable for learnign my policies. This 9 weeks, I did a warm-up that incorporated some of my discipline policies. For example, I asked them 1) What is rule number 1?, 2) What does noise level #1 mean? , etc. They were able to giv eme the answers to the questions so everyone could learn them.
Q4: The other ideas I have to use this new learning in instruction are: to contact all my IEP studnets, at-risk seniors and behavioral students. I have done a good job of contacting them this year, but would like to contact them all in the first month of school.
Q5: Complete the statement: Now that I have tried this new learning, I’d like to know (how to): build a positive relationship witht the senior-level students. Some of them look at me as a peer and not as a professional. I sometimes find it hard for them to take me seriously from the start.
November 3rd, 2009 at 11:52 am
Erika Stockner,
i have the same situation with one of my attention-seeking students. I am currently struggling with this issue. I give him attention “outside of class.” i may walk up to him on the sidewalk and say “How you doing?” and then he’ll respond. I’ve tried talking to him by pulling him outside of class. I’ll say something like “I know you like attention, but during instruction you need to contribute positive, educaitonal energy.” He’ll shake his head and apologize. I have to let him do board problems a lot and answer questions in class to get out his energy. I think the other students understand why I give him so much attention.
November 3rd, 2009 at 11:56 am
Christina Stewart,
At my school we reward faculty/staff and students by making a weekly Quia survey for the school to nominate a deserving faculty member and student. Their names are called over the announcements and written on each teachers dry-erase board for all to see. It really motivates otehrs to hear/see their name.
November 3rd, 2009 at 12:07 pm
Barbara Williams,
I also liked the idea f using the cards to role play the behaviors for center activities. I think that role playing is a fun way to have the students see, what is expected of them in centers. I am going to do this after Christmas break, to refresh their minds on what I expect and what they need to do during center work.
November 3rd, 2009 at 12:09 pm
1) How did the new learning impact instruction?
My students know what is expected of them from the minute they step into the door from strict guidelines. I have also implemented a tardy notebook. If they are late, they must sign and date it. The students know they will get a call home on the 2nd tardy and a detention on the 3rd tardy. This motivates my students to get to class on time, so we can begin our class.
My classroom management is much better because I time all of our activities. They know they need to focus during that time in order to complete their work. If they “goof off” and do not finish their work, their assignment is graded as is when the time is up.
2) What did you learn from implementing the classroom management plan in your classroom?
I learned how much easier it is on me if I keep to my classroom management consistent and not allowing any disruption in my class slip by me. The students show more effort to get to class on time and take my health and P.E. class serious.
3) What would you do differently the next time you use this plan?
I did not use either the CHAMP or ACHIEVE ideas this year, but I would like to use it for my main activities next year. I want to post it up on the board where my class can see it. This way I do not get the same questions over and over.
4) Complete the statement: The other ideas I have to use this new learning in instruction are:
I would like to get to know each child’s needs on a more personal level. Many of my students behavior issues extend further than the classroom, and I think it would be helpful if I knew a little about their background. I try to take the student aside to hear their story to see what the real problem is, so I can adapt for that child.
Complete the statement: Now that I have tried this new learning, I’d like to know (how to):
I would like to know if anyone has any ideas on how to keep their students a low speaking level when doing group work. I give them two warnings, and then I take their talking privilege away and make it individual work. I want to know of a better way to teach them or get them on that level because it does not benefit them to always to do individual work.
November 3rd, 2009 at 12:12 pm
I agree with what Kristin said about silent reading at the end of the day. I do that as well. I like to have the students be able to calm before they enter the hallway and head home. At our school (and with all others), our students leave really loud and have a hard time walking in the halls. I have found by having them silent read, or do other quiet activities, they leave in a more appropriate manner and don’t get into, or cause as much trouble.
November 3rd, 2009 at 1:32 pm
How did the new learning impact instruction? My instruction has been impacted by more ‘control’ in the classroom. This was done through noise level control, thorough explanation of expectations and me understanding what the students are asking for through their behaviors. In years past, I felt a stern voice would accomplish what I wanted. It is apparent after this class that there is a lot more to the child’s behaviors than just being defiant. Now my students all learn and no one is left behind. In past academic years, I would move on when a child acted out because I felt they were making a decision to not learn- Not anymore!
What did you learn from implementing the learned information in your classroom? I learned that the children respond better and actually need consistency and the importance of the daily schedule. I have children come in everyday and ask where are we going today (meaning which resource). They need to plan their day to be comfortable with the transition. I found that even children that had a strong opinion about a resource were more accepting of going when they had time to process where they would be going.
What would you do differently the next time you use this training? I will not assume. So often an assumption is made that a child knows what to do, how to do it, and when to do it. When an assignment is completed and did not work out the way I envisioned it, I recall exactly what my instructions were and often times I can see exactly how the students came up with the end product that they did. I will be more specific with my directions and let them know my exact expectations.
Complete the statement: The other ideas I have to use this new learning in instruction are: teaching the students the ABCDs of the Win-Win Discipline. They can self diagnose and instead of acting out, they can actually ask for what they need. With this comes a lot of responsibility, what I mean by this is students can not say “oh, he is attention seeking again.” It will take the students showing maturity and responsibility for their own actions. Hopefully, they can work together and be a team.
Complete the statement: Now that I have tried this new learning, I would like to know (how to): reach the uninformed student. My class is a self- contained special education class and I can go over class/school rules (and have for three years with some) and some still act like this is the first time they are hearing it!
November 3rd, 2009 at 1:46 pm
1) How did the new learning impact instruction?
Instruction in my class has greatly improved. I made more clear what my expectations are and what the consequences are for not listening. I have a better reward system in place and a way for the children to monitor their behavior throughout the day. The students are much more focused and well-behaved.
2) What did you learn from implementing the learned information in your classroom? I realized that I was making things much harder on myself when it came to documenting behaviors. This course taught focusing on one behavior at a time based on priority.
3) What would you do differently the next time you use this training?
Next time I will utilize more hand signals, rhymes, and jingles to cut down on disruptive talking on both my part and the children. I also have a system where the children have more ownership in management. This makes them more accountable for their actions.
4) The other ideas I have to use this new learning in instruction are: become more proficient at Champs and learn more of the win-win problem categories. I would like to use more of the Champs picture signs in my classroom.
5) Now that I have tried this new learning, I’d like to know how to better implement some of the strategies into my small group workcenters.
November 3rd, 2009 at 2:51 pm
I have a similar problem as Barbara, as the voice level of my class starts out pretty quiet and appropriate. However, as they get working, it gets louder and louder. I find that walking around the room and giving gentle quiet reminders for the first few minutes especially, helps to get them to stay on the right track longer. I also find that if they are sure of what they will be doing next, such as getting a book from the book tub, going to the computers, putting their paper in their cubby, etc. it helps to cut down on the talking, as much of the chatter is when they are finishing up and trying to figure out what to do next.
November 3rd, 2009 at 2:55 pm
I like the idea of having the kids read silently before entering the hallway for dismissal. Another trick that I have learned this year about managing behaviors at dismissal time is to call the kids for their folders in a specific order. I call the parent pick up kids first, let them get their stuff and they get in a quiet sitting line in the front of the room. About 3/4 of the way through that I call the day care kids to get their folders and pack up. They sit quietly on the circle rug until dismissal. It isn’t until those kids are all seated and quiet that I call the remainder of my kids (bus riders) to pack up and sit in their chairs. That way it is spread out, everyone knows where to go, and they are all in different stages of getting ready. When the parent pick up and day care friends are picked up to get taken down the hallway, I am left alone with the bus riders for a brief time in the room. They help me clean up the room, stack the chairs, and sometimes even start getting stuff out for the next school day. It is a big help to know at the end of the day that the room is in order for the following day!
November 3rd, 2009 at 3:36 pm
1. This year I took the idea of illustrating the rules and had my students do it with each of our rules. I assigned different ones and they illustrated in the four boxes and then I made a class book of them. When my students begin to get of task and not follow the rules we read the book together. I also loved the T.O.O…T idea! My kids desk are so much more organized this year!!
2. I find that the more I hold them responsible for their actions the less they happen. When one of my students gets in trouble we talk about it together and why so they understand why I got upset and made them move their sun. I want them to take responsibility for their actions and that is what I tell them. By doing this it seems to help solve the problems the first time they happen.
3. I would be more consistent with following through with punishments and talking to the students. Sometimes they will be corrected and I run out of time to talk with them or explain what went wrong and how they can fix it.
4. Other ideas I use are my choice contracts. When the students have moved their sun twice they have to write a letter to their parents saying I made the choice to. Next time I will. I sign it the student signs it and so does the parent.
5. I would like to know and understand more about ABCD disruptions and be alloted more time to implement them into understanding my students.
November 3rd, 2009 at 3:39 pm
Christina,
One of the things that I have done with the rewards is I bought a roll of tickets at Walmart…you get 1,000 tickets for a few bucks. I have them write their names on any blank space and I give them out when they are doing good things, modeling good behavior, etc. Then I pick a couple every few days for prizes, extra computer time, etc. I know it’s harder in the library when you don’t have the same class all day, but I’m sure something could be worked out. Our librarian draws for a school-wide thing and then delivers the prize to the classroom.
November 3rd, 2009 at 3:47 pm
Kristin,
I love the idea of holding up the two fingers. I have tried some different ideas for a signal, but I have found in the past that students get used to it, and start to ignore it because they see it too often. Do you find this happening? Do you limit the amount you use your hand raise?
November 3rd, 2009 at 4:01 pm
Tammy
I use a timer in kindergarten and what a difference it makes!! No more yelling out. “I done.” only after a few minutes of work. I set the timer to the appropriate time, and they begin to work. It frees me up to walk around and help without losing track of time. It also tells my kids to work until the timer goes off.It helps with a specific start and stop time. Once it goes off, they know to stop so I can check their work and if necessary add a couple more minutes or move on to the next activity. I have shared the timer idea with parents and they have commented how great it works for homework, going to bed, and clean-up after playing.
November 3rd, 2009 at 4:21 pm
1. I now give my students the information that they need in order to make the best choice. I usually give them 2 choices and with each choice I give them a consequence. I tell them that the choice is up to them, but I am sure that they will make the right choice and then walk away. Walking away takes the pressure off and so far… making the right choice has out weighed making an inappropriate choice. Still have a couple who need more time to figure it out.
2. My class is quiet during work time and we are getting more accomplished.Focusing on one behavior at a time is much easier that trying to change all at one time. Also, walking away allows the child to think and feel more powerful in making his/her choice.
3.I use a positive rewards system in my classroom. I find that I do a great job in the beginning of the year, but forget to continue passing out “paws”. I will post a giant paw in the classroom to help me remember to pass out the positive behavior paws.
4. My school just started using a school-wide Pride Paw. This reward is giving to other classes that you see doing a great job in the hallway, classroom, lunchroom, and so on. I think it makes a difference to the classes when someone other than their teacher “spots” them doing the right thing. It also establishes team work, as the Pride Paw goes to the class (not an individual).
5. I have used some of the strategies this year. I want to continue using it next year to become better and more comfortable with it. I am still having to refer often to the book and my reference folder which stays close by my side.
November 3rd, 2009 at 4:31 pm
Nickole-
I totally agree with you on students needing structure. Being flexible is great, but my class does best when we talk about our daily agenda the first thing in the morning. They know where we are going (which special), if there are any programs, or if it’s going to be a regular school day. There is a beginning, middle and end to their school day.
November 3rd, 2009 at 4:33 pm
Here is something that we do at my school.
Before leaving the classroom for dismissal, I give them an exit ticket question. It can be anything that we have covered (that day, week…). It’s a great way to review and they know that the sooner they get quiet and answer a question (individually), then they are dismissed. Sometimes to promote listening, I will ask them to repeat what another student just said/answered.It helps them to remember what we did besides eat lunch and play.
November 3rd, 2009 at 5:44 pm
The information learned from the Win-Win session enhances our school’s efforts to improve student behavior. We are now able to look at the root causes of behaviors when addressing student misbehavior. Each grade level uses the Win-Win resources to provide appropriate consequences for misbehavior. We are an Effective School-wide Discipline school. Win/Win provides us with strategies to address the 10% of our students that need additional support. The other ideas I have to use this new learning include having small group sessions with the school counselor for students who prefer particular stances in regards to their behavior choices.
November 3rd, 2009 at 7:39 pm
Beverly Drabik,
I am not an ESL teacher however, I have an ESL kg student this year who only speaks Chinese. I use interactive games with him a lot! He enjoys them so that I make them a part of his reward system. For example, if we were doing an activity on starfall.com and he gets the answers correct I will reward him with a sticker or a piece of candy. He loves it and I’ve already seen a lot of growth.
November 3rd, 2009 at 7:50 pm
Danielle Sommers,
One strategy that has worked for me is the use of a desk chart. I would tape a small chart on the corner of the student’s desk and allow them to help chart their progress/behaviors throughout the day. At the end of the day if he/she met their goal they could get some type of reward (what ever they are interested in). After a while we raised the goal expectations and this continued until the desired behavior was achieved.
November 4th, 2009 at 9:19 am
My post of yesterday afternoon seems to be missing.???
November 4th, 2009 at 10:33 am
I have an additional comment to make. I find that each one of my classes has their own personality. For example, my 2nd block class is extremely hard-working and attentive; however, my 6th block class is very talkative and hyper-active. How can I adjust to the different periods during the same day? I find this very challenging. I noticed I am more strict and aggressive with my 6th block versus my 2nd block. One of my students pointed out in my 6th block class that I am “mean” to them. I don’t want to come across as “mean,” but fair. HELP!?
November 4th, 2009 at 2:27 pm
Response to Danielle Sommers,
I wanted to say that the desk chart does work well if you have students that don’t rip stuff off of their desks. Most kids that get into 4th and 5th grade like to be organized so most will leave things on their desk. It is also great for the students to track their own behaviors so they can be held accountable for those behaviors. I always keep a bag of goodies in the classroom for the children to choose from when they have a 5 day chart without letters or numbers being crossed out. Great work!!!
November 4th, 2009 at 2:31 pm
Response to Linda Molloy
Response tickets are great for exit interviews as well as entrance interviews. Some teachers I have seen have passwords that they have to say, read and so forth to get into the classroom as well as answer a question before leaving the classroom. These interviews for a great quick assessment just for you to have in your head about what you need to work on with your students. I love the way they have to sometimes repeat what someone just said which keeps them quite and focused. Great!!!
November 4th, 2009 at 4:21 pm
Michelle,
I really loved your idea of making a list of all the things you wanted to improve on in the upcoming year. This seems like such a simple concept, but I am a second year teacher and I found myself going into this year feeling incredibly overwhelmed because I knew there was so much I wanted to do differently. I felt like I took tons of summer classes and read tons of books all summer and by the time the first day of school was here, I was so overwhelmed with “new” stuff to try, I couldn’t remember it all! Concentrating on the most important things I feel would probably benefit me more. Thanks!
November 4th, 2009 at 4:36 pm
Barbara,
I noticed you were looking for more ideas for “whole class” reinforcement. I tried Behavior BINGO this year and my kids love it! I put up a laminated hundreds chart, then cut up another hundreds chart and keep those numbers in a container on my desk. We have a poster that tells how to earn numbers on our BINGO. For example, if everyone in the class brings in their homework on time, we choose one number out of the container and fill it in on the “BINGO” board. If the whole class walks quietly in the hall without being reminded then we pick out two numbers. If we get a compliment from the principal, we get three…and so on. There are tons of ways to pick out different amounts of numbers. When we get 10 across, or up and down, then the class votes on a reward. The great thing about this is that it doesn’t require too much time and it takes a significant amount of time to fill in a whole row or column. We have done it once and our class voted on a “sweet treat” and short video.
November 4th, 2009 at 4:44 pm
Danielle,
I, like Rayna, also use individual behavior charts taped to the corner of one or two students’ desks. I tried this last year, but found that I was trying to do it for too many students and it was not consistent…I couldn’t remember all of them! This year, I am only using it with two students and I am finding that it works much better! I have our schedule listed on the chart with pictures to go with each subject and each time we complete a subject, I walk over and put a smiley or sad face for that subject. I have eight topics on the chart and they know that if they get seven or more, then they can either pick out of the treasure box or earn extra computer time. I also make a copy of this and they take it home to show their parents as a way of communicating how their day went.
November 4th, 2009 at 5:14 pm
Response to Michael Botteicher
In response to your “Who’d have thought …”: I was surprised how much I had to teach high school kids about behavior. I mistakenly assumed that they would know how to behave (They do, but they don’t do it). In this respect I think elementary students are easier to train. At 16, 17, 18 they are so full of themselves that no one can tell them anything.
November 4th, 2009 at 5:16 pm
Lauren Harris,
Your tardy notebook seems like it takes care of a lot of secretarial work. I use a notebook only for the kids who sign out to go to the batroom, but never thought about a sign-in book for late comers. Neither had I though that a phone call (UGH!) and detention would be worth pursuing for latecomers.
November 4th, 2009 at 11:17 pm
In response to Linda Molloy – Response Tickets
This is an awesome way to review concepts. This system promotes healthy peer pressure as well. When students are in line and ready to go someplace, nothing keeps them focused like peer pressure. Having the students lined until all have responded sure will flare-up the peer pressure factor. I really like the idea of having the students reflect on the previous reply. When this happens, the students are forced to actively listen. For example, if one student gives an American Symbol, the next has to give another and so forth until all are given. This is an awesome review as well as management strategy.
November 4th, 2009 at 11:31 pm
In Response to David Turner – Student Responsibility
Mr. Turner said, “I also have a system where the children have more ownership in management. This makes them more accountable for their actions.”
Great! I strongly believe students should take ownership. I often remind my students of their responsibility. This responsibility being, maintaining self-control. It works. I often ask when a bad choice is made, “Whose responsibility is it to…” The student will usually reply, “Mine.” I smile and nod my head. They know exactly what to do. That is, make a better choice without my saying.
Win Win taught me to make my expectations explicitly and abundantly clear. Have no loop holes. The students understand expectations and consequences. I have learned to be 100% consistent with my plan of action when expectations are violated.
Collaborating student ownership, clear expectations, and consistent consequences make classroom management less stressful. Win Win taught me to better implement the above factors.
November 5th, 2009 at 9:44 am
Kristen King:
I also think it is really important to make time to follow through with a punishment, and talk to the student about it, but it is certainly hard to find time to do this! By the time that class is over or there are a few extra minutes to talk to the student, the issue might not even seem relevant anymore because some time has passed. However, students need to be held accountable for their actions, and really talking the issue through with them is the only way that will make them truly learn why their behavior was unacceptable.
November 5th, 2009 at 9:47 am
Linda Molloy,
I think the positive rewards system really will make a difference in a classroom. I have one class in particular that I am struggling with this year, and I decided that so often I am speaking negatively to them, and taking away their privileges. I am interested to switch things up, and instead just start rewarding them when they do stay on task and perform adequately in my classroom. I think the incentive of a reward can be more enticing than the threat of a lost privilege. I am going to start the positive reward system in the new nine weeks, and I am really hoping that it is going to work!
November 5th, 2009 at 9:48 am
Lisa,
I love the idea of letting the students pack up a few minutes early, and then conclude the day. I notice that students always start getting restless and anxious about 6-7 minutes before the bell rings. So, if I allow them to just go ahead and pack up, but then bring them back and end the lesson with a quick review or some sort of game, or potentially a ticket-to-leave, they will still end on a positive note, with less distractions. Great advice
November 5th, 2009 at 9:56 am
Amanda Jordan,
I think it’s interesting how you mentioned that sometimes you feel as if you are a peer instead of a teacher. That is actually why I chose to teach at the middle school level – I felt too close in age to the high school seniors. It can be hard to draw those boundaries as well. I feel like I want to be “friends” with my students, but at the same time, they need to respect me as an adult and authority figure. I think it requires us to strike a delicate balance of friend and teacher, because students will learn the best if they respect us as both a teacher and as a person.
November 5th, 2009 at 10:15 am
This is a re-posting of my initial comments, as something went awry the first time.
I’m not sure I learned anything new, but I was reminded of some things we’ve all learned but tend to forget. Much as I would like to have control of the room arrangements, I am an itinerant who teaches in five different classrooms in three schools. In several cases, the space is not ideal for the number of students or for the activities, but my students are pretty resilient and uncomplaining. Actually, I probably have more trouble adapting than they do!
Again, something I wish could work well with my student population, but generally doesn’t, is making an initial parent contact to report good things. Because of different cultural interpretations of such contacts, more often than not, the parent assumes that his.her child has done wrong and summons someone in the household to interpret — usually an older sibling or a relative – sometimes even the student himself. Even reporting not-such-good news can be difficult, because, in some cultures where physical punishment is the norm, the parent may over-react; therefore, I must deliver such messages very carefully.
Overall, however, I experience very little classroom disruption, and when I do, it is often that peer pressure is brought to bear upon the perpetrator. When I need to engage parents, there are usually results.
Something I work to be increasingly aware of was the subject of another workshop from last summer. That is the fact that a student’s physical and emotional needs must be met ifd he/she is to succeed academically. To this end, I advocate for my stuents where there are needs.
One thing I’d like to know how to do better is to turn around that one lone student who brings with him an attitude that can poison the atmosphere of a class. Even peer pressure is not effective on some students, and when class numbers are small, this issue seems to be magnified.
November 5th, 2009 at 12:53 pm
Andrea: I agree with you that a transition signal is very helpful. I had never done this before. This year I started using a train whistle to signal time to wrap things up. It stopped me from having to yell and over-talk. The kids know what to expect when they hear it without me having to repeatedly give instructions.
November 5th, 2009 at 12:55 pm
Jessica: I also agree about the benefit of packing up a little early. In my kindergarten class we used to pack up at the end of the day just prior to dismissal and it was a nightmare. We were all rushing and things got lost. This year I am having them pack up after snack cleanup. They put their belongings next to their desk and leave them there until we leave the room. They are on the carpet at the end o the day anyway so this works well.
Glad this is working for you too.
November 5th, 2009 at 1:15 pm
Andrea,
I love the “Class, Class” idea. It is interesting that something so simple can really make a difference. As instructors we need to remember that complicated or time-consuming is not always better!
November 5th, 2009 at 1:21 pm
Lisa,
I like the music button idea. I also use The Daily 5 – the ideas are simple to implement, but the students are eager to take ownership.
November 5th, 2009 at 1:38 pm
In response to Andrea Belcher’s comment about Daily 5. I have incorporated that this year as well and I love it! I use the chimes as well. It was helpful to begin Daily 5 and CHAMPS at the same time because I was able to use the CHAMPS guide to plan my modeling of Daily 5. I love the chimes to!
November 5th, 2009 at 1:40 pm
Jessica Goodall – The attention signal worked well with my class, and the school actually had planned to have schoolwide attention signals which I found out about when we came back to school. We give a 0 hand signal and that lets the students know that they need to stop talking and listen for the next direction. I agree that hand signals need to be taught early on, I wish I had started other hand signals to use in the classroom at an earlier time in the year as well.
November 5th, 2009 at 2:17 pm
Emily,
I agree that the first lesson should be when the guidelines are implemented. In previous years I have had to try to “retrain” my class with management strategies because I was somewhat inconsistent with expectations and implementation of consequences. I learned my lesson real fast.
November 5th, 2009 at 2:23 pm
David,
I try to use positive reinforcement to extinguish disruptive behavior as well. Punishments may be necessary at times, but students will try to improve their behavior when expectations are set and also when they see other students receiving praise for their efforts. I find they tend to work harder at something when a positive reward is attached to it rather than a fear of losing a privilege or being disciplined.
November 5th, 2009 at 3:33 pm
Q1: This year, I made sure that my students have notebooks neatly organized so that we can transition quickly. Having color coded notebooks really helped the students. I also have a system in which I do a count down as I am counting the students know that they need to work on getting prepared because I will be moving on/
Q2: By implementing a classroom management plan starting on the first day of school and sticking to it has made my class understand responsibility. In the past, I have had trouble with managing my reading groups and for an entire week we practiced proper group behavior. My students understand how they should be working and they know that they are not to interrupt the teacher.
Q3: I use a card system to manage behavior in class and i groups. The thing that i would do differently is change the consequences for the blue card which is the third strike. What I have changed it to know works, but I wish I would have started up with that on day one.
During the class, I won group management cards and I post those up during small group instruction. I really love the cards and the students respond to them very well.
November 5th, 2009 at 3:36 pm
How did the new learning impact instruction?
I’ve become pretty good at leveling the playing field, thus reducing power struggles to almost none.
What did you learn from implementing the classroom management plan in your classroom?
The Champs system enabled me to give a clearer list of expectations, though I’m not very good at keeping up with the change.
What would you do differently the next time you use this plan?
Aside from my struggles with consistency, I want to get better at understanding why a given student is misbehaving — something that’s more challenging when you’re only with them for 30 minutes once a week.
Complete the statement: The other ideas I have to use this new learning in instruction are:
I’d like to try doing more small group work with my music classes. It’s great when I see students helping and teaching their peers!
Complete the statement: Now that I have tried this new learning, I’d like to know how to let go of being a control freak.
November 5th, 2009 at 3:49 pm
I like the timer idea, it teaches them responsibility so they’re not “dilly dallying” because they have to have the task completed by a given time and it teaches them to be respectful of others while their peers are working.
November 5th, 2009 at 3:55 pm
* How did the new learning impact instruction? As an ESL teacher I see my students for a total of 35 minutes at a time, so I usually don’t have the same issues that classroom teachers have. But I do have behaviors that need managing and I have tried to use the win-win discipline methods for several problematic behaviors. In general, I’ve tuned into the ‘7 positions’ descriptions to try and work with those students who just can’t sit still and offer them opportunities to channel their energies. One behavior that I am very pleased to have changed was that of a selective mute student in 1st grade. She refused to speak in a normal voice for 2 years only whispering to get what she needed. I worked on her “avoiding failure” behavior and now she’s speaking in our classroom AND her regular classroom (with the help of the small megaphone at times!). WE are SO excited about that turnaround!!
* What did you learn from implementing the classroom management plan in your classroom? I have learned to make my expectations clear at the start of each activity. I give them verbals cues about the time they have left to complete assignments, and this has helped them stay on task much more so than in the past.
* What would you do differently the next time you use this plan? I don’t have a single plan, because my class changes every 35 minutes, and a new group of kids (K-5) come rolling in with new issues. So I do a lot of dancing to keep up with who’s arriving with what problems that hour.
* The other ideas I have to use this new learning in instruction are to keep my eyes on the win-win displine folder, literally leaving within sight, so I can remind myself to use it whenever problems arise.
* Now that I have tried this new learning, I’d like to know how others have handled reluctant speakers. I spent months trying to coax speech out of one girl, and I see another one every day who refuses to talk, period.
November 5th, 2009 at 4:03 pm
Jessica-
Try the positive reward system. We are the Leopards, so I have a template with my name and a paw. I have two different templates. One is for a single paw. I give these out like crazy… sitting still, being on time, turning in homework, listening… Anything positive that I can catch them doing, they get a paw. They keep them in their paw pouches (a pencil pouch). Every other week they can use their paws to buy something from the treasure box. The other template is the same paw, except it is worth 5. Now that they have been in school longer and most of them “know” the rules, I give out the “5″ when I catch them “following” the rule(s) without a reminder. I hear lots of oooh and ahhhhs when these are passed out. It is not time consuming, as I pass out paws while walking around the room, helping a student… Paws are given to individuals, small groups, and/or whole class. Let me know how it goes. I have had several students/classes that have given me heartburn over the years! It not only works for the kids, but helps me to stay focused on the positive as well.
November 5th, 2009 at 4:06 pm
Another whole group/ team building strategy is to add an element of competition with other classes on your grade level. Linda mentioned the “Pride Paw” earlier… well, the class on each grade level that has the most at the end of the marking period gets a pizza party. We made it even more competitive by announcing weekly which class had the most and how many they had. There’s also an element of surprise because the winning class doesn’t necessarily know how close the other classes are. It’s amazing how quickly behavior can change when the kids have something exciting to work for.
You may not be able to do something like this school-wide, but maybe you could set something up with just your grade level. Especially with older kids, you could ask them for suggestions on what they think the reward should be.
November 5th, 2009 at 4:14 pm
To Kristin D.
I have bus duty every day and we have unbelievable noise levels at times in our hallway. How would you suggest using the silent reading time with students during that time? We’ve got K-5 kids waiting for up to 20 minutes and we get worn out.
November 5th, 2009 at 4:21 pm
To Amanda J.
I don’t worry about being “mean” with students. But to get them to realize your behavior is directly related to theirs….you might play a rating game with the class. Each day at the end of class chart your rating of their overall behavior, and ask them to give you a rating for ‘meanness’….they might see the coorelation if you put it in black and white!
November 5th, 2009 at 5:52 pm
How did the new learning impact instruction?
My classroom is running much better this year. Now I clearly define what behaviors I expect every time I introduce an activity and the consequence for not follow these guidelines. I used to assume that the students would remember their responsibilities especially for daily routines.
November 5th, 2009 at 5:58 pm
response to Michelle Botteicher: I always include a “what to do when you’re finished” instruction and post it on the board which has cut down on the wandering around the room syndrome that soon turns things chaotic.
November 5th, 2009 at 6:52 pm
response to Jackie Lenzi: I agree Jackie, that consistency is key. This year I now have a permanent line-up list and a morning routine that never varies and I’ve found that small changes like these have cleared up many little disputes in my classroom.
November 5th, 2009 at 9:09 pm
How did the new learning impact instruction?
I liked the charts about student work expectations. We made some as a class and I think that it really helped my students to discuss the “what ifs” before things actually happened so that they would know what to do before it actually happened. I also agree with Kathleen, a lot of what we discussed in this session was not so much “new” as it was a reminder of other tools I could be using.
What did you learn from implementing the classroom management plan in your classroom?
This has been a year where I am experimenting with a variety of management techniques. I had a student teacher at the beginning of the year so I tried to model some different instructional methods and methods of catching student attention so that she would have some different things to choose from. I think that when I reflect on my management (it was easier to reflect on my own skills with someone there to compare my skills to!) I realize that I am able to be more consistent across the board after my expectations were set at the beginning of the year.
What would you do differently the next time you use this plan?
I’d like to make more charts in the future in my classroom. We discussed this regarding behavior in this session – setting those expectations before they are actually necessary. I am also implementing the Daily 5, like Rhonda, and am trying to improve my use of VIPs and I-charts.
The other ideas I have to use this new learning in instruction are: I’d really like to try some of the new classroom rewards programs. The classroom behavior bingo idea really excites me.
Now that I have tried this new learning, I’d like to know (how to): I am being my consistent best, but I have a coddled 2nd grader this year that tantrums frequently. We’re not battling, but I don’t feel like his behavior is improving even though he faces consequences each and everyday. What suggestions does anyone have?
November 5th, 2009 at 9:21 pm
Monique and Andrea,
I really liked your idea about the color coded notebooks. During the summer when sales are so good on school supplies I buy class sets of things (folders, notebooks, etc.) so that I can say, “Get out your blue notebook.” However, we still have some problems with those black and white composition books. Now I’m thinking that if I have them color code the edges perhaps it will make it easier to distinguish between them without unpacking their entire desk!
November 5th, 2009 at 11:43 pm
Q1: How did the new learning impact instruction?
I found this workshop to be very beneficial to participate in the summer before my second year of teaching. There was so much I learned though trial and tribulation my first year and was very ready to explore new methods. The biggest thing I took away from the workshop was the importance of taking the time to model and communicate behavior expectations.
Q2: What did you learn from implementing the classroom management plan in your classroom?
I saw a big difference in behavior when I invested the time in communicating and correcting behavior. Because behavior has been less of a concern this year for my class, I am noticing that we are moving through concepts quicker and have time for the fun extras. It is exciting to have a class that can handle working as a team and enjoy doing so!
Q3: What would you do differently the next time you use this plan?
I used the CHAMPS method of communicating behavior, and was able to coordinate it with my classroom camping theme. I created CAMP posters so that students would know what I expected during each type of activity. I noticed that once we got the hang of it and had less behavior problems, I did not always introduce my CAMP poster. Later this year and next year, I will try harder to go over CAMP expectations more often.
The other ideas I have to use this new learning in instruction are: motivational tools like the BINGO board and drawing cards.
Now that I have tried this new learning, I’d like to know: more strategies that second, third or fourth grade teachers use that are easy to implement and effective.
November 5th, 2009 at 11:58 pm
* How did the new learning impact instruction?
It helped me realize that there are reasons behind the behaviors and I look for ways to prevent or reduce the chances of the situation happening.
* What did you learn from implementing the classroom management plan in your classroom? That reminding students of the procedures repeatedly helps prevent many situations from occurring.
* What would you do differently the next time you use this plan?
Use the CHAMPS program for more situations and classroom activities.
* Complete the statement: The other ideas I have to use this new learning in instruction are: instead of pointing out what the student is doing wrong, asking the student if that is the best choice and what would be a better choice.
* Complete the statement: Now that I have tried this new learning, I’d like to know (how to):
get away from using “treats” and rewards for students to do what they should be doing in the first place.
November 6th, 2009 at 12:01 am
Kathleen:
I struggle with the same problem of one student souring the whole bunch. I have a student like this in my class this year and she has really been testing my patience. I’ve been trying to not respond to that behavior and give extra praise to those that are involved and on task. The student in my class ultimately wants attention, positive or negative, so I try to ignore the difficult behavior. I’ve been lucky that this strategy has been pretty effective, but at the same I’d also love to learn a way to possibly discontinue the behavior altogether.
November 6th, 2009 at 12:10 am
Megan:
I have been using the CHAMPS model successfully as well. I noticed you were looking for pictures of your stations. It might be really neat if one day you took pictures of your students at the center. I think it would be very motivating to the students to know that if they were doing a good job, they would get to be the models in the picture of that station. I know that day my centers would literally be picture perfect!
November 6th, 2009 at 8:26 am
Kim-
LOVED the whole class Bingo system!!
I teach Kindergarten and what a great 2 for 1 idea. I can reinforce their good behavior while teaching them their numbers to 100. Any time saving suggestions and making connections to the curriculum is always a plus in my book!
I have 2- 100 posters and can start this on Monday.
Thanks so much!
November 6th, 2009 at 8:47 am
Beverly-
As far as reward systems go you can choose to tie into the rewards systems that the teachers are already using in their classroom or you can use your own reward systems. I know a lot of the teachers (K-3)at our school work on compliments and when a student gets a compliment he earns a token or bean for the whole class! The older grades (4-5) you may want to focus on rewarding individual behavior. You can use our “Celebrating A Twin Hickory Trailblazer” wall to acknowledge a students good behavior! I’ll certainly help you with how to do that if you are interested!
November 6th, 2009 at 9:05 am
Lauren Harris-
Hey Lauren, you may want to try a visual that you can use with each group to help control the noise level. For instance make several paper stop lights, one for each group (laminate them for durability). Then place them in the middle of each group whether its on the floor or at a group of desks. Let students know the system. Green means they are working at the appropriate noise level that you specified, yellow means they are slipping and not following the appropriate noise level, and red means that they were unable to follow directions and have therefore lost the privilege to talk in their group. I think giving ownership to each individual group is easier to manage than as a whole class. It also puts responsibility on the group members that are not using the appropriate tone of voice as opposed to the whole class! Hope this helps! You could also use beans or tokens for each group and as students are unable to work at the specified noise level you take away a bean or a token. At the end of the activity the group with the most beans or tokens gets a homework pass, sticker, treat, etc.
November 6th, 2009 at 2:46 pm
Jessica,
After I have finished group work in my class, I have the students return back to their seats and clean up the area around them. I normally tell them those that are seated and the quietest will leave class first. I use this time to tell them important upcoming announcements.
November 6th, 2009 at 2:57 pm
How did the new learning impact instruction? I changed classroom rules to classroom expectations instead. The CHAMPS system helped me in establishing my expectations and the students know what to do and when. I learned that it is more important to be consistent with whatever plan you use for maximum effectiveness.
What did you learn from implementing the classroom management plan in your classroom? I plan on using the finished, still working, need help system with the folded cards at my centers to cut down on classroom disruptions during groups.
What would you do differently the next time you use this plan? I have not yet tried this.
Complete the statement: The other ideas I have to use this new learning in instruction are:the motivational games for the whole class when they are behaving appropriately
Complete the statement: Now that I have tried this new learning, I’d like to know (how to): more strategies on how to effectively manage students with diagnosed behavior issues
November 6th, 2009 at 3:19 pm
@ Nicole’s post on Nov. 8th.. I would like to know more about the late work binder. So far I have had many students absent, including myself due to illness so we are backed up with the missing work and late assignments. One of my goals this year is to be more organized with the mounds of student work that I receive each day and this sounds like a good idea.
November 6th, 2009 at 4:15 pm
Scott,
I noticed you mention that you feel like you have to teach the boys in your class how to be a “gentleman.” At my school, they have an after school program for ladies, which could be easily done for boys. The program is called C.L.A.S.S.Y standing for Creating Ladylike Attitudes with Sophisticated Success for Young Ladies. I know that is a long name, but during this program they teach the ladies various values like self-esteem and confidence. The ladies also have days they have to dress up, and they put on events for the school. The sponsors keep track of the ladies grades, and the students have to get a behavior charts filled out by all of their teachers. I know it sounds a lot, but many ladies are involved and have grown from this program. All grade levels can apply to be in the program, and only a few are chosen.
November 6th, 2009 at 4:19 pm
Chris,
The tardy book is not as complicated as you think. All I have is a notebook with a piece of paper for each period. Each sheet has a chart for a name and three dates. When a student is late with out a pass, they go over and sign it and date it themselves. The first time is a warning. After that warning, I normally do not have any problems with any of the students. We have a policy at our school that after 3 unexcused tardies the students get a detention. This is to help with documentation. I have only had to call about 3 or 4 parents for a 2nd tardy,and I have only given out 1 detention for tardy. Calling parents help the parents to know what is going on with their student. It might seem like a lot, but it gets my students to class on time instead of joking around in the halls
November 6th, 2009 at 6:42 pm
How did the new learning impact instruction?
I have become much more mindful of not only the behavior of the students, but also their word choice. What I would consider “proper behavior” is more fluid and more easily learnable when focussed on than was expected.
What did you learn from implementing the classroom management plan in your classroom?
Students police themselves. they value honesty as well as fairness. They would rather have consistency than complexity.
What would you do differently the next time you use this plan?
I will be more comfortable with the time it takes, and not rush so much – to forgive my personal expectations for behavior, and “ramp up” theirs…
Complete the statement: The other ideas I have to use this new learning in instruction are:
Understanding the depth of what respect means. …and to work more on creating a soothing learning environment.
Complete the statement: Now that I have tried this new learning, I’d like to know (how to):
…maintain a middle ground between “can hear a pin drop” silence and bedlam…
November 6th, 2009 at 10:23 pm
I also call my parents as a part of my discipline plan. This group that I have this year seems to need it. I have them go to the phone and explain why they have to talk to parent/guardian during the day. I tell their parent that their child is in need of positive redirection to help them succeed and make it through the day. Doing this along with Champs has shown some progress. The key is to be consistent in what I am doing. Before the year is out, I do plan to implement the ideas given. I believe in switching it up, but the main thing is that discipline is being reinforced. Some students respond differently to various methods. Therefore I would like to see which one or ones work the best.
November 7th, 2009 at 5:56 pm
How did the new learning impact instruction?
As a first year teacher, my new learning from the Classroom Management course has been incredibly beneficial. I am more organized, and I recognize better strategies for getting my students to complete the task at hand.
What did you learn from implementing the classroom management plan in your classroom?
I learned how essential it is to not only post the rules and procedures in the classroom, but to also repeat, repeat, and repeat. Students now understand how we can run a classroom effectively by following the rules and procedures in place.
What would you do differently the next time you use this plan?
I would make sure that my students have more time to practice the rules and procedures for the first few weeks of school. It is one thing to simply post the rules around the classroom or tell students the rules and procedures, but until they have actually practiced them, they cannot properly sink in.
Complete the statement: The other ideas I have to use this new learning in instruction are:
CHAMP, which has made the process of group work much easier.
Complete the statement: Now that I have tried this new learning, I’d like to know (how to):
work more with students who may have IEPs or are ESL, while in a classroom full of other students.
November 7th, 2009 at 6:01 pm
@ Shalone
I, too, have implemented the CHAMP model. My students, as well as myself, have a much better idea of what to expect while in groups and other procedures in the classroom. Additionally, I made the group placards for use in groups, and honestly, my students disliked them. They would forget to turn the cards or would just ask for help anyway without turning them.
November 7th, 2009 at 6:08 pm
@ Leanne
I have noticed how effective it is to simply remind students of procedures, as well. It is, perhaps, the most successful strategy I have used thus far, but when repeated again and again, students understand what rules and procedures we have in place. I do need to work on getting students to practice these rules and procedures earlier in the year, but I have found discipline issues to not be as problematic.
November 7th, 2009 at 8:56 pm
* How did the new learning impact instruction?
The new learning impacted my instruction by reminding me that everyone comes to class with a different set of baggage. I, as a teacher, am responsible for helping the student cope in the classroom and trying to understand why the student is behaving in a disruptive manner and help him/her find alternative and/or non-disruptive behaviors. I had a student that appeared to be disinterested about math class. After getting to know him, I discovered that he is actually scared of “looking stupid”. He shared that he has always had a difficult time with math. Once I started tutoring him, he came around and is now a positive influence in the classroom.
* What did you learn from implementing the classroom management plan in your classroom?
It begins before the student walks in the door; everything to implement the rules and procedures needs to be in place prior to the 1st day of school. The first week of school needs to be dedicated to teach all the rules and procedures. It is crucial that the students know you mean business. Classroom management comes before everything, because without it, you cannot effectively teach.
* What would you do differently the next time you use this plan?
As the year goes by, I am making notes to update and/or revise my plan for next year. I have a feeling it will always be a work in progress, constantly being refined.
* Complete the statement: The other ideas I have to use this new learning in instruction are: making sure I leave enough time at the end of class to allow them to get packed up and clean up. I did not do this initially, however, I implemented this about 6 weeks ago. Once I this became part of the routine, the end of class transition became much smoother. We still have time for a quick game or exit slip, and what can be a hectic transition is calm and relaxed.
* Complete the statement: Now that I have tried this new learning, I’d like to know (how to): if there is a SchoolSpace group we can form and share our CHAMPs with one another. I have created some, but am still working on them. It would be nice to share, and not always recreate the wheel.
November 7th, 2009 at 9:04 pm
Nicole, I totally agree that you have to be organized. If I am not organized, I feel like I don’t have the full ability to change things up when needed. Also, keeping up with the tardies and bathroom passes has been great. I printed our a 9 week roster and mark BR or T as it occurs. It is so easy to look at my chart and check it. It is also a good tool when meeting with the student and/or parent.
November 7th, 2009 at 9:26 pm
Kendall, I love your idea about the tickets. What an easy motivating tool. I am going to implement that in my class. Collect them and at the end of every week, I will pull a name out for a prize.
November 7th, 2009 at 9:28 pm
Linda, I want to use your idea with a exit slip as my students are in line waiting to leave, whether it is to the cafeteria, the auditorium, or the end or class. What a fun and great way to continue the learning and assessment.
November 8th, 2009 at 8:33 am
Response to Erika Stockner
I agree with Erika about the importance to having the students write the rules with you. I am teaching 2nd grade for the first time this year and I was curious how well it would go with asking them to come up with the rules. I found that they did a wonderful job of coming up with things that were important to them, some of which I wouldn’t have put into the rules myself, but were important to them. I also had all the students sign the rules and explained to them that because they signed the rules, they need to be sure they follow through with them.
November 8th, 2009 at 8:42 am
Response to Elizabeth Gaglio
I really liked the idea of the CAMP posters in the classroom! I like that you have that as a classroom theme and was able to incorporate your expectations into that theme. I have used the CHAMP idea to some extent in my classroom but I want to be able to use it more effectively in the future.
November 8th, 2009 at 3:34 pm
Linda,
Thank you for sharing your idea about using a timer,that is a great idea. I will try that in my KG ESL classes, that will really help them with time management and give me time to walk around to see how they are doing their work. Some children tend to rush and not do so well and this may help them to slow down and check their work.
November 8th, 2009 at 3:46 pm
Eileen,
Good to see a post from another ESL teacher. I also have a few students who are reluctant speakers, and I think it will just happen naturally and not force it. I noticed when I compliment my “silent” students they respond a little better. I try to build up their confidence. I have found some songs for them to learn and we can sing in class to learn vocabulary.
I also found that the “7 postions” helped me with those students who can’t sit still or are constantly playing with pencils/markers and disturbing the class. I also make clear of my expectations with each class, they need to hear it and see it. I also find myself having to go over the rules more often, since some students I only see once a week.
November 8th, 2009 at 7:17 pm
In response to all the teachers who said that their classes are more organized and run more smoothly now that they use WinWin strategies in their classrooms, I have to totally agree! Having my students fully aware of classroom schedules, expectations, and procedures leads to more on-task behavior, more confident students, higher quality work, and easier transitions from one subject to another. My daily schedule is clearly written on the board every day and students know what to expect and how to proceed in each subject and resource throughout the day.
November 8th, 2009 at 7:34 pm
This is in response to Elizabeth Gaglio who is struggling with a student who is always striving for attention, good or bad. Unfortunately I have about 4 students in my class who fit the same mold. While the rest of the class is doing what they are supposed to be doing, these 4 students wander around the room, socialize, distract others, and have trouble completing assignments. Since I’ve been teaching I have used a sticker reward system that promotes and recognizes only good behavior. Throughout the day, as students are entering the room for morning work, working in small groups to complete a task, working independently, on the playground etc., I give stickers to those I see following procedures, working well with others, talking at the appropriate voice level, showing good sportsmanship, helping another student, etc., etc. As I place the stickers on their charts, I tell them exactly why they earned it and thank them for helping the class be a pleasant place to be. I have noticed that students who don’t get stickers always tell me that I forgot about them, to which I respond, “I have not forgotten about you, you have forgotten to follow the procedures in the class. I need you to think about what you were just doing and identify why you didn’t earn a sticker so that next time you will”.
When students have filled their sticker charts, they get to go to Mulligan’s Mall, which is filled with small toys, books, candy, and activities they have “worked for” to earn. Each completed sticker chart is displayed on the wall and the person with the most filled sticker charts at the end of the year gets a gift certificate to McDonalds.
I have found this to be a very effective system that motivates students to do the right things and think about what they may be doing wrong when they don’t. A trip to the “Mall” is exciting to them and the friendly competition to complete the most sticker charts for the year-end prize, keeps them interested year long.
November 8th, 2009 at 7:39 pm
Ashley Lewis: to work with those that have an IEP you can
1. move their seats
2. walk around the room
3. use physical ques
4. review the champs model each time you do work
5. Review your rules after every holiday (especially Thanksgiving and winter break.
6. If you have a S level collab then use the history alive notebooks and make them write down the rules in the beginning and make them look at them when you review (I do this a lot).
7. If the cards are not working try something else (maybe just a green and red card for finished or need help).
November 8th, 2009 at 7:49 pm
Gary,
I aggree that students police themselves. Many tend to tell other students to cut it out and so forth. I also aggree that they want consistentcy and fairness more than anything. It can be hard to be consistent, but I make that a goal for every year. I think another goal I need to work on is policing the computers. This can be hard as I did a blog the other day and students wrote inapproprate words and ideas.
I also have a problem with rushing as I always think they should just do whatever, when at times they just don’t get it. I have to move past why and just deal.
November 8th, 2009 at 7:59 pm
Kim-
Sounds like you have some great places to use the exit ticket.
It only takes as long or short as your time allows.
Good Luck!
Hope it works as well for you as it does for me!
November 8th, 2009 at 9:24 pm
Michelle,
I too had issues with the voice level in my first grade classroom, particularly during any kind of seatwork activity. In order to try to keep students on task, I assigned each table group a color and laminated a piece of construction paper to go with each table group. I posted the construction paper to the wall and give the table groups points when they are on task. At the end of the week the table group with the most points gets a treat. Now all I have to say is “I was looking for a group to give a point to…” and the room is immediately silent and back on track. It also reinforces tallying and comparing amounts which is something we’re working on in first grade.
November 8th, 2009 at 9:24 pm
Jessica,
I also stock up on school supplies during the summer while they’re really cheap. This year is my first year in first grade and I wasn’t sure what all of the supplies on our supply list would be used for and colors for notebooks weren’t specified. In order to help my students identify which notebook is needed for an activity I have printed their names in different colors on mailing or address labels. I have also added clip art to some of the labels so that they know exactly which notebook to get out. We were losing so much time trying to find the right materials that these labels (although time consuming at the beginning of the year) have become a lifesaver!
November 9th, 2009 at 9:59 am
Elizabeth,
Thank you for responding to my dilemma about one student affecting an otherwise-great class. I am doing everything you mentioned except that I’m not very good at ignoring such behaviors. I really need to work on that, as I know that the offending student knows how to get my attention. I did have a conversation with his mother. Apperently the student has a long history of such behavior, but it is little comfort to know that this isn’t just happening in my class.
November 9th, 2009 at 10:11 am
Responding to Gary Coletti:
Gary, it is interesting that you want to know how to maintian a good balance between “hearing a pin drop” and bedlam. That is difficult for me, as well – especially so because I have been blessed (or cursed) with super-sensitive hearing. I am learning to sort out the constructive noise (students working together to solve problems, but at a higher volume than I would use, personally) from the disruptive noise (students who are off task, either individually or collectively. This requires that I listen very attentively when they are working.
November 9th, 2009 at 11:06 am
Kendall,
I see what you mean with the students getting too used to a signal. Because of that, I do try not to use it too much. I try other ways of getting their attention too like turning the light off, clapping a rhythm with the younger ones, and just standing silently and waiting when they are being disruptive and they usually become quiet and notice that I am waiting for them and I will not begin until they are quiet. I also compliment the ones who are being very good in order to encourage the ones who are off-task to get themselves together.
November 9th, 2009 at 11:26 am
Eileen,
I have parent pick-up duty in the afternoon and for that, we have probably 40 or more K-5 kids in the hallway and it can get very loud. We still tell them that they have 3 choices: they can sit silently, read a book silently, or begin their homework. We explain that talking is not a choice. If they do talk, we have a school-wide disciplinary system called PRIDE checks. A PRIDE check is a bad thing. We have PRIDE parties at the end of each nine weeks and if they have a certain number of PRIDE checks, they cannot go. But what you could do maybe is write their name down and then the next day they will have silent lunch or another appropriate disciplinary action. I know that it is really difficult getting them to be quiet at the end of the day for dismissal. We are still working on it. But having disciplinary actions tied to their behavior at dismissal is effective. When we begin to give out our PRIDE checks, the students straighten up and behave pretty quickly because they know that we mean business.
November 9th, 2009 at 4:08 pm
Kristen,
I have an idea to take pictures of the children following the rules and posting these pictures for all to see classmates making good choices.
November 9th, 2009 at 4:08 pm
Michelle,
I like the idea of making cards with directions for literacy centers.
November 9th, 2009 at 4:54 pm
Lindsay Helquist:
Hello, what is the seven indicators for behavior rating? I was wondering how does this idea work? This sounds like a great idea.
November 9th, 2009 at 4:57 pm
I really like the conversation level chart, I have used that several times in class and the students know the number level now. Also, the bell work is going smoothly as well. Any suggestions for a hands on bell work activity?
November 9th, 2009 at 5:47 pm
Karen Moody mentioned creating a Tardy Log. I think this is a great idea for maintaining data. If you are called into a meeting where they ask you is attendance is an issue, you have the answer at your finger tips. I would also be interested to see if being tardy has an effect on behavior. Would your tardy log be displayed for the class or kept just for your records?
November 9th, 2009 at 5:51 pm
I really liked Danielle Sommers acronyms for CHAMPS. What grade did you use these for? I teach first and would like to develop some sort of acronym for this that I could use with nonverbal cues to redirect behaviors. Any suggestions?
November 9th, 2009 at 8:36 pm
Response to Lucy Trott:
I absolutely agree with your suggestion of allowing 5th graders to come up with classroom rules and expectations. They are far more likely to follow and respect concepts that they themselves came up with! I think we all have issues contacting parents and it seems a lot more important to speak with them about the negatives and we really should share more of the positives, too.
November 9th, 2009 at 8:51 pm
Response to Candace Atkins:
As an Exceptional Education teacher that needs to document all progress and efforts, I love the thought of developing a chart to record data to use when doing report cards, Child Study, or for use when conferencing with parents. That would obviously be something concrete for them to see and appreciate what is occurring with their child.
November 10th, 2009 at 11:12 am
Linda Molloy-
I also have been giving two choices and letting the student know the consequences of each choice For many children it works well, but there are a few that freeze and can’t seem to make the choice when I am looking at them. I like your idea of walking away to take the pressure off. I will try it that way. I also like your idea of posting the paw as a visual reminder to yourself. Our school started a “mustang buck” program this year, and like you I started off strong, but now forget too often. I will post a giant buck in my room. It will be a reminder for me and the students! Thanks for the ideas.
November 10th, 2009 at 1:03 pm
I have to comment on the teachers that have discussed the revisiting of rules and protocol. As a physical educator, we do that all year long because we see the students so infrequently. I forget that you wouldn’t revisit these rules if you have the students every day. But, it must be effective since it does work for me, and I’ve always done it unknowingly.
November 10th, 2009 at 1:07 pm
I would like to comment on the teachers that have discussed the noise level of their classroom. I feel like it is sometimes a personal preference and reflects some of the personality of the teacher. I am VERY loud and have a high tolerance for noise. But, I guess that is to be expected with p.e.
November 10th, 2009 at 1:42 pm
* How did the new learning impact instruction?
I learned that a lot of the frustration I had been experiencing in managing my classroom was shared by my students, because I didn’t give clear enough directions when we began activities. I now know not to assume that students will know to speak only to their partners during group work, or to raise their hands to leave their seat. Before I just expected them to know things and became annoyed when they didn’t, and they became frustrated with me nagging them to do things that I never established as rules and made clear consequences for.
* What did you learn from implementing the classroom management plan in your classroom?
I learned that when given appropriate directions, most students will strive to complete the activity provided in the way that the teacher asks, making it easier to supervise and help students, and to re-cue the few students who are off-task.
* What would you do differently the next time you use this plan?
Right now I’m trying to establish clear incentives and consequences, so that next time I use this plan students will immediately know to follow directions in order to get incentives, and to avoid consequences.
* Complete the statement: The other ideas I have to use this new learning in instruction are:
I would like to establish a mini, year-round “economy” in my classroom, where students get salaries for the whole year and get more “money”for good behavior, and lose “money” for bad behavior. This will require a lot of maintenance, but I feel it would be a great lesson, especially as I teach civics and economics.
* Complete the statement: Now that I have tried this new learning, I’d like to know (how to):
November 10th, 2009 at 5:04 pm
Jackie,
I love that idea! I take pictures all year long of my students and make a slideshow for them at the end of the year so that won’t be too hard for me to do! Thanks! I have a door that could be decorated perfectly with their pictuers! They will love that.
November 10th, 2009 at 5:15 pm
For those that have problems with noise in their classrooms while students are working I have found that playing relaxing classical music helps! I usually do this when they are writing or completing activities that I don’t want there to be talking. If it is a fun assignment I even play the music they love to hear and can sing to. They always ask if I am going to put on the music!
November 10th, 2009 at 5:46 pm
Erika,
That’s a great idea with the mailing labels. I’m slightly addicted to labels, also, and label everything with my children’s names this year. I also have found this year (just a tip) that if I pull pages out of the math books in chapters and collate the pages prior to teaching the chapter that this is a time saver, also. This was one of my largest time losses last year and being able to just hand out the pages has saved me a tremendous amount of time versus trying to flip and find the correct pages last year.
November 10th, 2009 at 5:56 pm
Eileen,
Although I don’t teach ESL, I usually have about 1 child per year who absolutely refuses to speak. When they do open up there’s nothing that comes out that a human can actually hear. I try to be really positive when they do speak, encourage even the little whispers and small comments, and I’ve found that usually my other students are equally positive after they figure out that this child is either shy or sometimes struggling with English (I had a student last year that spoke about 4 words of English). I also am somewhat silly with my students (2nd grade) and pretend like I’m old and deaf (true) and sometimes this loosens their tounges a little bit more. I tell all of my kids to speak up so it’s not like this is unusual to hear in my classroom. Good luck!
November 10th, 2009 at 7:43 pm
Lee Anne,
I agree with your statement regarding the impact that it has on the level of organization in the classroom. Having these strategies implemented on a schoolwide level as truly had an impact on the level of noise and activity that is found in classrooms. Students are more aware of what is expected of them in a behavioral sense. Good Job!
November 10th, 2009 at 7:46 pm
I like your idea of having students illustrate the rules. We created a passport book to use with our students once they were taught the school rules. As you shared, it provide a visual that students could use to help reinforce the expectations.
November 10th, 2009 at 7:47 pm
To Lee Anne and Kristen,
I replied to you post under your own names. Sorry about that.
November 10th, 2009 at 8:08 pm
I think that it is great that almost every teacher that responded speaks of consistency. This is paramount across the board, whether we are speaking of Kindergarteners or 5 th graders, general ed students or special ed students. They all need and prosper from consistency.
November 10th, 2009 at 8:14 pm
I absolutely love Lauren’s C.L.A.S.S.Y program and would love to see something like this at my school. There is nothing that can complement a child in their performance that is any more effective than an elevation of their self-esteem. I went to an all women’s college so I am a bit partial to teaching the girl’s etiquette and letting them see their potential!
November 10th, 2009 at 8:54 pm
Many teachers have commented on staying committed to whatever plan they implement. As a resource teacher, it is easy to see which teachers remain consistent in, and dedicated to following and revisiting the rules. There are plenty of classes who come into the art room who have the potential of being “out of control” on a daily basis. But, when the teacher reinforces the every day rules regularly, there are far less issues when they come to resources.
November 10th, 2009 at 9:03 pm
Amanda, Melanie, (and many others)
I love the you make such an effort to contact parents. I know anytime there is an issue in my room, things are handled with much more ease when there has already been parent contact. Unfortunately for me, because I see every student in the school (where there is not much parent involvement) my parent contact is often started when there is an issue. It is difficult to build strong relationships with parents when the first meeting may be strained due to behavior issues, which often lead to a negative impression of the teacher or class. What is the best way others have found to handle a parent meeting where there are already negative impressions held by the parent?
November 10th, 2009 at 9:04 pm
Hello Jessica, I agree with you for rewarding students for doing the right thing. Depending on your grade level, this is a wonderful change of pace. Since you felt the need to take this course, I’m going to assume that we have a similar school environment. When I taught 4th grade, 90% of the students responded extremely well with that method of discipline. From my experience, the students wanted to do well, and when they were being noticed for doing well, they really gave a great effort to continue doing things well. The other 10%. Well, let’s just say, they needed to know that they would be punished too, and I learned that if I set the punishment before hand, it made the transition into reprimand smoother, because they knew what the consequence would be to said act. So, even though I rewarded positive behavior more, I did not completely disregard bad behavior. I found that if I did, the students would continue to do the bad behavior, because they thought they were getting off the hook, free of punishment.
November 10th, 2009 at 9:11 pm
I agree with David’s comment to Kent regarding positive reinforcement working better than punishment. I’ve had problems with students staying QUIETLY on task during table work. This year I’ve implemented a table plan. Each table has opportunities to earn pom-poms for staying on task quietly. I will set the timer for 3 minutes and at the end give each quiet table a pom-pom. When a table has 13 pom-poms in it’s jar, those students can choose something from my treasure box. There isn’t competition of table against table because more than one table can get the pom-pom. Instead the students encourage each other to stay quiet increasing a sense of team work. This works much better for me than trying to keep up with individual talkers.
November 10th, 2009 at 9:14 pm
Linda, thank you for your comments. I have realized that I need to revisit walking away from conflict, and allowing the child to make the appropriate choice on his/her own. I implemented at the beginning of the year, and it worked well with one student. Then a new student came in, after I had established my routines and that student is requiring much more of my efforts. At the beginning of the year, this wasn’t a problem, because we had time set aside for reviewing rules and practicing them, however, now we are on a tight schedule and it always feels like I’m playing “catch up”, so the patience factor isn’t as strong as it once was. However, reading your post reminded me of how well the strategy works, and I will begin to apply it more aggressively with this student.
November 11th, 2009 at 9:29 am
NIckole- I love the idea of keeping a chart for when it comes to Child Study or Report cards. Seems like a very proactive way to save time in the end, and to be organized. As Child Study Chair, I love that idea!!!
November 11th, 2009 at 9:30 am
Erika- I agree with what you said about behavior being different in resource classes. At our school, the resource teachers use the same discipline system that the teachers use (ie. if they move a color in a particular classroom, the resource teacher keeps track of that and lets the teacher know when they pick up the kids.) They also use the same reward system as the classrooms and school uses, which helps with the consistency!
November 11th, 2009 at 9:32 am
Kristin, I love the idea of the classical music! It certainly calms me down, and some of our classrooms use it, and the kids are much calmer in there and more receptive to learning. Great idea!
November 11th, 2009 at 12:54 pm
Kristin and Emily,
I have recently started to play classical music for my students during test, after being requested to do so. It tended to help them concentrate more and it kept them more quiet and relaxed. Many explained to me, that the silence was too loud! Does anyone have any good strategies for positive reinforcements for the high school level??
November 11th, 2009 at 2:59 pm
Miss Finch,
I think we are both in accord that consistency is often more of a goal for striving than a “perfect routine from day one”. Sometimes, I think it helps to build up many ideas for coming years, and to focus on one consistency at a time. Two examples that I am constantly dealing with is
a) reading
b) taking meaningful notes, not COPYING notes
If you or anyone have found routines that encourage reading quietly over a period of time and retaining what is read AND/OR students thinking about notes that they take… I would love to know about them.
The rushing management is interesting – I,too, have found a split between those students who do “get it” and those whose interests lie elsewhere beyond what is taught.
Maybe providing multiple levels of work – for the studious – mopre open ended tasks that pique curiosity – and for those not “getting it” – a more concrete approach that they might appreciate? Unfortunately, I think classroom management is part of the cases-by-cases in classes, and there is no “silver bullet” we can share.
November 11th, 2009 at 3:04 pm
Kristin –
I have recently tried collecting music for students to study by – I am trying to find music that is motivational yet soothing, instrumental but not boring, and connected to world cultures (since we talk of meditation, and study the art and music of many time periods) – does anyone have specific recommendations of a possible clearing house or list of suggestions for music that fulfills this? …and for those who have tried it – does it truly help or hinder?
Thanks!!!
Gary
November 11th, 2009 at 3:18 pm
Nicole,
I love your idea about playing classical music! I also draw from my own collection of folk music and link it to certain readings and lessons. I find that many students think they like only one type of music – usually rap. but they find out that they really haven’t been exposed to different music genres. Just don’t use the words “classical Music” or they may automatically thiink they don’t like it!
November 11th, 2009 at 3:23 pm
Nicole and Lauren,
I am an itinerant, and I am in a couple of schools that have implemented the CLASSY or the Gentlemen by Choice programs. I think they are very effective with the participating students and will hopefully have a ripple effect on the demeanor of the etire school.
November 12th, 2009 at 12:07 am
1. How did the new learning impact instruction?
I am more consistent with my daily routine and class structure. My students know exactly what to do when they enter my room. Instructions are written on the board and modeled for students so there is less confusions and questions asked. Students are timed for each task, leaving no time to fool around or waste.
2. What did you learn from implementing the classroom management plan in your classroom?
Being consistent is a major factor in classroom management. I learned that students respond positively to structure. Having a plan and sticking with it helps the day run more smoothly.
3. What would you do differently the next time you use this plan?
Using more hand signals / hand clapping and less verbal cues. Adding incentives and focusing on positive behavior rather than the negative.
4. Complete this statement: The other ideas I have to use this new learning in instruction…
I would have to say dividing the 90 minute lesson effectively. Making a conscious effort to stick to the 40%-35%-25% formula. Documenting negative behavior and parent contact is a work in progress.
5. Complete this statement: Now that I have tried this new learning I’d like to know how…
Other teachers are using the strategies, new ideas the can contribute, and their success.
November 12th, 2009 at 12:24 am
Linda,
I also think a positive reward system makes a huge difference in our class and how students respond. Often we spend too much time focusing on negative behavior that we forget those who are doing their best. I am always looking for different ideas in rewarding my students. Thanks for sharing!
November 12th, 2009 at 12:27 am
Nicole,
Using music in class is an excellent idea! I often incorporate music in my curriculum whether it’s classical or jazz. Students love to work to the beat of something. It’s calming affect contributes to a productive environment.