Improving Classroom Behavior

  I desperately need to work on my classroom management concerning the student's behavior.   Detention and ISS does not seem to phase their conscious.  Parent/teacher conferences either by email, phone, and /or face to face seem to work the best. 
  Moreover, I was so deeply concerned about my shortcomings in this area, I decided to research the matter.  I learned I should utilize positive reinforcement rather than battling bad behavior.  For example, planned ignoring, which consists of ignoring inappropriate behaviors that I fail to use enough and consistently.  This approach will hopefully extinguish this particular attempt for attention.  I also like the idea of and need to recognize positive behavior to demontrate to the students who act out that attention should be positive.  By praising positive behavior, students will desire the same teacher responsive praise and thereby continue wanted behavior. 
  When completing unwanted assignments is a problem, teachers may use the "Premack's Principle", where students may do something they like if they complete a less popular task first. 
  Another positive reinforcer include circulating throughout the room and placing oneself within close proximity to the  problem children.  A simple tap on the shoulder, desk, or book often is enough to refocus studnets.
  It is essential to explicitly address the behavior and then provide a counter example.  By performing in this manner, the argument  fails to become personal between student and teacher.   Personal conflict is important to avoid for future workings and social relationships.
  Eventhough I went to the basketball games last night,  I need to improve upon taking a more peronal interest in the student's lives.  Of utmost importance, it is essential teachers empathize with students.  Furthermore, student/teacher rapport may be improved by greeting students at the door (eventhough I want to prepare for the following period), calling them by name, and displaying kindness. 

  Atmosphere is a large component in classroom behavior and humor plays an intricate part here.  Your effective use of humor can help put students at ease, gain their attention, and see me as a person.   

As one may conceive, I have a huge job ahead of me but intend to try these methods.  I've got too.  I'm at my wits end during certain periods. 

More Later-

HOMECOMING WEEK AT THE HOME OF THE PIRATES

                

"Brittney (left) & Ashley (right) with the artist herself, Mrs. Smith."



 

"Thanks to her, we made Drew Central's Website!"


  The school spirit exhibited at Drew Central has been explosive and quite contagious this week.  Monday we celebrated with crazy hat day, while Tuesday was camouflage day.   All of us teachers/mothers were all in our son’s closets hunting for camo rather than deer! It was hilarious because my son’s pants were about three inches to short for me so I fashionably placed them in my boots.   The outfit really turned out pretty cute.   Wednesday was the infamous Pirate day, for which I did not get to participate.  I had to teach a class in front of ten observers.  Even though they were grading my math coach and not me, I definitely felt like I was in the hot seat and felt I needed to look professional and comfortable.    This is a whole other blog!  I’ll get back to homecoming.  Thursday was jersey day.  Ms.  Hillis and I dressed in Razorback jerseys.  They easily passed for Drew Centrals jerseys since the colors are similar. Moreover, Drew Central’s personal artist, Mrs. Teri Smith really made our outfits pop with the glittered, eye work   !  We even made Drew Centrals Webpage! 

A student of mine tied my sleeves up like they do with ribbons.  And, I of course brought too much red, white, and, black jewelry to glamour it up even more!  We all had a blast!!!   Everyone had a blast, students and faculty!    Tomorrow’s the awards assembly, along with it being designated Red day.  The homeroom class dressed the most in red wins a pizza party!  I’m anxious to see if or how many paint themselves red!  I’ve downloaded a picture and intend to  add a few others very soon.  Everyone had a blast!

                In addition to playing, my classes have had a pretty stressful week, as have I.  Target Tests had to be administered since we were at the final deadline and both grades had chapter three exams.  I don’t even want to mention the workbooks I am accountable for grading or being observed by my pathwise director from UAM next week.  Hopefully the class presentation will go well. 

Everyone have a good week!   



Co-teaching, an Answer to Learning

 



small group activity with Mrs. Piper
while I demonstrate to the others



Co-teaching in the classroom

What is co-teaching in the classroom?  Co-teaching is two or more certified professionals who share the responsibility of planning, instructing, and assessing of all students in a diversified classroom.   Co-teaching does not involve neglecting frameworks or curricular goals.  It does in fact involve a closer ongoing assessment of individual students facilitating instructional strategies in a co-teaching format.  Most importantly, differentiated routines are utilized to reach as many students as possible.  Differentiated routines may often include behavioral accommodations, addressing learning styles via the appropriate manner, and assessing readiness levels before children fall through the cracks.  In addition, it is both beneficial and fun for both the teachers and students.  Teachers can share responsibilities and possibly take charge of those responsibilities in which that particular feels he or she may accomplish well.  It helps for students to receive different aspects in regarding the same concept.  Thereby, the frustration level of the teachers is reduced exponentially.

Expectations of co-teaching in the classroom do not lower standards or expectations, but rather raise the bar  and possibilities.  The children’s work load remains the same, with only more time for differentiation, which promotes learning individually.  Furthermore, peer support is enhanced and students obtain a confidence boost. 

In order for co-teaching to be effective, it is essential that the staff be a team utilizing the following:  collaboration, planning together, and student support.  “Teamwork divides the task  and multiplies the success .” (Author unknown)

There are multiple formats of co teaching, which include:  One teach, One Support, Parallel Teaching, Station Teaching, Alternative Teaching and Team Teaching.

We practice co-teaching in my seventh period class for a number of reasons which include slower learners , apathetic learners, and defiant learners.  We also must deal with behavioral problems among this group.  Both I and my co-teacher prefer Team Teaching, although we have employed other methods.  During Team Teaching, both teachers share instruction of students.  We take turns leading discussions, demonstrating, speaking, modeling note taking, and we often role play.  In order for this method to be effective, both trust and commitment are required.  Furthermore, it is popular belief among co-teachers this approach is the most rewarding. 

Why Co-Teach?  Teachers reported they benefited professionally.  There are dramatic benefits to students with disabilities because of additional attention received by students, exposure to peer models for appropriate behavior, and passing grades for most students.  In contrast, Benefits to students without disabilities include increased cooperation among students, increased academic benefits from extra teacher attention, and positive effects of co-teaching collaboration as a social model for students.

Co-Teaching Measurable Outcomes are evident.  There are fewer Special Education Referrals, improved student performance, progress monitoring is possible and more accurate, improvements are found on DIBELS, DRA, DSA, growth on the Benchmark occurs, and fewer discipline referrals exist.

Bill Bradley sums up the key to making co-teaching work:  “Respect your fellow human being, treat them fairly, disagree with them honestly, enjoy their friendship, explore your thoughts about one another candidly, work together for a common goal and help one another achieve it.”

                From my own personal experience, I love co-teaching and only wish schools had enough funding to employ this method in all classrooms!  I believe we all benefit from it, both teachers, students, and our future since differentiation is such an intricate part of teaching today.  In addition, some of the pressure is taken off the one teacher alone. 

More Later…..

 



clarifying a concept to  a student one on one
 while Mrs. Piper proceeds with the lesson



verbalizing in from my point of view while Mrs.
Piper presents from her point of view






modeling while co-teaching



Mrs. Piper and I sharing an instruction method

small group activity with Mrs. Piper
while I demonstrate to the others

Directions Demonstration

           On tests, my students have a difficult time following directions simply because they automatically read the problem and work it based on the assumption of knowing what I am asking.  (I would consider my direction giving abilities; however, my math coach creates the exams to eliminate bias.)

            After contemplating how to reiterate the importance of reading directions, which I have to admit I’ve had a difficulty with my entire academic career, I decided to perform a little demonstration /act at the beginning of class one day.

            I took my cardigan of, turned it inside out, and threw it on a nearby desk.  I then said, "by raising your hand and being called on, I want you to explain to me how to get this sweater back on".  This odd request definitely sparked their interest and hands began to fly into the air.  The first request was to pick up the sweater; however, that required a step, so I reached as far as I could, even grunting for dramatic effect.  Laughter filled the room followed by a second request of “okay, walk to the sweater and pick it up.”  I did as told.

            The next student said, “Now turn it right side out so I held the sweater up in front of me, holding it by the shoulders, identified my right side of the sweater, and turned it that way and pushed it toward them as far as I could, right side extended  out.  Laughter again occurred but also with some feeling like we were making a simple task hard so this sparked even more interest and desire to give me directions.  The next comment was, “put your arms in the holes so it did and as one may expect, I had my sweater on backwards.”

            This time I could tell laughter was turning to frustration and the kids were “thinking” of a way to relay to me how to perform such a simple task.  The next confident student said, “grab the sleeve with your hand and pull it in an opposite way.  I did.  Then he requested I repeat the same directions followed then with “and put it in the hole”.  So naturally of course, I stuck my head through an arm hole (or tried to anyway without ruining my sweater).  Again laughter filled the room with “stops”, and “NO, NO, NO, not your head, your arms!”  My next attempt involved putting both arms through the same hole.        After a couple of more errors, I successfully put on my sweater via their directions.  I said, “Okay, what have we learned today?”

“How to put on a sweater?”

“That directions are important.

      I remarked, “good, but make that explicit directions.  Now what did we also learn by my Oscar award winning performance?”

“How to follow directions.”

“How to dress yourself!”

“I laughed, and said exactly.  We must follow directions or we’ll never reach our objective.”

This activity taught us that one must receive clear, concise, orderly directions and one must also follow them in the same manner.  Therefore, a lesson was learned by all.  (We’ll see after the next exam anyway!)

More Later--------------------------------

Moving Past Concrete Thinking

Moving Past Concrete Thinking

            As an opener, I asked my classes what is the Universal Language?  Most replied “English!” immediately and one said “Spanish?” as I let silence fill the room a bit longer.  I must admit, I nearly laughed. 

            Moving on, I replied, “no one receives the prize today because math is in fact the Universal Language”, and they stared back in puzzled dispositions.  I then transitioned into translating verbal numerical expressions into algebraic expressions by stressing the importance of being fluent in this Universal Language, known as math.  Quickly, while I had their attention and I wanted their best time, that first ten minutes, I had a chart created on the new promethean board prior to class labeled with only headings.  It looked as follows:

OPERATION	VERBAL EXPRESSION	ALGEBRAIC EXPRESSION
+
-
×
÷

                       

            In addition, I passed out an empty chart to everyone.  As one may predict, I was   setting up the class to fill out the chart as a group.  I had intentions on providing their children   with a visual.  Because adolescents have difficulty processing information in the   form of thinking, grasping concrete ideas to thinking an abstract fashion, I wanted to help their brain organize the ideas and overcome this barrier.  This scaffolds their thinking to organize their thinking patterns, and considerately connects ideas together thoroughly.  In other words, to fully understand the concepts, not just memorize a few facts for the test. 

            By separating the operations into groups, I achieved my goal and provided the class with an interactive experience they enjoyed, as did I.

More Later-------------------------------

SHOCKING NEWS

We are dumbing down our kids today. How? By giving them a calculator in the third grade, we are depriving our children of a critical component regarding their academic career. Why do we do this? To ensure Benchmark test scores are proficient and our schools receive funding? Well I suppose someone has to pay the bills.

Most of my seventh and eighth graders can’t add or subtract without a calculator. Heaven forbid I ask them to divide or multiply without one! It’s either they can’t do it or it never enters their mind that they could add seven and two faster in their head than punching it in a calculator. (I’m trying to be optimistic here.)

Am I the only one who feels it is an injustice to these children? What happens when these same children attempt college entry exams, where the use of programmable calculators is prohibited? Will we acknowledge the system failed the student then?

To clarify something, I do not feel calculators should be banned. Like all things, they’re fine in moderation.

More Later-----------------