As a whole readdress rules when students misbehave. I don't really point out the individual who did it. If the student continues or if the behavior is really bad I usually take them down to a breakout room and discuss their behavior and I also call the learning coach. I do point out individual students who contribute to our classroom discussion.
I feel that building rapport with students in the most important thing that you can do to build trust with students. Once the rapport is built, you can more easily discuss issues (both behavior and academic) with the student and LC without hurt or upset feelings. When students know that I care about them and am there to help they seem to accept constructive criticism and redirection and work harder to achieve the expectations set for them.
I agree that building a rapport is the most important thing when building trust with students. Discipline problems and progress "issues" seem to decrease when you have a positive relationships with families.
I agree & especially in our school. It is essential to build rapport in order for there to be trust. We must be able to find a level of trust with our families and by the same token provide them with the security of knowing they can trust us ~ with the most precious thing in their world.
In the middle school I think that the warm/strict is vitally important. We all have the student that we can dog until the cows come home. And sometimes a compliment is what they need. I remember I was meeting with one of my students. She was on a BOT and I had required her to meet with me briefly so that she can show me what she had done for the day, and to answer any questions. She said that she had completed her project for my class. I was happy, and may have exaggerated the enthusiasm a bit...ok a lot. I went to go and see it and it was not there. Apparently she had completed the project but had not turned it in. I then told her that I would like to see it turned in by today. (the strict part) and then turned on the enthusiasm again and told her that I really wanted to see it. Sure enough, an hour or so later it was turned in.
I approach every individual with respect and a smile...in person or in a classroom online. I invite them to share a little first and draw from our past sessions or their writing...always take a minute to make it personal --in large group session or individual sessions. I have very few discipline problems but when I do I give them a warning in a private chat, 2nd they receive a quick talk in the break out room and if their behavior continues, they may be removed and a call/kmail will go to the LC. I try to keep students engaged and busy so that they don't have time to misbehave! I believe in showing value TO each child...not just FOR children. Does that make sense?
Praise ~ In response to the first chapter of TLAC I mentioned that Solomon wisely stated that there is “nothing new under the sun” and I find that to be true in many areas of education. Most things we hear about or participate in at a seminar, conference, college recertification credits course or anywhere that educational improvements are suggested or taught, most of them have been presented before in various formats, under different titles with diverse emphasis. In this chapter the topic of praise is appropinquated. Praise should always be specific and brief. Praise should never be dished out like M&Ms ~ you really can have too much!! These are concepts that I spent 7 years learning, practicing, perfecting and having drilled into my brain as a Reading Recovery Teacher. RR Teachers only 30-45 precious minutes with the child they are working with. That 30 minutest involves a book walk, first read of the book, running record on yesterday’s book, 3 familiar reads and the facilitating of a student writing a increasing complex sentence. Praise must also teach. Less is most definitely more and precision is crucial. A quick “great reading/writing” doesn’t help Johnny to know what he did right or wrong and too many of those blanket praises makes Johnny think you are not being honest. He needs to hear “Johnny, you did a great job of attacking that word by trying first sound first, stretching the word, re-reading the word & then rereading the sentence to make sure that the word matched and made sense in the story. That is what good readers do!” You just confirmed for him that everything you have been trying to squeeze into his tiny brain is there and he knows how to use it. Not only did you teach and confirm for him, you just gave him a way to articulate part of his reading process. Now he can explain to and sometimes teach other students. Praise is crucial and should always be specific.
I think my students this month have summed up this answer for me. I have had notes about how I am hard and expect much but that I am fair and how they have grown because of my expectations. They did a reflection on the year and the things they learned in my class and most did not like writing or reading but how they enjoy it so much now because it is fun and they enjoy being in my room. I set my expectations high at the beginning of the year and lay them out clearly. I explain I will give them the tools and the how-to steps to get there. I clearly lay out my classroom rules and create a safe, fun environment for everyone to learn. I rarely have discipline problems and I think it is because they know the steps that will be taken if needed. They have seen the steps- clear through what a behavior plan looks like, so they come to enjoy writing, learning from one another and share ideas. They have learned how to be cheerleaders for one another and encourage one another. I think after reading their reflections it occurred to me that they not only were developing as great writers but as great individuals and that is what every teacher wants to see. I try to model what I expect from them, so they can model it to others. When working with students in writing and individually helping struggling writers and readers over time you get to know a lot about them personally; that just comes with the territory, I think. I feel this year I was able to know my students a lot better than I have in years past and have been so excited about that. I feel some real connections have been made.
I believe that if you develop a relationship with students and hold them accountable for the expectations that you have set at the beginning of the school year, that discipline problems will be minimal. When faced with an "issue" in class connect sessions, using positive framing usually works, " l really appreciate how so and so is using her marker tools properly on the whiteboard", " did you notice how so and so gave a thumbs up for his classmate?" It seems that positive attitudes are contagious and most kids want to please others when they know they are respected and that they can trust their classmates and teacher. I try to see the best in all students first... here is an example, a student wrote a message in the chatbox to a classmate, not liking what it said, I pulled this student into a breakout room, posted the chat on the whiteboard and asked him to read it to me. Come to find out it was a typical first grade spelling error! I was thankful I assumed the best as I could have "punished" this student for what it said, if I would not have assumed the best first. I love that our school is Growing Leaders and that students at the primary level are learning what a leader is and demonstrating these habits in their daily lives and in class connect sessions, when caught demonstrating these habits and recognized for their efforts, it helps other students want to rise up as leaders as well.
As a whole readdress rules when students misbehave. I don't really point out the individual who did it. If the student continues or if the behavior is really bad I usually take them down to a breakout room and discuss their behavior and I also call the learning coach. I do point out individual students who contribute to our classroom discussion.
ReplyDeleteI feel that building rapport with students in the most important thing that you can do to build trust with students. Once the rapport is built, you can more easily discuss issues (both behavior and academic) with the student and LC without hurt or upset feelings. When students know that I care about them and am there to help they seem to accept constructive criticism and redirection and work harder to achieve the expectations set for them.
ReplyDeleteI agree that building a rapport is the most important thing when building trust with students. Discipline problems and progress "issues" seem to decrease when you have a positive relationships with families.
DeleteI agree & especially in our school. It is essential to build rapport in order for there to be trust. We must be able to find a level of trust with our families and by the same token provide them with the security of knowing they can trust us ~ with the most precious thing in their world.
DeleteIn the middle school I think that the warm/strict is vitally important. We all have the student that we can dog until the cows come home. And sometimes a compliment is what they need. I remember I was meeting with one of my students. She was on a BOT and I had required her to meet with me briefly so that she can show me what she had done for the day, and to answer any questions. She said that she had completed her project for my class. I was happy, and may have exaggerated the enthusiasm a bit...ok a lot. I went to go and see it and it was not there. Apparently she had completed the project but had not turned it in. I then told her that I would like to see it turned in by today. (the strict part) and then turned on the enthusiasm again and told her that I really wanted to see it. Sure enough, an hour or so later it was turned in.
ReplyDeleteThat is a wonderful example! I am glad to hear that she turned it in after the enthusiastic response you gave!
DeleteI approach every individual with respect and a smile...in person or in a classroom online. I invite them to share a little first and draw from our past sessions or their writing...always take a minute to make it personal --in large group session or individual sessions. I have very few discipline problems but when I do I give them a warning in a private chat, 2nd they receive a quick talk in the break out room and if their behavior continues, they may be removed and a call/kmail will go to the LC. I try to keep students engaged and busy so that they don't have time to misbehave! I believe in showing value TO each child...not just FOR children. Does that make sense?
ReplyDeleteThis comment has been removed by the author.
ReplyDeletePraise ~ In response to the first chapter of TLAC I mentioned that Solomon wisely stated that there is “nothing new under the sun” and I find that to be true in many areas of education. Most things we hear about or participate in at a seminar, conference, college recertification credits course or anywhere that educational improvements are suggested or taught, most of them have been presented before in various formats, under different titles with diverse emphasis.
ReplyDeleteIn this chapter the topic of praise is appropinquated. Praise should always be specific and brief. Praise should never be dished out like M&Ms ~ you really can have too much!! These are concepts that I spent 7 years learning, practicing, perfecting and having drilled into my brain as a Reading Recovery Teacher. RR Teachers only 30-45 precious minutes with the child they are working with. That 30 minutest involves a book walk, first read of the book, running record on yesterday’s book, 3 familiar reads and the facilitating of a student writing a increasing complex sentence. Praise must also teach. Less is most definitely more and precision is crucial. A quick “great reading/writing” doesn’t help Johnny to know what he did right or wrong and too many of those blanket praises makes Johnny think you are not being honest. He needs to hear “Johnny, you did a great job of attacking that word by trying first sound first, stretching the word, re-reading the word & then rereading the sentence to make sure that the word matched and made sense in the story. That is what good readers do!” You just confirmed for him that everything you have been trying to squeeze into his tiny brain is there and he knows how to use it. Not only did you teach and confirm for him, you just gave him a way to articulate part of his reading process. Now he can explain to and sometimes teach other students.
Praise is crucial and should always be specific.
I think my students this month have summed up this answer for me. I have had notes about how I am hard and expect much but that I am fair and how they have grown because of my expectations. They did a reflection on the year and the things they learned in my class and most did not like writing or reading but how they enjoy it so much now because it is fun and they enjoy being in my room. I set my expectations high at the beginning of the year and lay them out clearly. I explain I will give them the tools and the how-to steps to get there. I clearly lay out my classroom rules and create a safe, fun environment for everyone to learn. I rarely have discipline problems and I think it is because they know the steps that will be taken if needed. They have seen the steps- clear through what a behavior plan looks like, so they come to enjoy writing, learning from one another and share ideas. They have learned how to be cheerleaders for one another and encourage one another. I think after reading their reflections it occurred to me that they not only were developing as great writers but as great individuals and that is what every teacher wants to see. I try to model what I expect from them, so they can model it to others. When working with students in writing and individually helping struggling writers and readers over time you get to know a lot about them personally; that just comes with the territory, I think. I feel this year I was able to know my students a lot better than I have in years past and have been so excited about that. I feel some real connections have been made.
ReplyDeleteI believe that if you develop a relationship with students and hold them accountable for the expectations that you have set at the beginning of the school year, that discipline problems will be minimal. When faced with an "issue" in class connect sessions, using positive framing usually works, " l really appreciate how so and so is using her marker tools properly on the whiteboard", " did you notice how so and so gave a thumbs up for his classmate?" It seems that positive attitudes are contagious and most kids want to please others when they know they are respected and that they can trust their classmates and teacher.
ReplyDeleteI try to see the best in all students first... here is an example, a student wrote a message in the chatbox to a classmate, not liking what it said, I pulled this student into a breakout room, posted the chat on the whiteboard and asked him to read it to me. Come to find out it was a typical first grade spelling error! I was thankful I assumed the best as I could have "punished" this student for what it said, if I would not have assumed the best first.
I love that our school is Growing Leaders and that students at the primary level are learning what a leader is and demonstrating these habits in their daily lives and in class connect sessions, when caught demonstrating these habits and recognized for their efforts, it helps other students want to rise up as leaders as well.