Classroom management advice
February 20, 2009 3:10 PM Subscribe
Some basic suggestions for classroom management of a Grade 8 class?
Last year was a really hard teaching assignment, so because this year conformed so much more with my strengths I wasn't worried at all starting off. However, I underestimated just how much Grade 8s can change over the course of the year, and a couple of students have started getting a little rambunctious (I also overestimated the maturity level a little). This mainly consists of giggling and sometimes getting a little carried away with themselves when we do a group activity (if everyone claps at the end of a presentation, one or two of them will clap longer and try and add a quick "whoooh").
This is really small potatoes compared with stresses I've faced in the past, but I worry that it's a harbinger of things to come. I've considered incorporating a detention type of system with very clear penalites for each infraction (one warning, then five minutes each time) but the atmosphere has been so positive in general that I don't want to tamper with it by trying to tighten things up too much.
We're talking about two or three boys who otherwise work very hard in class but every once in awhile get a little carried away. Still, it's more than it was at the beginning of the year (mainly because they know each other better). I can always bring them back just by raising my hand or something, but clearly it's bothered me enough to write this post.
Keep in mind that these boys are renowned troublemakers in general and I've gotten rave reviews (I'm just saying, not patting on back here) from their parents for the way I've kept them enthusiastic about school this year. I don't want to jeapordize that rapport nor the general respect that's been established by getting into a kind of detention bidding war with them (it's easy as a teacher to get embroiled in these kinds of things). But I also know that things could be a little bit tighter.
Any thoughts? Suggestions in general?
Last year was a really hard teaching assignment, so because this year conformed so much more with my strengths I wasn't worried at all starting off. However, I underestimated just how much Grade 8s can change over the course of the year, and a couple of students have started getting a little rambunctious (I also overestimated the maturity level a little). This mainly consists of giggling and sometimes getting a little carried away with themselves when we do a group activity (if everyone claps at the end of a presentation, one or two of them will clap longer and try and add a quick "whoooh").
This is really small potatoes compared with stresses I've faced in the past, but I worry that it's a harbinger of things to come. I've considered incorporating a detention type of system with very clear penalites for each infraction (one warning, then five minutes each time) but the atmosphere has been so positive in general that I don't want to tamper with it by trying to tighten things up too much.
We're talking about two or three boys who otherwise work very hard in class but every once in awhile get a little carried away. Still, it's more than it was at the beginning of the year (mainly because they know each other better). I can always bring them back just by raising my hand or something, but clearly it's bothered me enough to write this post.
Keep in mind that these boys are renowned troublemakers in general and I've gotten rave reviews (I'm just saying, not patting on back here) from their parents for the way I've kept them enthusiastic about school this year. I don't want to jeapordize that rapport nor the general respect that's been established by getting into a kind of detention bidding war with them (it's easy as a teacher to get embroiled in these kinds of things). But I also know that things could be a little bit tighter.
Any thoughts? Suggestions in general?
I teach 8th graders, and I also work with kids who are considered "troublemakers". I work especially with resource students, and many of these kids have had some serious run-in's with the law and with each other. For me, I came up with a reward/consequence system that works like a charm. What I use is a T-chart, with one side for plus points, and one side for negative points. When the students are ALL on task (this is a class-wide system, not just for one or two students), then they earn positive points. These points can be "cashed in" accordingly: each point is worth one minute of class time. They can either cash them in at the end of class for some free time, or they can save them up and have a whole period free. In my case, they have to earn 55 points to have a free period (my students like to choose movies and popcorn for their free periods). ALL of my students think this is awesome, and they definitely use positive peer pressure to make sure their friends comply. With negative points however...each negative point is how much time they owe me. So, for example, if they are off task and do not respond to a warning, it's a negative point. Negative points cancel out positive points at the end of the period, and if there are any remaining negative points when the bell rings, the class stays with me for the appropriate number of minutes (or, they owe me part of their lunch time, or time before or after school). The kids I work with are between the ages of 13 and 15, and this has been VERY effective with almost all of them.
Oh, and of course, before beginning this, I ALWAYS review my classroom expectations and give them examples of what appropriate classroom behavior looks like. Some kids really need things spelled out, especially if they are kids who tend to forget themselves and get carried away...
Best of luck!!
posted by I_love_the_rain at 4:21 PM on February 20, 2009 [1 favorite]
Oh, and of course, before beginning this, I ALWAYS review my classroom expectations and give them examples of what appropriate classroom behavior looks like. Some kids really need things spelled out, especially if they are kids who tend to forget themselves and get carried away...
Best of luck!!
posted by I_love_the_rain at 4:21 PM on February 20, 2009 [1 favorite]
i'm doing my practice teaching now for the intermediate/senior division (grades 7-12) and so discuss this sort of thing on a daily basis (and then practice it when i'm out on my teaching blocks).
it's awesome that you recognize the positive atmosphere and don't want to jeopardize that. one thing i've learned is that even if you want to talk about rules or consequences, that discussion doesn't necessarily need to have a negative tone. on my last block, i taught an awesome grade 10 class. sometimes, during work periods, a few of the groups would get a little rowdy. for the first few days, i ignored it, but it began to bother me. instead of "cracking down" and becoming too strict, which would have ruined my rapport with the students, one day i made a casual comment right before a work period began. i said something like, "and just another note: everyone has been working so well lately. i'm seeing some great things in each group, which is exciting! let's just try to keep the noise down, okay?"
fortunately, for me, that seemed to work. if a student got especially noisy, i would just speak with him or her and say, "can you work a little more quietly?". if that little comment had gone unnoticed, i was thinking of addressing it at the end of class too (i.e. "today was great, but we're going to work on being a little less rowdy tomorrow." and then reinforce it the next day again).
i agree with munchingzombie that group work can be a good thing. things like literature circles are great because it's group work/collaborative, and it's also student-directed learning for the most part.
if you find that you need/want to implement a rule of some kind, discuss it with the class. students are far more likely to remember and follow a rule if they've had some part in creating it. ask them what they think is fair. give your input, but really take into account what they think and say. once you've established the rule, go over the consequences with them too. this way, the rule is clear, and when you have to enforce it, you can say, "we've all agreed that [talking out of turn/shouting during groupwork/etc] is something we won't do."
if you need more ideas/suggestions, feel free to send me a message. i've got lists and lists of strategies, and 3 roommates who tackle classroom management everyday too! good luck :)
posted by gursky at 4:33 PM on February 20, 2009
it's awesome that you recognize the positive atmosphere and don't want to jeopardize that. one thing i've learned is that even if you want to talk about rules or consequences, that discussion doesn't necessarily need to have a negative tone. on my last block, i taught an awesome grade 10 class. sometimes, during work periods, a few of the groups would get a little rowdy. for the first few days, i ignored it, but it began to bother me. instead of "cracking down" and becoming too strict, which would have ruined my rapport with the students, one day i made a casual comment right before a work period began. i said something like, "and just another note: everyone has been working so well lately. i'm seeing some great things in each group, which is exciting! let's just try to keep the noise down, okay?"
fortunately, for me, that seemed to work. if a student got especially noisy, i would just speak with him or her and say, "can you work a little more quietly?". if that little comment had gone unnoticed, i was thinking of addressing it at the end of class too (i.e. "today was great, but we're going to work on being a little less rowdy tomorrow." and then reinforce it the next day again).
i agree with munchingzombie that group work can be a good thing. things like literature circles are great because it's group work/collaborative, and it's also student-directed learning for the most part.
if you find that you need/want to implement a rule of some kind, discuss it with the class. students are far more likely to remember and follow a rule if they've had some part in creating it. ask them what they think is fair. give your input, but really take into account what they think and say. once you've established the rule, go over the consequences with them too. this way, the rule is clear, and when you have to enforce it, you can say, "we've all agreed that [talking out of turn/shouting during groupwork/etc] is something we won't do."
if you need more ideas/suggestions, feel free to send me a message. i've got lists and lists of strategies, and 3 roommates who tackle classroom management everyday too! good luck :)
posted by gursky at 4:33 PM on February 20, 2009
First, you are a beginning teacher and these are some of the toughest years. You will try things that will fail and some will work. Keep trying new strategies, you will get to a point where you feel confident and there will be few problems in the classroom. It doesn't matter how much studying you do in teacher college, nothing will prepare you for your own class except being in your own class.
If you are working with kids who are in a low socio-ecnomic area read Ruby Payne's work.
Relationships are key and being consistent is a must. Both take a great deal of practice!
Getting to know the students and taking an interest in their life will change things in your classroom. You must be always enforce the rules in the classroom and enforce them equally. As soon as you see undesirable behavior you must stop it. There are many strategies for doing this, like the ones listed above. You will have to find out what works for you and your teaching style.
For your example of the hand clapping. I would talk to the boys afterwards and explain to them the appropriate behavior when watching a presentation, whether it's a class presentation or in a theatre. If they are anything like my students, they have never been in a situation like this and have no idea how to behave. (For this reason, I go over expected behavior before we go to the show.)
Some tips that I always use:
-Have classroom rules, but not too many. Respect is mine-- it covers everything. Show them what following those rules looks like.
-Follow through with all rules. If lates are not allowed, then have a consequence. If that doesn't work, follow up with parents, counselor, admin.
-have a seating plan set out before the students arrive. Have their names on the desk, or you can do it more creatively. (Give them a card and tell them to find the matching one) This sends the message that you are the boss. Seating changes can happen but at the teachers discretion. (this is surprisingly effective!)
And remember this:
“I've come to a frightening conclusion that I am the decisive element in the classroom. It's my personal approach that creates the climate. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a person's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a person humanized or de-humanized.” ~Haim Ginott
posted by sadtomato at 6:14 PM on February 20, 2009 [2 favorites]
If you are working with kids who are in a low socio-ecnomic area read Ruby Payne's work.
Relationships are key and being consistent is a must. Both take a great deal of practice!
Getting to know the students and taking an interest in their life will change things in your classroom. You must be always enforce the rules in the classroom and enforce them equally. As soon as you see undesirable behavior you must stop it. There are many strategies for doing this, like the ones listed above. You will have to find out what works for you and your teaching style.
For your example of the hand clapping. I would talk to the boys afterwards and explain to them the appropriate behavior when watching a presentation, whether it's a class presentation or in a theatre. If they are anything like my students, they have never been in a situation like this and have no idea how to behave. (For this reason, I go over expected behavior before we go to the show.)
Some tips that I always use:
-Have classroom rules, but not too many. Respect is mine-- it covers everything. Show them what following those rules looks like.
-Follow through with all rules. If lates are not allowed, then have a consequence. If that doesn't work, follow up with parents, counselor, admin.
-have a seating plan set out before the students arrive. Have their names on the desk, or you can do it more creatively. (Give them a card and tell them to find the matching one) This sends the message that you are the boss. Seating changes can happen but at the teachers discretion. (this is surprisingly effective!)
And remember this:
“I've come to a frightening conclusion that I am the decisive element in the classroom. It's my personal approach that creates the climate. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a person's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a person humanized or de-humanized.” ~Haim Ginott
posted by sadtomato at 6:14 PM on February 20, 2009 [2 favorites]
This thread is closed to new comments.
posted by munchingzombie at 3:31 PM on February 20, 2009