One of the most valuable things I learned at this workshop was the proper way to arrange my room. It’s was such a simple thing, and yet, I had never thought of it. By moving my desk to the back of the room and arranging the student desks so I am only one to three steps away from a child at any time, has made a world of difference. I have far fewer problems with off-task behavior, including cell phone use. I’m able to focus more on delivering the lesson and less on classrooom management.
I have also implemented the noise levels criteria suggested in the training. Unfortunately, I wanted until the 2nd or 3rd week to do so, and it has proven a struggle to implement. Next time, I will stress that from the start.
However, I do have a group of “problem children” in one block. They all seemed convinced that whatever comes into their minds must come out of their mouths. They make a daily habit of insulting one another and tryiung to “one-up” each other on the comments. I have called parents repeatedly and have gotten strong support from them, but the behaviors have not gotten better overall. In fact, for some of the students, it has gotten worse. I am open to suggestions in this area. I don’t want to write them up because they will learn little when assigned to PEP; however, I will not sacrifice the rest of my students for the five.
Hi, Sarah-Ann.
Hope things are going well for you as the 1st nine weeks comes to a close. As for your problem children, I have one little suggestion that I’ve found works well. If your students have an agenda or a homework folder of any type, start a behavior feedback chart on it. It can be as tiny as you drawing a little smiley face or a sad face for a bad day on the day that they were in your class. The parent should be aware of this process so that they can stay in the loop with daily behavior changes. If you don’t want to involve the parents, you and the child can work out an agreement of your own that if he/she gets all smiley faces for week, he will get a reward. You can also use stamps instead of smiley faces. Just a thought .
Good luck!
Marilyn
Room arrangement does seem to help or hinder discipline. Glad to see that your new arrangement has been helping so much. Those problem children just need to have one or two students assigned to PEP and then they will realize that their continued behavior will have some unpleasant consequences. The out of school world has unpleasant consequences for continued disruptive behavior and school is truly the one safe place to learn the consequence lesson.
I must comment on room arrangement. This seems to make all the difference. I’ve changed my room several times. I find this works because as my students grow academically as well as socially, their behaviors changes. Many of behavior changes are for the best. This new method of making better choices, changes the demographics in the pod. This cause friction with students that thought student X was on “their side.”
When this happens, I realize how well a well thought out room arrangement really does effect student choices and response to each other. Activities accepted in one pod may not be accepted in another. I use this to my advantage. Students ofter react quickly to a students actions verses the teachers.
Another very important impact on my classroom has been the ABC’s on Discipline Workshop. Learning to identify negative triggers very quickly has helped me to defuse much of what could be a crises. Classroom management has become less challenging. My kids are responded well. I take the time to validate whatever they feel. Regardless to how wrong the feeling may be, I validate first. After, I directly address the behavior and leave the situation. I don’t stand and have a debate or discussion. I validate, explain a better choice, remind of expectation, and move forward. A large percentage of the time, the situation is resolved without any further disruptions.
The Disciple Workshop had a very positive impact on my classroom.
I wanted to discuss your ideas about room arrangement. That is one area that seems to be a consistent issue in most classes especially at HSES. We sort of use Keagan strategies and then pair them by their strengths and weakneeses and so forth. Usually when we pair them by their academic knowledge and skills we tend to have behavior issues. So I think it is really trail and error to see what works in each classroom.
Most everyone has commented on the triggers that happen in our classroom to cause such huge behavior problems. One, we are not with the students every minute of every day. I find that most behavior problems happen when they are at lunch, library, recess, art, music or P.E., so as a teacher I wind up spending 20 minutes after specials trying to figure out what went wrong. Here at HSES we have tried to use common procedures for discipline problems but somehow it never works out as planned. In my classroom problems are handled then and there and It seems to be working. This class has been a great asset to my classroom.
To be truthful, I’m not sure I had any “new learning’ in this workshop. But it was of value to be reminded of the things we all should be practicing. One thing I wish I could implement, but I can’t, is the issue of room arrangement. This is because I am an itinerant and I work in five different classroom in three schools. In none of these rooms do I have the freedom to re-arrange the room. In one room, there is actual, comfortable workspace for six or eight students and I have ten. We make do, but it is tight. The students — except for one, are quite understanding of the situation and tolerant, considering that they are middle-schoolers!
I would love to be able to make good use ofthe ‘initial contact to all parents” but the vast majority of my students’ parents speak little or no English. When I do make contact with a parent, the usual scenario is that the parents assume the worst and summon a child to translate. It is usually my student himself. or herself. (We do have translators available, but for serious matters.) When I have needed to contact parents in the past, it has usually been for matters not as serious as the parents might think, and, because parents from some cultures are more disposed to use physical punishment, I truly hesitate to make contact without a great effort to couch the information in much positive data as well.
Insofar as other ideas, another workshop I attended during the summer was “Promoting a Positive Behavioral Environment.” From this workshop I learned, or rather, was reminded of how important it is to attend to the emotional needs of the students before we can expect an appropriate academic environment.
The one thing that I still struggle with is that every year I have one or two students who have self-defeating behaviors and/or attitudes. Because these students more often than not act out their negative feelings, it can have a detrimental effect on the majority who want to learn. In these cases, it’s not that the others play along, Rather, the othhers are actually annoyed by these behaviors. How do I work to turn these negatives into positives — not condoning the behaviors, but changing their attitudes without giving in to the manipulative behaviors. Again, while I have made parental contacts, in at least one case, I am concerned about a parent responding with physical discipline.
I really liked the idea of the chronic misbehavior plan. Is there anyway I can get a copy of that? Also, can you explain it a bit more. I liked your CHAMPS as well. I am doing mine over break, I am not in health that much, but when we come back I am going to be doing more group work and need that to be posted. Do you just hang in on the board?
I like the idea of the name hats, cause i do have the same students raising their hands all the time. How does this work?
Also–can anyone help me out I have a lot of ED students in one class and sometimes they just can not act right and I end up dealing with them all class. I have called the parents and I am about to write referrals, but I am trying to work with them.
Barbara- Thanks for the advice for the timer, I have been using it.
I need help also, one class is talkative and not listening and other ones are quiet and do their work, so of course I am being mean as they say. Would a CHAMPS idea work better for this type of class even for a classroom behavior CHAMPS? Any thoughts?
How did the new learning impact instruction?
This class helped to cover some of the times that were difficult to manage – end of the day, checking h/w, unpacking, missing work.
What did you learn from implementing the classroom management plan in your classroom?
I learned that I need to take the time to set up what is needed for the follow through and that the time spent is not a negative, but rather a positive.
What would you do differently the next time you use this plan?
I plan to continue with what I have in place and add more to it for next year.
Complete the statement: The other ideas I have to use this new learning in instruction are: A more defined discipline plan.
Complete the statement: Now that I have tried this new learning, I’d like to know (how to): Nothing else at this moment, but it is early in the year!
I wanted to comment on the Win-Win Discipline that was also discussed during our session this summer. I have found the information on the four types of disruptions (aggression, breaking the rules, confrontation, disengagement) very helpful. With being a Title I Reading teacher I do not have a classroom so room arrangement is not a major detail for me right now. However I am coming into different classrooms during the day and dealing with students who may already have gone through a situation that has upset them. Knowing the four types of disruptions and the questions to consider when thinking about each has helped to squelch some of the disruptions before they greatly impact instruction.
I agree with Sarah-Ann about the room arrangement. I really liked the website they told us about to design your room virtually to see what it looks like before physically moving everything around. That has been a great tool for me!
I agree with Kathleen that most of the learning from the class was a great review of previously learned ideas. It was very helpful to hear those strategies and ideas again. The CHAMPS plan was new to me and I really like that idea of informing the students of what is expected prior to the activity/lesson.
@ Lisa’s post on 10/30.. I agree with changing the seating arrangement up from time to time is a good idea. I also do this in my classroom. I have a kids club called VIP (Very Intelligent Pupil) as my academic and behavior incentive. I have done this for the past three years and it works. This includes grouped seating and the seating changes weekly based on the students grades and behavior.
Changing the seating arrangement helps me out a lot. I have fun on doing the virtual classroom. My room is so limited though that I can’t move the desks in the manner that I do on the video. Also, being firm with my children has limited some out of control behavior. The thought of using sign language is becoming more inviting to me. That will cause them to really focus on me and study my hands! In addition to a quiet classroom.
Seriously, the CHAMPS plan was new to me as well just like it was for Leanne. I am still telling reinforcing to my group the set expectations that have been set before I begin a lesson. If I continue to stick to the plan and ideas given, I hope it will make an impact on my class before Christmas break (maybe June).
I agree with several of the teachers’ comments that talk about classroom organization. I have found that I must begin my classes with the same protocol every day. It is widely accepted in most p.e. classes to have an instant activity, but I find that beginning and ending with the same routine is very effective for me.
In response to Ms. Kelsey’s comment about contacting parents with a problem, and they respond with physical discipline. I am very hesitant in a lot of cases to inform a parent of a child’s misbehavior because they might respond with severe punishment. I do try to contact parents with great news about good behavior especially if it’s from a child that has had difficulties in the past. I have a “good newsletter” that I try to send home with children that have had problems but have shown progress.
There were several nuggets of truth from this workshop. First, the 7 reasons why students chronically misbehave (the descriptive student behaviors), and the appropriate teacher responses. The other profound knowledge was “CHAMPS” (Conversation,Help, Activity,Movement, Participation). I found in my classes that transition was a slight problem. As a music teacher, I will usually have minimum of 3 activities per lesson. Since I have incorporated the use of “CHAMPS”, I have found an improvement in the students ability to remain focused and transition is smoother.
I used the proximity approach for difficult behavior students. Watching where I seat them to make this approach effective has made a big difference in its success. I have a very, very small room and many times it is difficult to get near a student that is acting out. Using proximity to redirect works better that always having to address the student verbally across the room. Less talking from me helps to decrease the verbal tug of war that can sometimes develop. After using this technique on very specific students has made a difference in the flow of my lesson. The less mature the group the better this method worked I noticed. I also will be implementing the noise level suggestion next with my activities and agenda for the class. I hope for similar success.
I share the lack of freedom of changing around my room. I just try to use the proximity seating to my advantage. I’ve also identified 3 behaviors that we focus on daily and they are numbered and posted in my room. I remind them that they must check themselves at the door. 1. Arguing 2. Minding my own business. 3. Listening and following directions. Sometimes I simply hold up the appropriate number of fingers to represent the behavior and point to the list and just keep teaching. Many times that’s all it takes.
I also change seats if all else fails. I find it is so important to minimize the student being sent out of room away from the lesson. I’ve addressed this by creating an area with a Wolf Poster that we call “The Lone Wolf” area. The student is still able to see me but not their peers, just outside my room in the alcove area. They still can see and hear the lesson. We make it positive and discuss it at the beginning of the year. It is understood that I can request they go there or they can request to go there to focus or regroup. They understand they are not in trouble yet, only trying a different seating area to gather themselves so they can have a successful class. This has been great in minimizing lost instruction due to discipline.
Sarah-Ann,
I thought that your comment about room arrangement was really interesting. I have always had my desk at the back of the room because I just don’t sit at it a lot and I don’t want it taking up space. Yet, I was really surprised to be at a technology workshop this summer where they were advising teachers to have their desks at the front of the room. It’s interesting the different and conflicting messages that we get and how you can’t make all of the camps happy all of the time. I still find it most helpful to have my desk at the back of the room. I use Fred Jones’ room arrangement plan so that I can walk through rows, use proximity with my more difficult students and it helps me to feel like I can get anywhere quickly. I just wish that my students this year were more tidy with their items so that we don’t have to trip all over our coats as they lay on the floor!
October 20th, 2009 at 2:26 pm
One of the most valuable things I learned at this workshop was the proper way to arrange my room. It’s was such a simple thing, and yet, I had never thought of it. By moving my desk to the back of the room and arranging the student desks so I am only one to three steps away from a child at any time, has made a world of difference. I have far fewer problems with off-task behavior, including cell phone use. I’m able to focus more on delivering the lesson and less on classrooom management.
I have also implemented the noise levels criteria suggested in the training. Unfortunately, I wanted until the 2nd or 3rd week to do so, and it has proven a struggle to implement. Next time, I will stress that from the start.
However, I do have a group of “problem children” in one block. They all seemed convinced that whatever comes into their minds must come out of their mouths. They make a daily habit of insulting one another and tryiung to “one-up” each other on the comments. I have called parents repeatedly and have gotten strong support from them, but the behaviors have not gotten better overall. In fact, for some of the students, it has gotten worse. I am open to suggestions in this area. I don’t want to write them up because they will learn little when assigned to PEP; however, I will not sacrifice the rest of my students for the five.
October 23rd, 2009 at 4:26 pm
Hi, Sarah-Ann.
.
Hope things are going well for you as the 1st nine weeks comes to a close. As for your problem children, I have one little suggestion that I’ve found works well. If your students have an agenda or a homework folder of any type, start a behavior feedback chart on it. It can be as tiny as you drawing a little smiley face or a sad face for a bad day on the day that they were in your class. The parent should be aware of this process so that they can stay in the loop with daily behavior changes. If you don’t want to involve the parents, you and the child can work out an agreement of your own that if he/she gets all smiley faces for week, he will get a reward. You can also use stamps instead of smiley faces. Just a thought
Good luck!
Marilyn
October 27th, 2009 at 8:46 am
Room arrangement does seem to help or hinder discipline. Glad to see that your new arrangement has been helping so much. Those problem children just need to have one or two students assigned to PEP and then they will realize that their continued behavior will have some unpleasant consequences. The out of school world has unpleasant consequences for continued disruptive behavior and school is truly the one safe place to learn the consequence lesson.
October 30th, 2009 at 3:44 pm
I must comment on room arrangement. This seems to make all the difference. I’ve changed my room several times. I find this works because as my students grow academically as well as socially, their behaviors changes. Many of behavior changes are for the best. This new method of making better choices, changes the demographics in the pod. This cause friction with students that thought student X was on “their side.”
When this happens, I realize how well a well thought out room arrangement really does effect student choices and response to each other. Activities accepted in one pod may not be accepted in another. I use this to my advantage. Students ofter react quickly to a students actions verses the teachers.
Another very important impact on my classroom has been the ABC’s on Discipline Workshop. Learning to identify negative triggers very quickly has helped me to defuse much of what could be a crises. Classroom management has become less challenging. My kids are responded well. I take the time to validate whatever they feel. Regardless to how wrong the feeling may be, I validate first. After, I directly address the behavior and leave the situation. I don’t stand and have a debate or discussion. I validate, explain a better choice, remind of expectation, and move forward. A large percentage of the time, the situation is resolved without any further disruptions.
The Disciple Workshop had a very positive impact on my classroom.
November 2nd, 2009 at 10:15 am
Hi Lisa Robinson,
I wanted to discuss your ideas about room arrangement. That is one area that seems to be a consistent issue in most classes especially at HSES. We sort of use Keagan strategies and then pair them by their strengths and weakneeses and so forth. Usually when we pair them by their academic knowledge and skills we tend to have behavior issues. So I think it is really trail and error to see what works in each classroom.
Most everyone has commented on the triggers that happen in our classroom to cause such huge behavior problems. One, we are not with the students every minute of every day. I find that most behavior problems happen when they are at lunch, library, recess, art, music or P.E., so as a teacher I wind up spending 20 minutes after specials trying to figure out what went wrong. Here at HSES we have tried to use common procedures for discipline problems but somehow it never works out as planned. In my classroom problems are handled then and there and It seems to be working. This class has been a great asset to my classroom.
November 3rd, 2009 at 3:29 pm
To be truthful, I’m not sure I had any “new learning’ in this workshop. But it was of value to be reminded of the things we all should be practicing. One thing I wish I could implement, but I can’t, is the issue of room arrangement. This is because I am an itinerant and I work in five different classroom in three schools. In none of these rooms do I have the freedom to re-arrange the room. In one room, there is actual, comfortable workspace for six or eight students and I have ten. We make do, but it is tight. The students — except for one, are quite understanding of the situation and tolerant, considering that they are middle-schoolers!
I would love to be able to make good use ofthe ‘initial contact to all parents” but the vast majority of my students’ parents speak little or no English. When I do make contact with a parent, the usual scenario is that the parents assume the worst and summon a child to translate. It is usually my student himself. or herself. (We do have translators available, but for serious matters.) When I have needed to contact parents in the past, it has usually been for matters not as serious as the parents might think, and, because parents from some cultures are more disposed to use physical punishment, I truly hesitate to make contact without a great effort to couch the information in much positive data as well.
Insofar as other ideas, another workshop I attended during the summer was “Promoting a Positive Behavioral Environment.” From this workshop I learned, or rather, was reminded of how important it is to attend to the emotional needs of the students before we can expect an appropriate academic environment.
The one thing that I still struggle with is that every year I have one or two students who have self-defeating behaviors and/or attitudes. Because these students more often than not act out their negative feelings, it can have a detrimental effect on the majority who want to learn. In these cases, it’s not that the others play along, Rather, the othhers are actually annoyed by these behaviors. How do I work to turn these negatives into positives — not condoning the behaviors, but changing their attitudes without giving in to the manipulative behaviors. Again, while I have made parental contacts, in at least one case, I am concerned about a parent responding with physical discipline.
November 4th, 2009 at 5:30 pm
Danielle:
I really liked the idea of the chronic misbehavior plan. Is there anyway I can get a copy of that? Also, can you explain it a bit more. I liked your CHAMPS as well. I am doing mine over break, I am not in health that much, but when we come back I am going to be doing more group work and need that to be posted. Do you just hang in on the board?
November 4th, 2009 at 5:35 pm
Jessica:
I like the idea of the name hats, cause i do have the same students raising their hands all the time. How does this work?
Also–can anyone help me out I have a lot of ED students in one class and sometimes they just can not act right and I end up dealing with them all class. I have called the parents and I am about to write referrals, but I am trying to work with them.
Barbara- Thanks for the advice for the timer, I have been using it.
I need help also, one class is talkative and not listening and other ones are quiet and do their work, so of course I am being mean as they say. Would a CHAMPS idea work better for this type of class even for a classroom behavior CHAMPS? Any thoughts?
November 5th, 2009 at 1:07 pm
How did the new learning impact instruction?
This class helped to cover some of the times that were difficult to manage – end of the day, checking h/w, unpacking, missing work.
What did you learn from implementing the classroom management plan in your classroom?
I learned that I need to take the time to set up what is needed for the follow through and that the time spent is not a negative, but rather a positive.
What would you do differently the next time you use this plan?
I plan to continue with what I have in place and add more to it for next year.
Complete the statement: The other ideas I have to use this new learning in instruction are: A more defined discipline plan.
Complete the statement: Now that I have tried this new learning, I’d like to know (how to): Nothing else at this moment, but it is early in the year!
November 5th, 2009 at 5:24 pm
I wanted to comment on the Win-Win Discipline that was also discussed during our session this summer. I have found the information on the four types of disruptions (aggression, breaking the rules, confrontation, disengagement) very helpful. With being a Title I Reading teacher I do not have a classroom so room arrangement is not a major detail for me right now. However I am coming into different classrooms during the day and dealing with students who may already have gone through a situation that has upset them. Knowing the four types of disruptions and the questions to consider when thinking about each has helped to squelch some of the disruptions before they greatly impact instruction.
November 6th, 2009 at 12:07 am
I agree with Sarah-Ann about the room arrangement. I really liked the website they told us about to design your room virtually to see what it looks like before physically moving everything around. That has been a great tool for me!
November 6th, 2009 at 12:11 am
I agree with Kathleen that most of the learning from the class was a great review of previously learned ideas. It was very helpful to hear those strategies and ideas again. The CHAMPS plan was new to me and I really like that idea of informing the students of what is expected prior to the activity/lesson.
November 6th, 2009 at 3:15 pm
@ Lisa’s post on 10/30.. I agree with changing the seating arrangement up from time to time is a good idea. I also do this in my classroom. I have a kids club called VIP (Very Intelligent Pupil) as my academic and behavior incentive. I have done this for the past three years and it works. This includes grouped seating and the seating changes weekly based on the students grades and behavior.
November 6th, 2009 at 9:54 pm
Changing the seating arrangement helps me out a lot. I have fun on doing the virtual classroom. My room is so limited though that I can’t move the desks in the manner that I do on the video. Also, being firm with my children has limited some out of control behavior. The thought of using sign language is becoming more inviting to me. That will cause them to really focus on me and study my hands! In addition to a quiet classroom.
Seriously, the CHAMPS plan was new to me as well just like it was for Leanne. I am still telling reinforcing to my group the set expectations that have been set before I begin a lesson. If I continue to stick to the plan and ideas given, I hope it will make an impact on my class before Christmas break (maybe June).
November 9th, 2009 at 12:00 pm
I agree with several of the teachers’ comments that talk about classroom organization. I have found that I must begin my classes with the same protocol every day. It is widely accepted in most p.e. classes to have an instant activity, but I find that beginning and ending with the same routine is very effective for me.
November 9th, 2009 at 12:09 pm
In response to Ms. Kelsey’s comment about contacting parents with a problem, and they respond with physical discipline. I am very hesitant in a lot of cases to inform a parent of a child’s misbehavior because they might respond with severe punishment. I do try to contact parents with great news about good behavior especially if it’s from a child that has had difficulties in the past. I have a “good newsletter” that I try to send home with children that have had problems but have shown progress.
November 10th, 2009 at 1:11 pm
There were several nuggets of truth from this workshop. First, the 7 reasons why students chronically misbehave (the descriptive student behaviors), and the appropriate teacher responses. The other profound knowledge was “CHAMPS” (Conversation,Help, Activity,Movement, Participation). I found in my classes that transition was a slight problem. As a music teacher, I will usually have minimum of 3 activities per lesson. Since I have incorporated the use of “CHAMPS”, I have found an improvement in the students ability to remain focused and transition is smoother.
November 10th, 2009 at 6:17 pm
I used the proximity approach for difficult behavior students. Watching where I seat them to make this approach effective has made a big difference in its success. I have a very, very small room and many times it is difficult to get near a student that is acting out. Using proximity to redirect works better that always having to address the student verbally across the room. Less talking from me helps to decrease the verbal tug of war that can sometimes develop. After using this technique on very specific students has made a difference in the flow of my lesson. The less mature the group the better this method worked I noticed. I also will be implementing the noise level suggestion next with my activities and agenda for the class. I hope for similar success.
November 10th, 2009 at 6:23 pm
I am responding to Kathleen Kelsey:
I share the lack of freedom of changing around my room. I just try to use the proximity seating to my advantage. I’ve also identified 3 behaviors that we focus on daily and they are numbered and posted in my room. I remind them that they must check themselves at the door. 1. Arguing 2. Minding my own business. 3. Listening and following directions. Sometimes I simply hold up the appropriate number of fingers to represent the behavior and point to the list and just keep teaching. Many times that’s all it takes.
November 10th, 2009 at 6:27 pm
I’m responding to Melanie Speller:
I also change seats if all else fails. I find it is so important to minimize the student being sent out of room away from the lesson. I’ve addressed this by creating an area with a Wolf Poster that we call “The Lone Wolf” area. The student is still able to see me but not their peers, just outside my room in the alcove area. They still can see and hear the lesson. We make it positive and discuss it at the beginning of the year. It is understood that I can request they go there or they can request to go there to focus or regroup. They understand they are not in trouble yet, only trying a different seating area to gather themselves so they can have a successful class. This has been great in minimizing lost instruction due to discipline.
November 10th, 2009 at 11:17 pm
Sarah-Ann,
I thought that your comment about room arrangement was really interesting. I have always had my desk at the back of the room because I just don’t sit at it a lot and I don’t want it taking up space. Yet, I was really surprised to be at a technology workshop this summer where they were advising teachers to have their desks at the front of the room. It’s interesting the different and conflicting messages that we get and how you can’t make all of the camps happy all of the time. I still find it most helpful to have my desk at the back of the room. I use Fred Jones’ room arrangement plan so that I can walk through rows, use proximity with my more difficult students and it helps me to feel like I can get anywhere quickly. I just wish that my students this year were more tidy with their items so that we don’t have to trip all over our coats as they lay on the floor!