There comes a time with every class when students become extra chatty, fail to focus, get cranky with one another, and are slow to follow directions. Their behavior is just plain sloppy. It also seems to begin during a long stretch of weeks with no holidays, which leaves you on the verge of pulling out your hair! Am I right?
Whose job is it to correct those behaviors? Yes, it is the teacher's job along with (hopefully) a strong school-home relationship. Supportive administration is a must as well.
Yes, there are extreme cases.
Can we say PANDEMIC? UNDIAGNOSED MEDICAL ISSUES? MENTAL HEALTH ISSUES? ALLEGED ABUSE? LACK OF FOOD AND MEDICAL CARE?
Yes, we all know there are exceptions, and I am not here to make you feel worse.
Some parents struggle with parenting. Yes, last year’s teacher had a completely different management style. However, when your students step into our classrooms, it’s our responsibility to set clear expectations, model them, hold children to those expectations, and act accordingly when they meet them or do not meet them. It’s easy to celebrate the good choices. Not-so-good choices? Not so much.
The buck stops with you US! After all, we spend large chunks of time with them, it falls on us to meet this challenge head-on.
None of the tips (gimmicks) in this series will work if we don not have a clear picture in our minds of what students are expected to do.We MUST manage with confidence, communicate expectations, train students to perform expected behaviors, and respond accordingly when desired behaviors aren’t displayed.
Yes? Keep reading!
This advice comes from a 28-year "seasoned" teacher who used to blow a whistle to get her first class's attention. That became old very quickly, so I decided I was going to change it.
Let me tell you, I earned every cent of my paycheck that year! I realized quickly I had to have a good system to help get my third graders on track. I used my supervising teacher’s chart system and it worked wonderfully while student teaching. However, her students had been trained and knew the expectations. My students didn’t, so, I read, researched, and tried many strategies and gimmicks with my classes. Below is one strategy (gimmick) I used that worked. I call it a gimmick because it’s so simple some people question them, but they work! IF used correctly and consistently. Besides…
It’s not a gimmick if it works!
The buck stops with you US! After all, we spend large chunks of time with them, it falls on us to meet this challenge head-on.
None of the tips (gimmicks) in this series will work if we don not have a clear picture in our minds of what students are expected to do.We MUST manage with confidence, communicate expectations, train students to perform expected behaviors, and respond accordingly when desired behaviors aren’t displayed.
I was that teacher during the first couple of months of my first year of teaching. The students were loud. They were wild. They didn’t do anything I asked of them. I was miserable, because I didn’t stick to my guns. AKA hold them accountable; I was afraid to cross them.
Are you looking for advice and useful strategies to help with your classroom management? If you are, great! A reminder -- If you are, it does NOT mean you are a bad or weak teacher. I believe it means you are dedicated to honing your classroom management skills. You simply need to add more tools to your teacher toolbox.
Are you ready to stick to your guns and be consistent? Even when you know parents are going to email? Even when little Belinda pitches a fit?
Are you looking for advice and useful strategies to help with your classroom management? If you are, great! A reminder -- If you are, it does NOT mean you are a bad or weak teacher. I believe it means you are dedicated to honing your classroom management skills. You simply need to add more tools to your teacher toolbox.
Are you ready to stick to your guns and be consistent? Even when you know parents are going to email? Even when little Belinda pitches a fit?
Yes? Keep reading!
This advice comes from a 28-year "seasoned" teacher who used to blow a whistle to get her first class's attention. That became old very quickly, so I decided I was going to change it.
Let me tell you, I earned every cent of my paycheck that year! I realized quickly I had to have a good system to help get my third graders on track. I used my supervising teacher’s chart system and it worked wonderfully while student teaching. However, her students had been trained and knew the expectations. My students didn’t, so, I read, researched, and tried many strategies and gimmicks with my classes. Below is one strategy (gimmick) I used that worked. I call it a gimmick because it’s so simple some people question them, but they work! IF used correctly and consistently. Besides…
It’s not a gimmick if it works!
Strategy #1 – Punch Cards
Yes, I know what you're thinking: Punch cards are as old as the hills. Yes, they have been around for some time, but when used properly and with consistency, they WORK!
Yes, I know what you're thinking: Punch cards are as old as the hills. Yes, they have been around for some time, but when used properly and with consistency, they WORK!
Back in the early days, I used index cards. It’s all I had! Luckily for you, I’ve created two cute punch cards and a celebrations (rewards) page for this tip or gimmick.
Here are a few ways to use punch cards:
1. Start with the five-punch card to have students rewarded more quickly. Discuss one or two expected behaviors. Focus only on those one or two. For example, lining up quietly and giving you their attention when you signal.
2. Write the expectation(s) on the board so everyone knows the one or two areas of focus. If things are particularly tough, choose only one area of focus. Practice the behavior. Model, Model, Model! Practice! Practice! Practice! Punch! Punch! Punch!
3. Ask a few students to show the class how to get in line. As they do this, comment on the desired behaviors. Be sincere, not sugary sweet or condescending when you make your observations. Speak calmly. There is no reason to raise your voice unless there is exciting news or you’re reading with fantastic expression during read-aloud. For example, "I notice Tina is walking slowly. She is meeting our expectation to line up carefully." Or, "Did you notice how Tannish let Silvie get in front of him? That was kind and it shows he knows his place in line." (This applies if you have your students line up by roster number or some other consistent way.)
a. The first expectation I practice with students is an attention-getter. I use Whole Brain Teaching’s “Hands, Eyes” attention getter. I say, “Hands, eyes,” and the students repeat it and while doing so, they put their hands in their laps and their eyes on me. I might say,” I saw Jose’, Miracle, Marcy and Juan’s eyes first. Gosh, if I had felt everyone’s eyes, someone would have received a punch!”
b. If everyone doesn’t to it, we repeat it until everyone knows that cue means stop, hands in lap, eyes on the teacher. I never single out students who aren't getting it. I might go stand by that student's desk and use proximity as a subtle hint. I say, “We’re going to have to do it again, because I need to know in my heart that EVERYONE can do this EVERY time they hear it.”
c. An easy way to introduce this is to gather everyone on your carpet area and have a small group show the correct way to do Hands, Eyes or lining up. After a small group shows the correct way, ask them to demonstrate the WRONG way to line up. No kidding. Include the friend you’re often reminding to walk or pay attention. He/she will love doing it the wrong way. Don’t worry. Keep reading. It gets better.
d. After the chaos calms, ask questions, such as: “Did you notice anyone walking to get in line? No? Neither did I. Did you notice anyone lining up quietly? Neither did I.” “Do you feel as though everyone met the expectation to line up (or give hands in laps and eyes on the speaker)?” Neither did I! Did it feel a like chaos as our friends were doing it the wrong way?
e. Ask the same students to show the correct way to get in line after they have shown the wrong way. Again, comment on the desired behaviors – especially that child who struggles to get in line properly. For example, “Did you notice Matthew was so focused to meet the expectation to line up safely and quietly. Great choice! Are you proud of your choices? I am too!”
f. Finally, explain when you see friends who line up correctly – silently and calmly, you’ll be punching their great choices card. Describe the reward (I call them celebrations) students will receive once they have five punches.
Here are a few ways to use punch cards:
1. Start with the five-punch card to have students rewarded more quickly. Discuss one or two expected behaviors. Focus only on those one or two. For example, lining up quietly and giving you their attention when you signal.
2. Write the expectation(s) on the board so everyone knows the one or two areas of focus. If things are particularly tough, choose only one area of focus. Practice the behavior. Model, Model, Model! Practice! Practice! Practice! Punch! Punch! Punch!
3. Ask a few students to show the class how to get in line. As they do this, comment on the desired behaviors. Be sincere, not sugary sweet or condescending when you make your observations. Speak calmly. There is no reason to raise your voice unless there is exciting news or you’re reading with fantastic expression during read-aloud. For example, "I notice Tina is walking slowly. She is meeting our expectation to line up carefully." Or, "Did you notice how Tannish let Silvie get in front of him? That was kind and it shows he knows his place in line." (This applies if you have your students line up by roster number or some other consistent way.)
a. The first expectation I practice with students is an attention-getter. I use Whole Brain Teaching’s “Hands, Eyes” attention getter. I say, “Hands, eyes,” and the students repeat it and while doing so, they put their hands in their laps and their eyes on me. I might say,” I saw Jose’, Miracle, Marcy and Juan’s eyes first. Gosh, if I had felt everyone’s eyes, someone would have received a punch!”
b. If everyone doesn’t to it, we repeat it until everyone knows that cue means stop, hands in lap, eyes on the teacher. I never single out students who aren't getting it. I might go stand by that student's desk and use proximity as a subtle hint. I say, “We’re going to have to do it again, because I need to know in my heart that EVERYONE can do this EVERY time they hear it.”
c. An easy way to introduce this is to gather everyone on your carpet area and have a small group show the correct way to do Hands, Eyes or lining up. After a small group shows the correct way, ask them to demonstrate the WRONG way to line up. No kidding. Include the friend you’re often reminding to walk or pay attention. He/she will love doing it the wrong way. Don’t worry. Keep reading. It gets better.
d. After the chaos calms, ask questions, such as: “Did you notice anyone walking to get in line? No? Neither did I. Did you notice anyone lining up quietly? Neither did I.” “Do you feel as though everyone met the expectation to line up (or give hands in laps and eyes on the speaker)?” Neither did I! Did it feel a like chaos as our friends were doing it the wrong way?
e. Ask the same students to show the correct way to get in line after they have shown the wrong way. Again, comment on the desired behaviors – especially that child who struggles to get in line properly. For example, “Did you notice Matthew was so focused to meet the expectation to line up safely and quietly. Great choice! Are you proud of your choices? I am too!”
f. Finally, explain when you see friends who line up correctly – silently and calmly, you’ll be punching their great choices card. Describe the reward (I call them celebrations) students will receive once they have five punches.
NOTE: You can predetermine celebrations or have students make suggestions. I usually have a couple of non-negotiables like a homework pass, sit at the teacher’s desk, or visit the principal, and then we agree on two or three more from class suggestions. This is a great time to discuss reasonable suggestions!
g. Once you implement punch cards, make a big deal when a student reaches their five punches. Be an eagle-eye when it comes to students who struggle with expectations. Those shy or quiet students are easy to miss! Keep a class list nearby to make sure you’re watching for everyone. When someone reaches five punches, celebrate, write a good note on the card and send it home to parents. Give the child a new card.
h. Repeat the steps with the second expectation, but not until you are satisfied everyone is meeting YOUR expectation for the first one. Repeat the steps.
i. After a few weeks of doing this, you won’t have to spend as much time with the wrong/right way activity. The children will know the routine. And, yes, you’ll need to have refreshers on those ‘line up quietly’ or ‘no talking in the hallway’ expectations.
This “gimmick” works if you believe in yourself, are dedicated to making a difference in your students’ behavior, and want to take steps to end the behavior management tug-o-war! Besides, your hair is way too cute to yank out!
g. Once you implement punch cards, make a big deal when a student reaches their five punches. Be an eagle-eye when it comes to students who struggle with expectations. Those shy or quiet students are easy to miss! Keep a class list nearby to make sure you’re watching for everyone. When someone reaches five punches, celebrate, write a good note on the card and send it home to parents. Give the child a new card.
h. Repeat the steps with the second expectation, but not until you are satisfied everyone is meeting YOUR expectation for the first one. Repeat the steps.
i. After a few weeks of doing this, you won’t have to spend as much time with the wrong/right way activity. The children will know the routine. And, yes, you’ll need to have refreshers on those ‘line up quietly’ or ‘no talking in the hallway’ expectations.
This “gimmick” works if you believe in yourself, are dedicated to making a difference in your students’ behavior, and want to take steps to end the behavior management tug-o-war! Besides, your hair is way too cute to yank out!
Want the freebie? Download it here!
Stay tuned for the next in the Classroom Management Tips series -- Who Did it Better?