I really loved this hack. I believe that kids have very little control of their life and the choices they can make. I started flexible seating (in my last school) last year and the students loved it! They were able to pick their own seat each day. At first students chose seats based on friends, but then when they did not do as well on an assignment they quickly changed the way they chose their seats. I was really impressed with the way they took charge of their own education. I would love to still do flexible seating this year, but I will need to see how things go with the virus. I usually had students choose a seat two times a day and maybe that would only be once. Then at the end of the day they have to sanitize their area. I am interested in how the restroom rule would work in elementary school. I will need to think about it and see what would be the most effective. I always post my schedule on the board because this is also a very effective tool to help students with ADD/ADHD and on the spectrum. I really like the idea of having a discussion of what the expectations are. I will definitely do this during the first day/s of school.
Hello, I like that you allow your students to pick their flexible seating each day. I bet this was fun for them. It is interesting to see how some students initially pick seats by friends and then later they start to change their seating because they want to sit by themselves or near students they "won't talk to".
It's always interesting to watch how a lot of kids figure out fairly quickly that certain people aren't the best for them to work with.
I've done the restroom thing in my classes. The first couple days, scholars often try to push the edge of the envelope, but soon they realize (mostly) that it's just a more grown-up responsibility. And if you set parameters of maybe three signouts a day before you'd need to speak to them about it, that often cuts down on the just signing out to go because they can.
I really enjoy having flexible seating in my classroom. I also used it as something to earn by showing responsibility and that you were able to handle having options. At the start of the year, we spoke a lot about what it meant to be given the option to choose their own seat and how their choice could have an effect on their grade or behavior, so they needed to choose wisely. As Chynna mentioned, they would usually chose a seat they liked sitting in and made them comfortable rather than by a friend once the novelty wore off and they didn't want their grades to effected. When students showed me they weren't able to make their own choice of where to sit, I would assign them a seat for a few days, but they were able to show me they wanted to earn the option of flexible seating back which they usually did quite quickly.
Hi Chynna! I loved how you did flexible seating this past year! (Chynna and I were at the same school/same grade) I think it worked really well for your students. I would like to try to implement it more with my class this next year. Keri, I like your idea of picking their seat for a few dats if they are having difficulty and then letting them earn that option back. Kids really want to have their own choices and I think it’s true that they will make good decisions because they don’t want to lose their freedom to choose and have ownership.
Thank you for your comment. I agree, writing the agenda on the board at the beginning of the day is very important. It allows the students to anticipate and be prepared for what events are happening throughout the day. In the past, I have even put “choice“ on the board so that they know when they will have a choice in the activity. Additionally, I like to allow choice when it comes to simple tasks like spelling. Students often like to present their work in different formats still satisfying my expectations for understanding.
Hi Chynna! I've taught kindergarten and I've used hand signals for scholars to let me know that they need to go. However I established rules where they knew that only 1 boy/girl could leave out the room at a time. I never had any problems.
I like the open seating options for students to start the year with scholars having options for sitting where they feel they can have the best learning environment. I will try it. I agree that scholars having input into the standards of their learning environment is powerful to building a quality relationship of respect. However, I feel that it is important to have the first class as a discussion hour in which scholars address what would be the environment in the library in which they could read and concentrate on the text of their choice. In addition, we would list the distractions that they have experienced in the past that interfered with their enjoyment of reading. This should bring up the negatives "they" want corrected.
I like the open seating options for students to start the year with scholars having options for sitting where they feel they can have the best learning environment. I will try it. I agree that scholars having input into the standards of their learning environment is powerful to building a quality relationship of respect. However, I feel that it is important to have the first class as a discussion hour in which scholars address what would be the environment in the library in which they could read and concentrate on the text of their choice. In addition, we would list the distractions that they have experienced in the past that interfered with their enjoyment of reading. This should bring up the negatives "they" want corrected. Jean Faillace-Timothy L. Johnson Academy--Fort Wayne, IN
Restrooms are difficult. My 5th Grade scholars are usually good about handling a restroom break. It becomes an annoyance to me when one goes, then they all seemingly have to go, so we have kids leaving constantly during instruction. Our school also had rules about kids not being in the hallways unattended. Restroom breaks were supposed to be class wide, which could take about 10 minutes of instructional time two or three times a day. I know I need to build those times into my teaching schedule, but that time adds up.
HI! I love that you use flexible seating. One of the hard things for me from Hack 1 would be letting go of the seating chart. Letting the scholars feel that they are making choices for their learning environment is key to keeping them engaged.
As far as restroom breaks, I have always done classroom breaks and had signals for those who may need to use outside that whole classroom break time. Keeping a policy/procedure to using the restroom maybe key for those who use more frequently. Letting them know you are aware of their habits and trying to find ways to limit.
To be honest, I am terrible with names, and the only way I was going to learn the names of 6 classes with 25 scholars each was to use an alphabetical chart for the first 2 weeks, at most. I always challenged myself to learn all the names quickly, and let the scholars know that the chart was to help me, not control them. After I had the names down, I would let them know they could chose their seats. The interesting thing was seeing how many would stay in their original seats, even when given the option.
I love the idea of flexible seating. We had one teacher who had tried the flexible seating and her students flourished and became more responsible for their work and behavior. Her classroom was one that I always looked forward to going into.
Thanks for sharing your experience with the flexible seating chart, I was very curious about the experiences teachers had with this particular hack and whether it would be implemented again. I can see how this would be a good practice in giving scholars this particular freedom in the classroom setting. Also, I can see where the bathroom hack would be more problematic if multiple scholars would want to go together, but may also be hack that is limited due to the school's hallway policy. I look forward to hearing more experiences that teachers have with this particular recommendation.
Thank you both for sharing your ideas and experiences with flexible seating. I use flexible seating in my classroom and I did find it to be very effective. I introduced it after several weeks of school, and communicated the idea that this was a chance for them to choose what works best for their brains. I also, went over expectations, and we discussed what would happen if expectations weren't met with flexible seating. I had very little behavior issues with flexible seating, and if I did it was minor. I loved watching my scholars figure out what flexible seating worked for them, and after a week or so scholars knew what worked for them. In return little arguing over seating, and I felt scholars were more productive and felt safer. I agree, and think the bathroom hack would be more problematic. I think this would need to be discussed when teaching procedures, and have it as a sign out system of some sort. I think this could possibly keep scholars more accountable. Also, discussing the expectations and consequences would be important as well. I am also curious to hear what other teachers input/experiences with the bathroom hack would be.
Hello, I have a lot of excuses for not using Hack #1. However, I am willing to try it out more this year. I allow my students to pick their seat on the first day of classes but the seat they choose becomes their permanent seat. This also helps me to learn their names and faces quicker since I see so many students. But once I get to know them this year, then I will allow them to sit anywhere they want each day. The restroom part is tricky too. I expect the students to go to restrooms before coming to my class. I usually learn the restroom signs that the homeroom teacher use in class, which helps when a student raises their hand using the sign. I can quickly answer their request. This year I can allow each grade level to come up with procedures and post them around the classroom. Sohn'a Duff - PLA103
I think we should try it S. Duff. Hack # 1 makes sense to me. In a former life when I managed employees, I did some of the same things, and it worked very well. I think we have to be more flexible in our thinking, and help to steer the flow that the students (adults in training) create and reinforce positive behavior and ownership of classroom privileges.
There is a lot to be said about seating in the beginning while learning your students names. They get so angry when you do not know them already or in some cases do not pronounce their names correctly. They do not understand that YES it is easy for you to remember my name. there is only one of me in the room, but there are 20-30 of you and I have 7 class periods LOL
I agree that open seating might work for the beginning of school. I usually start with that but if they can't work where they want to, I have to separate them. It's still up to them to make it work.
Currently, I keep all materials where have to hand them out to students. If I let them have free reign the materials all disappear because they take them with them when they leave my resource room. I might try to have a more accessible area for materials. Maybe they will not walk off. I could try it to begin the year. Will have to have a checker to see that all materials are returned before each class leaves.
I agree that open seating might work for the beginning of school. I usually start with that but if they can't work where they want to, I have to separate them. It's still up to them to make it work.
Currently, I keep all materials where have to hand them out to students. If I let them have free reign the materials all disappear because they take them with them when they leave my resource room. I might try to have a more accessible area for materials. Maybe they will not walk off. I could try it to begin the year. Will have to have a checker to see that all materials are returned before each class leaves.
I agree the bathroom sign out could be tricky. I run the library and media center. Some teachers want their students to use the bathroom outside the library---which is quite a ways down the hall ---while other classroom teachers do not; as they have restrooms available in their classrooms and/or have just come from a restroom break in the hall. Therefore, I will check with the classroom teacher's first. However, I do like the sign in and out process for going to the restroom and the limit of 3 times per trimester. This will eliminate those who want to avoid sitting and reading while in the library---and continually ask for rest room time. I will try this with classes that have permission to use the restrooms during their library or media center time.
I agree the bathroom sign out could be tricky. I run the library and media center. Some teachers want their students to use the bathroom outside the library---which is quite a ways down the hall ---while other classroom teachers do not; as they have restrooms available in their classrooms and/or have just come from a restroom break in the hall. Therefore, I will check with the classroom teacher's first. However, I do like the sign in and out process for going to the restroom and the limit of 3 times per trimester. This will eliminate those who want to avoid sitting and reading while in the library---and continually ask for rest room time. I will try this with classes that have permission to use the restrooms during their library or media center time. Jean Faillace-Timothy L. Johnson Academy Fort Wayne, IN
I start the year with open seating, but as I get to know the students and learn their personalities, then I start developing a seating chart. However, my seating chart doesn't stay the same for long. I move the scholars around every couple of weeks. Wilson PLA@103
I think that’s a great way to start the school year. I agree with you. Students will grab a tape towards one another and you can get an idea of what works best for each.
Every year I allow my scholars to come with their own rules that they think is comparable to the age group. Before class begins the scholars read their own directives and they now have onership of the behavior. As far as the restroom goes....The scholars must sign out and write their times in and out. They know two of the same gender cannot eave at the same time. The restroom is seconds from my classroom so I really don't have an issue with the restrooms. I have their rules posted on the wall, tape on their tables and they have a copy in their folder. I have several strategies that I use in the classroom so behavior does not become the focus of class. Chynna, flexible seating is wonderful! Scholars seem to be calm, ready to dive into the lesson, and it really feels like their bedroom. Lighting is key to flexible seating too.
I think having the students come up with their own rules at the beginning of the school year is a great idea. I also think they can develop consequences for breaking school and/or classroom rules.
Hey Libby!! I really love the idea having the scholars come up with their own rules! I think this allow them to really think about the type of environment they want to learn in. You could have them written down on chart paper and have each scholar sign and create a Class Contract.
My scholars are allowed to choose their seats. However, if they are corrected more than three times in a week, I ask them to trade a spot with someone else in the room until they can show me that they are all to work without being an issue during class. I had a lot of talkers in my first year, so this was ongoing, but in time, my scholars learned that if they wanted to sit with their friends, they had to own it.
I am prepared to allow students to choose their own seats and agree with you Zach that I will ask them to change seats if they have to be corrected too often. My greatest concern is about abuse of bathroom privileges. I already maintain a written agenda on the board, and it is true. The kids love knowing what the plan is for the day.
I have utilized the concept of the Classroom Compact, which allows the scholars the opportunity to decide what they think an engaging, respectful classroom should look like. They generally have great ideas, and once the class agrees, they are more willing to follow the rules, and accept the consequences.
I really like the idea of having the scholars create their own rules for the classroom, as well as giving them more freedom to choose when to use the restroom throughout the day with the sign out sheet. I have seen when classrooms create their own rules and stick to it, it's pretty awesome! I definitely plan to create the classroom rules with my students as well as using the sign out sheet bathroom idea! I love the accountability portion and how it allows the scholars more freedoms throughout their day. PLA 103
Things I do/did (and think are very important in the classroom): Posting a schedule. Not only does it keep the teacher on task, it helps the scholars to know what's next. A lot of our kids deal with anxiety over the unknown so a simple schedule can alleviate those anxieties. Cold calling (or NOT cold calling)- I've done it, but I've seen a lot more success with prepping scholars ahead of time that I'll be calling on them. Restroom sign out- after the newness wears off (and as long as scholars know I'm keeping track of their times in and times out) this works very well. Not sharing class averages- I liked this one. I like the idea of scholars focusing on their personal best rather than the class average. I really like data folders where scholars track their own progress. Amanda Rouse PLA@103 Instructional Coach
I do the same thing with cold calling. I choose a few students before I ask the question to make sure they are looking for an answer then I read a section of the story/book and the call on them. If one gets it wrong I move on to the next and go back to the student who answered incorrectly so they can remain confident and get support from their classmates. My goal is to have my students help each other learn rather than relying on the teacher.
My last school almost required cold calling as a method of behavior management. I really like how this author discredits this method and provides new ones. I remember feeling so anxious as a student when teachers would do this and I'm sure it's still the same today. I am happy to try out new things this next year. PLA- 103
Amanda, I believe that the posting the schedule should be a requirement (It was at my school)Just as you stated it helps keeps the teacher on task, it allows anyone entering the room to know whats going on and allows the scholars to know as well. I also was never a big fan of sharing/posting the class average. I really like the idea of having the scholars track their own progress allowing them to take ownership of progress.
I agree with the daily schedule. It has helped with the scholars interrupting with questioning when we are going to lunch. I also like it because it allows scholars to know we had ELAR in the morning and Math in the afternoon. The routine of knowing what is next is important to classroom management.
In the beginning of the year, I let scholars raise their hands to answer questions. Yes, I had the same ones for a couple of weeks but then once the scholar realizes I am not going to blast them if they answer incorrectly, more answer. This is when I need to use the pull sticks because so many raise their hands, I want to be fair and give everyone a chance.
I guess if we are going to term it "cold calling" I will say that I have a tendency of "lukewarm calling" them. If I see one is not really participating what I will do is in the process of asking a question I will alert that student to be ready for the next question...it forces participation but at the same time gives them a bit of time to prepare for the spotlight.
My kids hated "cold calling". They didn't want to answer questions. I usually had four or five who would answer every single time. I found that offering a piece of candy for reading out loud, answering questions, etc worked well. They were allowed to earn one piece of candy per whole group lesson.
Reading books about classroom management or any book that I can improve my teaching with are my jam! There are so many different types of students with different backgrounds that don't have the autonomy at home and would thrive on it at school. I have always been a person who views students as people too and try to give them the respect and freedom I want as a teacher. Mike Roberts comments about classroom management should be more proactive rather than reactive and I agree. It is very difficult to reset your classroom in the middle of the year although sometimes very necessary. I have implemented most of the the procedures presented n the book; flexible seating and nonverbal bathroom policies. I taught first grade last year and implemented a restricted flexible seating. I decided what table they were sitting at but they were able to choose what seat at the table to choose. I did this because I could monitor their academics more closely. I like teaching sign language to my students so students can agree and disagree with each other nonverbally while still continuing the conversation. I also taught them the sign for restroom and water so it would stop the flow of my teaching. I would respond with the sign for no or yes very fluidly.
Sign language was one of my favorite ways to have classroom discussions! I loved implementing it during readings circles especially when discussing books or novels. What a great way to get a quick take on how scholars are feelings without disruptions.
Also, what is your name and school? I want to mark you down for participation! :)
I love how you mentioned the author stating that classroom management should be more proactive than reactive. When reading this definitely stood out to me because it is so crucial to success in the classroom. As teachers we need to plan ahead so there won't be as much "putting out fires" in the classroom.
I love using nonverbal signals in the classroom, especially the idea of implementing sign language. I would definitely love to try this next year. Can you please expand on how/what sign language you teach. Thank you
Hello, I really enjoyed this first chapter. One of the ways I have encouraged students to play a role in their education as well as their learning environment is to have student led conferences weekly, monthly and even when speaking with families. Not only does this provide immediate feedback for the student, but it gives them ownership in their academic successes. They very often want to share with their classmates, teachers, and families when they can do so in a safe learning environment. Of course, students love to share their highlights after a week or a quarters worth of work. As mentioned, I would like to implement more of a seating plan that encourages students to participate. I find that students can choose wisely who they would like to sit next to in the classroom when given the choice. This is true with the older grades even more so. I plan to encourage this practice again next school year.
Can you elaborate more on what those student led conferences look like? I think that sounds interesting and am curious if it's similar to a "circle time" or something else entirely?
This was my first year teaching, and I made rules for my classroom because I was told to, and they were a list of "don't's". Next year I will definitely incorporate the positive introduction of classroom norms, and tell students more about what they can do. I think that letting the students own what they can do, and focus on that, will lead to more positive behavior, and less negative ones. I will also let the students organically construct their seating chart (something that they do naturally anyway), and model behaviors that will allow them to continue having certain freedoms.
Hi Alice! I think your ideas for next year are awesome! I agree that allowing students to have more control gives them a sense of value within a classroom, which directly impacts academic performance and social growth. Even students as young as kindergarten can be trusted to participate in making decisions with the proper direction and modeling from adults.
I think it's easy for scholars to think about all the things that they are told not to do. One strategy that I've used is to turn the negatives into positives. It's so interesting to see the discussion turn into all positives.
I think you experienced exactly what was described in the book as why Rules do not really work well. I witnessed FIRST HAND (as you well know) how much you tried to make rules work in your classroom but were not successful.
I like how you referred to your rules as DON'T. Children are always told what not to do instead of what CAN they do. I am curious to see how your students will respond to norms and hearing about what they can do. Hopefully you will be able to share their reactions. Modeling behavior is the key. I have seen students walking in the hallway when their teacher is not with them and you give them a positive comment, they can not wait to let their teacher know.
Ideas that have worked for me in the past and that I feel I have seen implemented at PLA 103, as well include having scholars assist in creating the class "rules." However, rather than rules I ask my scholars to think about "What does it look like, sound like" to be on task or engaged in the classroom? We can then create either a list of things Scholars should be doing or I have also had them create Anchor Charts with ideas, pictures, and words that we leave up in the room to remind us in the first weeks of school and allow us to refer back to when needed. This makes the scholars really stop and think about what the classroom should look, sound, and feel like. This same idea could be implemented if we are in a virtual classroom next year too. Keri Mohrbach, PLA 103
Yes, I've enjoyed the "Looks like/sound like" in the different subject areas. I have always done this right away, but now that I reflect on it, it might even be better to wait a week or two. This would give scholars and opportunity to see what's working well and what needs to change.
I love to think about it in the "Looks like/sounds like" approach. Especially because "Sounds like" is different for independent learning and group work. We should hear discussion during group work, partner work, and stations for example. (Appropriate voice levels of course) Having that visual reminder is key!
I love the looks like/sounds like approach. I will definitely add this to what I use in my classroom when creating expectations with my scholars. I normally ask three questions: how do you want to be treated, how should you treat others and how should you treat materials in our classroom. Thank you for the great idea!
I love the idea of anchor charts. I need to use this more often when adding new things in our classroom. Some times, I do examples or stories that show examples of what is expected. But, I do agree, I like the looks like/ sounds like way of doing things. Thanks for the idea. Karen Prince PLA 93
This last year we had hand signals for scholars to ask permission to get water or go to restroom. This especially helped when we were working in small groups. I already decided I was going to add either a check system or sign out to help me know how often they are leaving the classroom and when. I had 4 rules for our classroom that were broad. However, the scholars gave examples (and we wrote on the paper) what it meant. All scholars signed the bottom of the paper agreeing they would do their best. I am going to rethink the rules and see how I can incorporate them more. I do like the free seating. I would like to see if they can maintain that seat for a few days in the beginning so I can learn their names.
I have used a lot of these techniques in the past. We like to instantly think about all of the negatives and expect the worst sometimes.
When it comes to seating arrangements, while we assume that students will talk more and be off tasks, when they are by their friends, they are so engaged because they are aware of possibly being moved. When you're asking for table discussions, these chats are elevated because they feel comfortable with the scholars around them. One year I even had scholars change seats daily and suggested (and didn't enforce) that they only sit with one scholar from the day before. This allowed for varied discussions and to be comfortable with change.
Giving scholars voice and choice is very important. Allow them to choose books to read and topics to write about. At the start of the year instead of telling them what they will be doing, ask they want they hope to do in the classroom throughout the school year. When they see you making adjustments to instruction to incorporate their ideas, they will be more invested in their learning.
When it comes to the restroom, I have used a hand sanitizer bottle as a pass. The pass is on my desk, they grab it, and sit it on their desk. The bottle on their desk is the sign to know exactly where they are located. Plus, when they get back into the classroom, they use the hand sanitizer (extra cleanliness) after returning it to my desk. The procedure that goes along with it is that scholars are to not go when a mini-lesson or small group lesson is taking place. Making sure that scholars understand this routine and how they don't miss any valuable teaching time is important.
I love your hand sanitizer as a pass! I've never heard of that method before, but I love how it's a clear signal of where they are and that extra step of cleanliness. I may borrow and tweak this idea for my own classroom!
Sanitizer as a pass is a great way to not only help you know exactly where they are but keep them accountable for returning to class promptly without wondering throughout the school. Great idea!
The hand sanitizer is a unique way of tracking who is out of the room. How is time factored into restroom breaks? On the middle school level we issued passes that are supposed to last for the quarter, but scholars always seemed to find a work around. Velma Guidry - Instructional Coach PLA@Smtih
I really enjoyed the idea of using hand sanitizer as a pass! At the school I student taught at, they did not allow students to use the restroom without a teacher. It felt like we would spend so much time to take these breaks when students could take these as needed. I might have to steal this idea in my own classroom! thank you! -Andrew Riester
Action 1: I love the idea of giving my scholars more power in the classroom, but am also weary in some aspects of it. I'm definitely one of those people who doesn't even like the idea of anything going south, but the scholars are only human and mistakes are bound to occur. I can't let the possibility of something going wrong be a road block in allowing my scholars to become more independent. Something that works in my classroom is letting my scholars keep a water bottle on their desk. Just as I get thirsty throughout the day and reach for my water they get thirsty as well, and they should be allowed to have a drink when they are. It started off a little rocky, but it was great seeing how they automatically took responsibility of it. For instance, if they accidentally spilled a little they knew to quietly get up and clean off their desk. They were also typically more careful in taking a drink if they already spilled once at any point. This also eliminates some of the in and out traffic for the classroom because they won't have to leave to get water. We also established that the refill time of the bottles would be during our class bathroom breaks. Action 2: One procedure that I want to implement differently is the elimination of the seating chart. While I have allowed scholars to help me decide where desks and/or scholars should go, I would love to see what the outcome would be if I already have the desk arrangement set up and they select their own seats. I do foresee their being conflicts over a seat if a scholar decides to sit at a different seat that someone else typically always sits in. However, I'm hoping that with a positive classroom environment that they'll be able to talk through the situation without needing me to intervene.
The water procedure is so helpful! I know it helped with traffic issues for sure. What I have found in classrooms that did not have a seating chart and did well was that the scholars understood that they moved often (small groups, brain breaks, going to 'the carpet', etc. They knew they did not spend the entire day in one spot.
Your last sentence says it all! If your classroom culture is a positive environment where sorting through disagreements and discussions has been modeled properly, scholars will definitely be able to talk through situations on their own. I love that you're encouraging your class to problem solve on their own!
That is an interesting thought on the fighting over a seat because we are creatures of habit. It would be a great time for them to learn/ use the talking through a situation instead of fighting. Truesdell- Trix
One procedure I want to implement for next year is getting rid of a seating chart. I have partially done this in the past with alternative seating, but I would like to fully implement it. I know standard seating can be so uncomfortable and I have a hard time sitting in an uncomfortable seat and focusing on something other than moving around to find a better position. I’m a firm believer that children learn best in a comfortable setting, and I love the idea of allowing them to choose what is most comfortable for them. They know best how they feel and where they can learn best. It just makes more sense for them to have a choice.
That's great that you are jumping in with both feet with flexible seating this upcoming year! I'm sure it will come with some challenges but once those are worked out, the benefits will outweigh the challenges that came along with it.
I love the idea of flexible seating but I have been very wary to try it. What types of seating have you tried or do you have any ideas for what you might try?
Action 1- Just as teachers, we will have more buy-in with new curriculum, programs, and procedures so will our scholars. I learned this before I even entered the classroom having observed a very talented 4th grade teacher. Whether I was teaching seniors or 1st graders, I have tried to find ways to give the power back to the students. What comes to mind with my past experience, is how different this looks in different grade levels. First grades need MUCH more guidance! I do believe that whether it is coming up with a class agreement, rules or procedures it is best to keep the process simple. I also believe that as a the teacher it is important to talk with your scholars about the things they will not be able to have a say in and why (safety, etc.). This is a great way to transition into the things they DO have a say in and why. The first day of school I would make this list with my scholars on chart paper. They were always excited to see how much longer the 'student say' list was. We would work through the list that first week. Some of the best ideas for procedures have come from children.
Action 2- This past school year I brought in 2 6th graders to help with outside car rider duty. They were taught the procedure, how to use the walkie, and could run the line by themselves! I was so impressed. Their were personnel hiccups, of course, and it took time. I had to relieve one scholar of the duty and find a replacement. Just like with real life, there were expectations for this job. This coming school year I would like to find ways (when we are back to normal) to put more scholars in charge of activities. It can have such an impact on their school work, confidence, and self-esteem.
I love this! I am sure if you were to ask what one of their favorite things about school this past year was they would say helping with car rider duty. What a great way to give them a sense of empowerment, accountability, and ownership.
You gave the 6th grades a real sense of responsibility. They knew that someone was counting on them to met their expectations each day. Your approach was training them for employment in the real world. Thank you for helping our team build leadership skills with the scholars. We are truly grateful.
Scholars really enjoyed being leaders and assisting outside at car rider duty. Although I haven’t previously used student assistants outside, I would love to make sure scholars have ownership of this duty and make sure this is implemented next school year.
I found many things that I would love to try this school year in this first Hack. The 1st thing is start by telling the scholars what they can do instead of what they can't do. I hope that this makes there first school experience a little easier and help them see that school is a fun place. I've always used hand signs for the bathroom, since I've taught kindergarten because I understand that they sometimes can't wait. However I still only allow only 1 boy and girl to go at a time. I'm going to have to make some adjustments to allowing them to pick there own seats. To help me with names I'm going to allow them to pick there name tag an place it on the table/desk that they want to sit.
I agree, I think it's great to set up your classroom rules as what they can do, instead of what they can't do. I created name tag lanyards for my students for the first few weeks of school that really helped me memorize names quickly. Anna Callender A+ Arts Academy
I agree that letting the scholars pick their own seats will be great! I think that they will enjoy having that responsibility. I like the idea of allowing them to place their name tag down each day. Maybe you could try putting strips of Velcro on the back and on each table. That way the scholars could physically stick it to the seat without worrying that it may be moved or fall off.
The teacher I was with for student teaching did not allow the students to have any sort of control in this area. She had one little girl constantly in trouble for chatting with the tables around her but also chose to make her sit alone. I think that a major part of the issue was that she just wanted to be included and the teacher disagreed.
This was my comment. Sorry I did not have the correct setting picked in order to show my name and now I cannot edit it.
"Hi Ms. Alford,
I agree that letting the scholars pick their own seats will be great! I think that they will enjoy having that responsibility. I like the idea of allowing them to place their name tag down each day. Maybe you could try putting strips of Velcro on the back and on each table. That way the scholars could physically stick it to the seat without worrying that it may be moved or fall off.
The teacher I was with for student teaching did not allow the students to have any sort of control in this area. She had one little girl constantly in trouble for chatting with the tables around her but also chose to make her sit alone. I think that a major part of the issue was that she just wanted to be included and the teacher disagreed."
Some of this I already do and have success with. Seating charts are an annoyance to me unless I am going to have to miss a day and have a sub in my room. What I do with that is I do establish a seating chart but students know that as long as I am there that the chart is not in effect but that on he very rare occasion that I am out the expectations are for them to sit in their assigned seat. I do this simply to assist a sub in identifying students. I also have a "Do unto others..."rule. If you would not like being treated that way then why would you treat someone in that manner. Now I do have procedural things that they must do but that is more work submissions and such. But rules as a whole to me are something...well I remember growing up hearing a statement that goes like this "RULES ARE MADE TO BE BROKEN". I admit I am a bit more lax on rules but stern on procedures.
Hello Terrell! I really liked your "Do Unto Others..." rule. It is a great way to describe the golden rule and all people can benefit from using this rule. Also, your last statement about being lax on rules but stern on procedures is a good way to put it. I think that the word "rules" has a bad rep and when you start giving students more and more rules, they will feel boxed in.
Something I plan on doing when I am in my own classroom is allowing the classroom agreement be decided upon by the scholars. I will obviously have some idea in place for general expectations but will act as a guide to allow students to create the rules together. I want to allow the scholars to have that sense of accountability and autonomy. I want to word all of our rules in a simple manner that will allow for the scholars to understand. I also will choose to use positive language instead of a list of "no". I also would love to try the no chart seating. I observed in a first grade room where the scholars were able to make their choice each day. They would then reflect with the teacher at the end of the day. Students who had not learned their best that day would sit in an "assigned" spot the following day. This allowed the students freedom but also had a component of accountability that was important. I loved that the room teacher would reflect with the students each day. I think this is a really important skill many adults are lacking.
Greetings, I love the idea of getting away from the word “no”. I agree that by implementing more positive discussions can set a classroom up for success. Have a wonderful day.
My approach with my scholars has oftentimes been similar to that of my own children. Building a relationship of integrity and respect has always been my goal. One way I have aimed to achieve this is by creating a family-like setting and allowing this a respectful amount of say in our day to day outcomes. For the last few years, I have allowed my scholars to be apart of creating our classroom’s rules. I have found that many will take ownership of this process, as well as holding one another accountable. The one rule that we often come up with that can fit every situation thought of is Respect, “Respect me, Respect others, and Respect everything in my surrounding”.
I like the idea of having a restroom sign-in and sign-out form. While I have tried this approach before in the past, I didn’t remain consistent to see the full fruits in the end. I have witnessed both the positive and negative outcomes of this approach. This could be from introduction to this idea in mid-Septerber, vs the first week of the school year. It is definitely an idea that I would like to revisit in the fall and maintain at least a semester.
I believe making a positive impact on your scholars is to have power redistributed throughout the classroom. In my experience teaching primary grades, I encourage scholars to manage their environment by assigning simple roles (i.e. teacher assistant, voice level monitor and restroom checker). The ideas expressed in "Hack 1" can be done as the teacher builds a trusting climate in his/her classroom. Primary grade classroom management should be simple and allows scholars to take part in it.
I completely agree! Primary students love to feel like they are apart of the class. The more that they have ownership in their class, they better they perform academically in my opinion. Simple and clear expectations are the bases for any good classroom management plan to be effective.
I agree with the author when it comes to rules. Students need to participate in the discussion and creation in order to own it. Definitely a DO list. as I use Positive Behavior in my class. With that, we discuss the Phalen Way of doing things. We have very few rules other than the Golden Rule, Respect yourselves, and Respect others. I choose to call the rest "procedures", comparing it to a new job. Restroom was only when the class went (3 times a day), unless I had a note from a dr. and they had to have a responsible buddy. I have always posted the daily schedule. (If I don't update it, someone will remind me.) My 3rd graders relied on the schedule, and questioned if there was a change. I think all 3 of those combined helped with my classroom management from the start.
I agree with the author when it comes to rules. Students need to participate in the discussion and creation in order to own it. Definitely a DO list. as I use Positive Behavior in my class. With that, we discuss the Phalen Way of doing things. We have very few rules other than the Golden Rule, Respect yourselves, and Respect others. I choose to call the rest "procedures", comparing it to a new job. Restroom was only when the class went (3 times a day), unless I had a note from a dr. and they had to have a responsible buddy. I have always posted the daily schedule. (If I don't update it, someone will remind me.) My 3rd graders relied on the schedule, and questioned if there was a change. I think all 3 of those combined helped with my classroom management from the start.
Action 1: I really enjoyed reading the chapter and everyone's comments. This is what makes the book club so amazing! One thing that I always do at the beginning of the year is allow them to sit where they want to sit and we create the rules together. We make the rules like a contract and we work through them together so that they feel like they have had a voice. After we create the rules, everyone signs the "contract" and its a really cool process! Going along with the seating arrangements, I always allow them to sit where they want to. If I notice that they can't handle it, I know who they should sit with because I have been watching who they talk to. It allows me to get to know my students a little better and it allows me to explain to them why I am moving them.
Action 2: One thing that I want to get better at not using whole group consequences. After reading the chapter, I realized that I have done that too many times. If there are more than one student involved, I would always wrap everyone else into the consequence. The book is right; most of the time, the majority of the class had nothing to do with the situation, so it's not fair to them. Instead, I am going to focus on creating consequences that are for the individuals rather than the group. It will build my classroom management and will show my students that I can be trusted.
I love that you create a contract with your class, I do this as well. I also need to work on not using whole group consequences. For myself, I believe I do this because it seems more time efficient to quickly give out a whole group consequence than stopping and giving an individual consequence. I would love to hear some ideas of consequences that you may be thinking of.
Paige, Your scholar trust & respect you, because you model great leadership skills & offer them chances to build their leadership qualities! It's been great watching your scholars develop those leadership qualities!
Although, I consider myself a veteran teacher, I am very amazed that many of the strategies that I was taught to implement in my classroom as a young teacher are not really considered best practice. One method in particular is cold-calling. I was always taught as a teacher to cold call students to ensure student engagement. In fact, many other behavior management books that I have read, believe in this method very strongly. After reading this Hack however, I now understand how this method can further alienate and ostracize your students. Moving forward as an Instructional Specialist, I can coach around how to engage students with giving them choice and affirmation not embarrassment.
I love how openedminded you are in trying something new even as a veteran teacher! We are always learning and growing. I will say the idea of not using cold calls was challenging for me to wrap my head around. I used cold calling a lot but never in a punitive way or with the expectation of the answer being correct. I then would circle back if the scholar missed the question and give them another opportunity. I am currently not in the classroom and am curious to see teachers implement this and see in action! Thanks for sharing!
Sarah Rahrig GVPLA Culture and Trauma Informed Specialist
My first year teaching we read "Teach Like a Champion" during our PLC meetings and that is where I learned many strategies that I currently use in my classroom. One strategy is using a social contract instead of creating a set of rules. When using social contracts in my classroom I have the scholars answer three questions: How should you treat others? How do you want to be treated by others and How should you treat the things in our classroom? We discuss and come up with expectations/behaviors of what we want for our classroom. Scholars then sign their name and promise to follow our contract. I also make sure that we try not to use the word "no" but instead create a positive expectation. We create our social contract during the first week of school. Another strategy listed in the book that I currently use are nonverbal signals, including bathroom signals. This allows for scholars to ask for what they need while instruction is not disrupted. As stated in the book, it also allows scholars to feel like people instead of soldiers.
The book says to eliminate cold calling. The reasoning for eliminating cold calling makes perfect sense. I cold call a lot in my room but I plan to try eliminating it this upcoming year. I love how the author stated that building relationships is key to eliminating cold calling. In my room we discuss how making mistakes or being incorrect is how we grow and learn. I will definitely take this and build on in it to help eliminate cold calling in my room.
Another kill I would try to eliminate would be seating charts but honestly as a kindergarten teacher this scares me. I'm definitely open to any ideas and suggestions when it comes to eliminating seating charts.
Charlene, I like your idea of the social contract. I think that goes well with discussing the expectations and behaviors of what we want to see in our classrooms. I am going to try and implement this as well. Thanks for the idea.
Charlene, I love your idea of the social contract. My school's motto is Be Safe, Be Responsible, Be respectful. Your contract would go well with that motto and making it individual to each student. I don't like to hold an entire class responsible for the negative actions of the individual but sometime's I fall back on that when students are feeding off of each others behaviors and a larger group of inappropriate behavior is forming.
I also like the book's idea of eliminating cold calling. Quite often when I do I get students who will shake their heads and not speak. I always give them an easy out but I'd like to see if I were to prepare them the day before with the topic and a specific question, if I would get more participation in large group discussions.
I already do the sign out sheet for the restroom but I need to add that to the social contract. I had students who abused it. If it is in the contract I might get more compliance with it.
I plan on implementing the open seating in my classroom next year. I have already adapted to flexible seating last year. I had a donors choose project that was funded and I was able to get several different kinds of seating in my classroom for the students to sit in. I think that letting them choose their seat will give them some ownership of their desk instead of me telling them where to sit. I have observed that we are all creators of habit and will sit in the same place or even park in the same place. I also want to implement the bathroom signal as well. I started to try this this past year but I did not keep with it.
I am going to try the idea of the scholars having choice of seating. I love the idea of giving them the ability to make the right choice of which other scholars to sit by. Of course this depends on social distancing! Jenelle Miller PLA 103
Jenelle, I agree that it is a wonderful idea to give students the freedom of sitting choice, I have yet to try that, but I have incorporated in the past writing together our rules and creating them together, it works great, they feel like they have a voice and we all sign it together to commit ourselves to our social contract. It's a great way of involving them and it's fun in the younger grades to do with colorful markers. It sets up a community among the scholars. See you soon. PLA 103
I gave my kindergarten students the choice of where to sit in the beginning of the year last year and it worked well. I also try and keep my rules more positive instead of negative. "We respect each other", "We are kind". Etc. And we discuss why those rules are in place while referring to our school wide rules of "Be respectful, Be responsible, Be safe." We also model and review those rules often. I do like the idea of a sign out sheet for bathroom breaks, I currently use a pass but unsure how that will look with social distancing and so forth. I also would like to put up a daily schedule and one of my summer projects is to make it very visual with both pictures and words. Anna Callender A+ Arts Academy
One procedure that I had in my classroom this year was a transitions times. I would set up a timer for anywhere from 30 seconds to two minutes for anything from transitions to clean up and getting ready for the next thing. I know it worked well on most occasions, but this year I am committing to making this timer a bigger piece of my classroom. Setting the timer for the lesson times that we have, small groups, and whole group activities will help keep me, my scholars, and my entire class on our daily schedule.
I am thinking of trying free seating choice, I haven't applied that hack, and I am curious to see how it works. I am unsure of how K students would take this responsibility, but I am willing to try it. Class punishments is not my style, but when I do apply this I will be more mindful, because it seems not fair. My goal is to completely eliminate this consequence. I always start the year creating the rules with the class, and it works in helping to establish a sense of community among the class. Also, hand signals for restroom break and other small interruptions is a great way of not interrupting the flow of a lesson, and it works. Therefore I will keep in place creating our rules, social contract signing, and hand signals. The new tools for my class management will be free style sitting (as social distancing allows), and eliminate class punishments.
Anna, Your scholars know your expectations & love to build trust with you because you reward them consistently! It's been great to watch your scholars develop respect, responsibility, and thoughtfulness... because you model it for them!
The title of this chapter says it all "Remember, it's a classroom. not boot camp." So many times teachers (and I am guilty of this) forget that these are KIDS! I have always said to let the kids do the heavy lifting. In 2020 a classroom should be student led and not teacher led. With these things being said, a teacher needs to let the kids take ownership of things happening in the school. Let them pick their seats and let them use a nonverbal way of showing they need to excused to use the restroom. Let them have ownership. Letting them have ownership now, will set them up for success when they are older.
Lisa, I completely agree with you. I feel as though the saying let kids do the heavy lifting is often used when referring to academics and the learning process. However, we forget that students need to also do the heavy lifting with decisions that are being made within the classroom and with their education. After all it is their education and their classroom. Giving students the opportunity to choose their seats is a prime example of this.
I completely agree with you. I laughed a little at the title of the chapter because I too am guilty of creating a very tightly ran classroom with rules and expectations for how the room will look and sound. Like you, let them have ownership. Allowing for this will set them up for success when they are older.
I love the idea of empowering scholars to take responsibility of THEIR classroom. While reading about this Hack I was able to identify things I've done in the past consistently, things that I tried and things that quite frankly scared me, but would be willing to try if ever back in the classroom. One thing that I've tried and because it seemed like to me it didn't work the first year was having the students come up with the expectations and consequences. I feel as though this is something I should have tried more consistently throughout my time in the classroom. One thing that I would want to try if ever back in the classroom would be allowing the scholars to choose their own seats. I think it would be really interesting to see the scholars take responsibility for who they believe they should sit next to, to do their best work. Being that I’m no longer in the classroom, I can’t commit to implementing any new strategies or any strategies differently. However, I will be encouraging the teachers I am working with to have their scholars help them with setting the classroom expectations, allowing the scholars to choose their seats, and put up a daily schedule.
Abby, This year, I gave each scholar a small piece of paper and had them write their name at the top. I had them write Success Distraction 1. 1. 2. 2. 3. 3. I had scholars think about who they could sit next to and experience success in our classroom with their work and social experiences. They could choose up to 3 people that they would surround themselves with to help them succeed. I also gave them a choice if there were any people that they knew they would not be their best scholar. It did not mean that they don't like the person/people. Just that this person may be such a great friend that they knew sitting by them would be a distraction. The results were kept confidential and were very interesting. Not what I expected. Most scholars did not choose to sit by their "best" friends. Many students chose the same 3 people to sit by who were usually "STAR STUDENTS" on a daily basis. We talked a lot about when you surround yourself with success, you have success. When you surround yourself with people who make good choices, you make good choices. When you surround yourself with negative, you tend to be negative in your thinking. Many students wanted to be with Stars. When you surround yourself with stars, you become a star... I am going to loosen my hold a bit on seating this coming year and make it an earned privilege based on those who respect the rules of their choices.
I love how you emphasized having scholars take responsibility for their classroom. Scholars will work harder for something they are a part of and have say in rather than being told what to do. Thank you for stating this!
Action 1: Scholars are allowed to sit where they want to sit if they are respectful & responsible because it builds trust. Action 2: I plan to change the word "Rules" to "Agreements"... I agree with the author... it does sound more pleasant.
It’s been several years since I was a classroom teacher, but I’ve remained very involved with assisting future and current teachers in developing a positive classroom climate. One of the first things I always suggests to teachers is to avoid making assumptions about what their students can and cannot handle. Also, some students may not know what acceptable behavior is because they have never been taught. Collaborating with students to set clear behavior expectations, teaching/modeling these expectations, and using positive incentives to celebrate students goes a long way in establishing/maintaining a positive classroom management system. Teachers can build a sense of community in their classroom by allowing and encouraging students to make suggestions and decisions whenever possible. As an instructional specialist, I hope to assist teachers in these areas.
I have been allowing my students to choose their own seats for the past four years. I was hesitant to use this initially but wouldn’t do it any other way. I’ve had great success with it ! I definitely support the fact that empowering students in the smallest ways , such as choosing where there day is going to begin in their classroom, will give them confidence, In themselves and trust in their learning environment. I love the idea of introducing the social contract/agreement for each student. The more responsibility we are willing to share with our students or hand over completely the more cohesive we will see our classrooms existing.
I would like to introduce a bathroom log to my students in the fall. I think it will be a good way to start letting go of my control and allowing the students to begin their journey of growth and responsibility this school year.
I love that you are going to start the bathroom log next year. I want to start something similar to that to help give the students more responsibility. I agree that the more responsibility the more cohesive the classroom will be. I love your ideas and your perspective on this hack!
I do like this book so far. The idea of free seating was one that I never considered. We were taught that elementary students sat at assigned seats with name tags and middle school students had assigned seating to keep them from miss behaving. I do think that seating will be in groups and of course they will sit in the spots most of the time. I am willing to try it to see what they do. I do punish the whole class at times. I don't do it very often. It is just frustrating when you can not figure out who did it. I will stop punishing the whole class. With these new strategies there won't be those problems. :) Truesdell- Trix
I love that you are going to stop punishing the whole class. I understand your frustration when you can't figure out who did it. I have found in my classroom that when I stopped punishing the whole class so many more students were working together to do what is expected of them. Dottie Lerche PLA@103
I really enjoyed the section about overcoming the pushback. It seems that once you have been teaching for a few years, you fall into a routine of ways to do things and think of excuses not to change something even if it is working in your classroom. What if it could run better? Having that pushback allows you to try something and see if it could improve the plans and procedures you already have established.
Cold Calling-Love this! I know there are those scholars in your class that hardly participate or choose to let others answer for them. Cold calling is very stressful for some. They do not like to get answers wrong and often feel that others are making fun of them. This also can lead to them not participating or engaged. I love that they mention building trust with those scholars and calling on them when you know they are willing to share ideas even if the answer maybe wrong. A good teacher will always spend time understanding how that scholar came to the answer they did and instruct/guide the scholar to the correct answer if incorrect.
I love the idea of letting scholars help with making the rules. I have done something similar in the past. I had the class make the rules but, guiding them to what is important and then having them sign it as a pledge to follow. Then when they broke a rule, I would always remind them what they had signed and review. I would like to try this again next year in my classroom. I also use a signal for the bathroom. This really helps when teaching to not have to stop and call on the scholar. In Kindergarten once one goes they all usually have to go:). So, this way it is not as noticeable and then they all don't ask to go. I also would like to try and give my scholars an opportunity to pick their own seats. But, I struggle with this at the beginning of the school year. One reason is because, I don't know all their names. The other is because I want them to learn theirs. I will plan to try this in the second semester. I am looking forward to trying some of these strategies in the classroom next year. Karen Prince PLA #93
Karen, I agree with you on the seating chart. This hack I have seemed to always struggle with. Depending on wha the school year will look like with the virus and everything I too want to try this hack out.
Also, I have done the same with the rules and making them with the scholars. One thing that I did this year was I made a chart with the scholars about their hopes and dreams for the school year and I had them sign their names to pledge that they would do their best to achieve their hopes and dreams. Jenina Sorenson PLA@103
I love the idea of letting the students pick their own seats starting second semester. I agree that some students need a name tag to know how to spell their names. Last year I did hot glue their names to their art boxes so they would always have it with them when we moved around the room. Brittany Connett PLA@93
I do the same thing in my classroom. I let the scholars come up with the rules but I guide the conversation. It gives the students a sense of ownership I think. Maggi Wilson PLA @ 103
This hack had a handful of ideas and structures that I already have in place in my classroom. It was a nice refresher that I am doing good things in my classroom. For example, I have hand signals for when students need to use the restroom. At the elementary school I am leaving we would have to take whole classroom breaks twice a day. The reason behind this is that we only had one restroom in the building. We all know that there are times that scholars have to go on their own so in our classroom we established signals for these times. The all I would have to do is nod and acknowledge them and they would go and take care of their business.
Another hack that was a good refresher was the one about how you say it. One thing I started off this year with was making a list of our hopes and dreams for our school year with the scholars. I really felt that this gave ownership to each scholar and our classroom to what they wanted for the school year.
One hack I think I still struggle with the free seating hack. This is one have I would like to try and implement in my classroom this fall. I have a feeling it might look a little differently due to the virus and all.
I loved Hack #1 especially about rules part. Less is best. You can incorporate things u set each rule. One of mine is Make good choices!! We talked about what that means. It’s could be a lot of behavior issues. If a scholar does something, we talk about was that making good choices.
The other part I like was step #4- punishing the entire class. It hard sometimes because you do get frustrated. I like to reward the positive behaviors and the negative ones start to follow. I look for scholars improvements everyday and they earn stars. It could be as simple as you sat down so quietly. You get a star for improvement. I’m looking forward to Hack#2.
As I was reading Hack #1, I loved to see some of the ideas that I have already been implementing in my classroom as well as a different perspective on why we should try to change what we are already doing. One thing I always try to say is "our classroom" instead of "my classroom." I think just that simple phrasing already shows the students that while I have certain expectations, this is their space too. One thing I would like to implement next year is having the students more involved in deciding what our expectations (rules) are for our classroom. I usually state the expectation and have the students say what it should or shouldn't look like, but I would like for us as a class to come up with those expectations. Like other posts I have read, the lack of seating chart would be the hardest for me to implement. I do let the students choose their own spot on the carpet, during center time, and often when we are working. I always hesitate to take away their "home spot." I read that someone suggested trying second semester, and I loved that idea. Brittany Connett PLA@93
I always enjoyed visiting your classroom because it was always child-centered. I think your efforts to give students more voice in arriving at expectations will be very successful.
When I first started teacher I don't think that I gave the students any control, but as the years have passed I have learned to let go of some of the control. I always start the year with letting scholars pick their own seats. I take the first couple of weeks and let the students sit wherever they want and with who they want. Then as I learn personalities and see where some personalities might clash, then I start moving scholars around. I eventually do come up with a seating chart, but the same students don't sit together for long. I move scholar desks around many times throughout the year. One way that I give control over to the students is with classroom rules. At the beginning of the year, I have a discussion with the class and we come up with the rules together. Most of the time they come up with the same rules that I would post anyway. I do lead the discussion and steer it in a certain way, but it does give the scholars a sense of control.
One procedure I used last year and I will definitely implement next year was my bathroom pass system. I put up 3 push lights I got from the dollar tree. There was one posted higher and then 2 posted on the wall lower. One said girls and the other said boys. I also hung the bathroom passes under the lights. Scholars were not allowed to leave the room during whole group instruction, but when whole group was completed I would turn on the light that was hung higher. This was a notice to the students that they were free to use the restroom if needed without asking. Only 1 boy and 1 girl were allowed to leave at a time. The scholar would go up, turn the light on for boy/girl, take the pass and go to the restroom. When they returned, they would turn the light off and hang up the pass, signaling that someone else could use the restroom if needed. This cut down on so many distractions when I was trying to do guided reading/math during small group time. At the beginning of the year the scholars were leaving a lot. They had control and were taking advantage. There was a class discussion about it and about being responsible and it helped to cut down a lot of the leaving. Maggi Wilson PLA @ 103
Maggi, I really like your idea of the push lights. I had my bathroom passes hung by the door this year and students would give me a hand signal if they needed to use the bathroom. This idea was given to me by their kindergarten teacher. She had used this hand signal so that students weren't hollering out. We all know once one student hollers out that they need to go, then suddenly everyone has to go. I wasn't as laidback about students using the restroom as this book suggests. We had three times throughout the day that we went as a class so I constantly was reminding them that they needed to go now, because later they wouldn't be permitted to go. I like the idea of not going during group instruction which I strongly discouraged and I am sure this would cut down on distracting you during small group instruction. Thank you for sharing! Cathy Branch @ Middlebury
Maggi, The push light idea is FANTASTIC! I just posted my plan and realized that with my third graders, that VISUAL experience will work well for them. I still plan to have them sign out and back in to keep track for the first month or so of who my chronic bathroom users are and how much time these students spend. This year, I had a timer that I set for 2 minutes. For most students this was like a game of beat the clock. Thanks for your "bright" idea!
After reading hack #1, and being a veteran teacher, it is hard to digest the notion of no seating charts and relaxed restroom privileges. It goes against everything that you are told in classroom management 101. Think about it, one of the first things you are told is to have a seating chart and restroom procedures/passes (especially as a part of your substitute folder). So now the notion of liberation from these management strategies can be hard to adapt to. In the past, I've used seating charts initially as a part of classroom management, but as we move throughout the year, I allowed students the flexibility of seating dependent on the activity.
The bathroom privileges is an interesting concept. I live the point made as to adults having the liberty to go to the restroom as needed, however we restrict our students with the same concept.
When I was a teacher, I never had rules in my room. I had expectations for students. We would come up with these expectations in the beginning of the year together and then they would come up with expectations for me as the teacher. I would type these up and the students and myself would sign them. I don't believe in having many expectations or rules in a classroom. I feel 4 is more than enough. One way we strayed from cold calling on students is during independent work time, I would go around the classroom and have a brief discussion with each student to check in on their understanding of that days lesson. Any teacher will give push back to something new especially if they have not seen it in action, which these things do not happen overnight. Basically you are building a community in your room which will take time, but you have to be consistent and keep plugging away. You will get there. Letting go of the power is hard, but you have to have trust and faith that your students will do the right thing and make the right choices, even when you are not looking!
I really like your idea of students coming up with expectations for the teacher! I started out this past year with my first graders by all of us coming up with our classroom rules together. We came up with about 5 or 6 and each of us signed them. I definitely think this makes it feel like it's "our" classroom and not just "my" classroom. The only thing I wish I had done differently was to consistently refer back to our poster throughout the year especially when students misbehaved. Though we talked about rules often, I hung up the poster and never revisited it which was a mistake. Cathy Branch @ Middlebury
I agree with your idea of not having "rules" and having expectations instead. I always phrase things as expectations because they have a more positive tone and kids are more likely to try to meet our expectations versus following a rule. It is definitely difficult to let go of the control and trusting students to make the right choices but it helps build that feeling of community and trust we need in our classrooms.
One procedure that I have in place currently that I am going to do differently next year is cold calling. When I read the section about this topic one student of mine in particular came to mind. This student was extremely shy and rarely raised his hand. As the school year progressed I saw him raise his hand a bit more and gain some confidence, but until I read that section I don't think I realized how much me calling on him when he didn't have his hand raised was an embarrassment to him. I certainly didn't see it as negatively impacting our relationship. I like how the author suggested stating "I want to see some new hands up in the air." I also liked the author's idea about having a discussion with that student that "when their hand goes up, you are going to call on them." I don't necessarily think that giving them a heads up about tomorrow's class topic would help a first grader, but it's worth a try. Cathy Branch @ Middlebury
One hack that I want to try again this year is to increase autonomy with both restroom and seating. RESTROOM: In my third grade class we used non-verbal hand signals to indicate "I need a pencil", "I need a drink", "I need to use the restroom", and "I have a question". I had a "Sign in/out" sheet for accountability. We also have school wide rules for students in hallways and passes. Keeping this in mind, I wanted students to understand what an appropriate amount of times is for a break and to hold them accountable for this. My hope was to teach this using the sign out/sign in sheet. There were columns for student to record "time out/time in" but was quickly in reality that most of my students were completely unable to use the analog wall clock. The sheet became a complete distraction and was discarded for the hand signal, a magnet system, and a timer. I gave a thumbs up for permission to go, then I would set a timer for 2 minutes. This was effective. I would really like to put the responsibility and choice back on the students. I am looking for a cheap digital battery operated clock where students can easily record their time out and time in. I still plan to have students signal for permission but as students learn what an appropriate restroom break time is, I hope to help students to have the freedom to choose when they need to take a break. Restroom breaks are a class distraction and somehow contagious with the younger grades. I have a one boy and one girl at a time and at times had to monitor that with certain boys and girls trying to meet during a restroom break. SEATING: I struggle with "seating charts". I change my classroom seating and desks around just about weekly. I think it gives students a fresh perspective and new classmates as neighbors to get to know. I think it helps for building our classroom community. Seating is a challenge because I feel like someone is never happy with some part of it! As the year progressed, I allowed students to choose their own seat. Students who did not respect the rules did not have a choice but with how small our classrooms are seating is limited and hectic for moving students around. While I begin the process of building trust and respect with students and families, many students have not learned what this means, looks like, or feels like. The process for many students takes the better part of the school year to build so the "rules" do not always seem to work for every student. We have class jobs that are rotated weekly which empowers each student to have a part in our classroom community. The rules are basic and set in a positive tone. We also have a Classroom Constitution that we recite each morning about how we carry ourselves and treat one another. I believe that if you set the bar high, many students will reach for it. Some students need it lowered but you can always raise it back up!
One procedure that I have in place currently that I am going to do differently next year is cold calling. I have seen in my classroom that when I cold call on certain students their confidence goes down or they will stay silent in fear of answering wrong. I really liked the idea of discussing with certain students that when their hand goes up, you are going to call on them. I also liked the idea of giving them a heads up, but I don’t know how that will work exactly in kindergarten yet. I want to get more participation in the room from all my students, but when they feel comfortable.
Hi Dottie! I definitely can relate to the cold calling issues you have stated. I thought cold calling was good because it gave other students opportunities to respond or answer questions, however, it didn't hit me until I started reading this book how much of a negative effect it has on my scholars that don't have confidence. I love the idea of speaking with those certain scholars one-on-one and also the idea of using turn and talk more before picking someone to call on. I just may get more hand raises than using cold calling.
Hi Dottie! I definitely can relate to this. While reading about the cold calling I had a few scholars I have previously had come to mind. I use a clip chart and sometimes I will have scholars clip up for being brave and participating.
Giving the students more power is a little scary but at the same time I see how it can be a positive way to let the students have control over certain situations. I have let the students choose their own seats. They had floating name tags and could choose where they wanted to sit and if I had a certain student of students who were not choosing wisely I would give that one student an assigned seat for the day and let them try again the next day. I am not sure if that was helpful or not. I also had a sign for them to show me if they had to go to the restroom but I do not think I implemented it correctly and I will be changing that up next year. I saw a pocket chart that had the students names on it and in the pockets were pom poms. If the student needed to use the restroom or get a drink they would bring a pom pom to the teachers desk and then go to the restroom. Do you think this could work? Maybe let the students decide what a good amount would be and give each student that amount of pom poms?
I agree with your statement that it will seem a little scary to let students have more control... I also need to figure out a way to monitor the restroom breaks and time they are out of the room. Could put on the expectations with student input on amount of time.
One procedure that I will be changing is having the classroom rules already made up and displayed. I will now allow my scholars to help create the anchor charts of rules. I think that this is a good idea because I work with smaller scholars I will get to see things through their eyes and also in their little people language, lol. This hack was eye opening and I can't wait to see the others.
Hi La'Kesha! I agree! I teach 1st grade. I would love to hear from their perspective! I have learned that each year can be very different from the year before or similar in some ways. It would be very interesting to compare next years scholars to the following year and if they came up with similar expectations or completely different.
I am planning on letting students choose their own seats in the fall. I am feeling a little apprehensive about it. This year I used a sign out sheet. Students signed their name and time they left the classroom. They signed back in when they returned. Overall, it worked very well.
Anne,I love that you are allowing your scholars to choose their own seats, I think that it may encourage scholars to try to self monitor their own behaviors!
I have never attempted an open seating policy on a consistent basis, it has always been that scholars may choose their seat on the first day of class and it would be their permanent spot throughout the year. I am open to implementing and maintaining this policy throughout the school year, but very curious to how it will work within a library setting, mostly due to the limited time scholars are present and the need of learning names/classrooms for each scholar. However, I do wish for scholars to feel the element of excitement and freedom when within the library setting, so I am certainly willing to implement this new approach to seating.
I had seen a comment where hand sanitizer was a marker at the seat of a scholar that was using the restroom. Wonderful idea! I certainly would like to utilize that idea with the open restroom policy, but I do feel the policy will need to be openly discussed with scholars. Many classes are within the library for a short setting, but do understand that each special area would have the same sentiment and the goal is to provide these freedoms to scholars. If the school's hallway policy allows for the movement of scholars to bathrooms (I am new to my particular school), I can commit to trying this new policy.
Finally, I will definitely have open discussions with scholars, especially in regards to the use of library materials. I love the guide that was provided, examples of how a teacher may say things differently and how one may listen to scholars. I think it is important to have the open dialogue, enabling scholars to have the ability to feel comfortable within their school settings and take ownership in their learning experience.
Heather Wilhelmus Barney - PLA 103 - media specialist
My scholars come in with a set of expectations each year , and of course I had to revisit a few based on the scholars ability. Since I strive to always put children first.As far as the restroom goes, I don't have a problem with the restroom since I have one in my classroom.To help them take ownership for their own behaviors ,I remind scholars everyday of the expectations and that their posted on the wall, and it's fun to see each one of the police each other by saying their classmates, “come push in your chair safety first”.I have several procedures that I use in the classroom so behavior’s don't become an issue in my class. I would love to try more flexible seating next year. Leshun Horne PLA@JonesClark
I enjoyed reading Hack #1. In our classroom when reviewing "rules" we phrase them as expectations. We talk about all of the fun activities that have been planned for the school year such as Fun Friday, field trips, Thanksgiving Feast, Valentines Day, etc. We emphasize in our room that the expectations are in place for an important reason and allow us to do all fun things. When talking about cafeteria expectations we all sign a contract. Next year I would love for the scholars to help create our classroom expectations for the school year. Followed with us all signing a classroom contract that we can hang in our room as a great visual reminder. When it comes to the seating chart, I let them pick where they want to sit on the first day of school. About a few weeks in I usually have a good feel for who can handle sitting next to who and those that would benefit from having their own "island" (desk not in a group). I then typically hand pick the groups and they get to pick where they sit with that group. I have found this to work very well in our room.
It's always good to give students choices when you can. Some things have to be teacher choices but definitely students can be involved as much as possible with things they have to live with daily.
I am going to redo my classroom rules I have up now. There are no NO statements but I would like to have them help me with a more expectations classroom rules. I have an idea of what I would like but look forward to what their input would be... I already let them choose their seats the first day of school and remind them that they have to choose wisely in order to stay where they are. Most students in the third grade are very vocal about who they do not want to sit by and who they would work well together. We usually change seats a couple of weeks into school when some arrangements do not work. I already do not do cold calling on students it never works. Instead I like to ask if anyone else has something to add, and do a lot of "who agrees with...." or does anyone have something different for us to think about or a different perspective on a certain subject. Sometimes students change their opinion, but most of the time they stay with their own.
I like that idea of "more expectations" classroom rules vs. having them already written for scholars. I also have my rules already without beginning with the word NO and I agree with you I'm looking forward to what they would like to edit the rules for I believe that if the scholars have a say in rules and procedures they more likely will adhere to them and if it is a bad day they will more likely understand why there was a consequence to the negative behavior. I usually assign seats at the beginning of the year to let all of us get to know each other. Usually I change seating arrangements 2-3 times a year after breaks to increase socialization skills. Also I utilize learning centers so as a result my scholars are not stationed in one seat all day long. Every scholar in my classroom gets an opportunity to participate in discussions and answering questions daily during instruction. I use this as an opportunity to collect data and check for understanding. Our district utilizes CHAMP procedures/expectations and this works really well in my classroom and transitioning on campus. One procedure that I need to work on doing differently in the classroom is taking out/putting away/caring for supplies.
Hi Julie! I really, really love what you said about your strategy for not cold-calling students. I think that allowing students to show rather than voice their opinions on if they agree or not with another student's thoughts can get the ball rolling and maybe even spark a new topic for the conversations at hand.
Next year I plan implementing the hack of making "class expectations" together, and not just explaining the classroom. It think focusing on the "can dos" instead of the "can't dos", as mentioned in chapter one, will set a more positive environment in the beginning of the year. It will also teachers scholars what those expectations look like, so they know what is proper behavior. I also like the idea of giving scholars a voice on classroom expectations. I do believe this will help create a stronger classroom community, and they will feel more apt to abide by the classroom expectation if they helped create the expectations. I would love to hear what other teachers think about this idea, and if they have any suggestions.
I appreciate your thoughts. As a result, I believe you are well on your way to creating a "student centered" learning enviorment! Additionally, it is very important to give yourself the time needed to make the implementation successful. Blessings as you move forward.
Angela Posey PLA@103 I've always thought it was important to have students to participate in establishing the rules. At the beginning of the year, I put students in groups and have the groups to discuss appropriate behaviors and create four rules from their discussions. As I walk around and listen to the groups, there are focused and meaningful discussions. We would then come back together as a class have a discussion about appropriate behaviors. Each group would present to the class. From this discussion we created rules. This activity gave the students ownership of the classroom expectations. I think having students to sit in groups creates a sense of community and promotes teamwork. Action 2- I would like try a different method to cold calling next year. Trying to keep students engage is my top priority. But I will try the method of frontloading the day before and see if that will work. Framing behaviors in a positive context is a very worthwile method.Being very conscious of how you say something to a student will make a difference in the relationship with a student. Developing a list of ways to say things would be very beneficial.
I love how you stated the importance of how you say something to a scholar makes a difference. I completely believe this. I also love the idea of having small groups create rules during discussions, it helps build classroom community and open discussions.
Hi Angela, I agree with you that it is important for the students to create their own rules. I usually do as a whole class activity. I like your idea of grouping the students to later discuss as a whole class to come up with the rules. Action 2.- I will implement to have a signup sheet to have the students go to the bathroom. I like the idea of having the students come up with an aceptable number of bathroom passes for the month and have them responsible for the record keeping.
Action 2: Currently at GVP I am not in a classroom. However, I do get to work closely with teachers to support building effective classroom culture/community and classroom management. Two of the "Hacks" that stood out to me in this chapter to have teachers at GVP implement is 1) including scholars in making the classroom expectations and 2)not punishing the entire class. As a classroom teacher I used responsive classroom for much of my standard of classroom management. One of the first parts of responsive classroom is creating essential agreements instead of classroom rules. (Rules are meant to be broken.) Typically, the question I pose is what do we need as a class to be successful this year. Students start by sharing the typical no kicking, no calling out, etc. I write everything down and then later we come back and work on reframing to say what scholars should do (restate positive) and narrow down to 3-6 expectations. Following, all scholars sign the document. (I then type up and send home a copy and scholars keep a copy in assignment notebooks.) Lastly, as a class we create an essential agreement for me, the teacher with the question what do you need from me to be successful this year. The answers scholars come up with are brilliant!!! The second hack, not punishing the whole class is one that I feel very strongly about. Alternatively, working with individuals, taking teachable moments, and administering logical, not punitive consequences to hold scholars accountable and teach desired behaviors is a much more effective way to manage classroom behaviors and maintain a positive classroom culture.
Sarah Rahrig GVPLA Culture and Trauma Informed Specialist
I love the idea of students selecting their own seats and giving ownership to scholars for classroom expectations. As a teacher, this was imperative to begin our year on the same page. One important item I felt was missing from this hack is reinforcement of positive actions. Scholars need to be rewarded for positive behavior. This will also entice others who may be more reluctant to contribute in a positive way.
The first time I saw the restroom hack was when I was hired into my district. I believe it works because some scholars are embarrassed by having to ask to go to the restroom in front of their peers. I really like the idea of eliminating the cold call. I remember when I was in school, I hated when the teacher called on me. Not because I didn't know the answer, but because I did not want all the attention on me. I believe that prompting scholars the day before that you will call on him/her tomorrow and providing the question, will eliminate a lot of their anxiety.
Jeff, I also like using positive reinforcement for good student behavior. For on-the-fence students, it really seems to give them that boost (most days) to get them to tackle the task at hand. I've also seen it helpful to have a type of 'peer mentor' work with a friend who is struggling some so they feel more comfortable coming to them for assistance if needed.
I love this hack! As a first year teacher, I have always wanted to be sure to incorporate my students more into the daily classroom routines. This may look like letting them make the "rules" in our class and letting them take more ownership. I want to not only teach my students the basics of math and science, but to also to be independent and to be a working classroom community. Like others, I also believe that the reinforcement of positive behavior is effective as well. Maybe that first week of school, we could try out some roleplaying of good and expected behaviors and model some "bad" behaviors. This could allow the students to get silly with each other and to form a classroom bond.
As I read this hack these were definitely things I completely agree with, some that I have tried with success and some that I tried but did not completely follow through with. One thing that I definitely feel is necessary to set the right environment at the beginning of the year is the idea of not starting out with rules in place. I try not to use the word rules at all because I feel they have a negative connotation. I prefer the word expectations and that is usually what I post things as. I've tried having students create the expectations in previous years but it hasn't always gone well. It's something that I plan to try (and not give up on) this next year. Seating charts are also something that I know I need to get away from. I usually do start the year allowing the kids to choose their own seats, but at some point I take that control back because the noise gets out of control. I need to make sure that my expectations for choosing their own seats are clear which I don't feel I've done well in the past. I have some flexible seating that I allow during work times but have not fully implemented it. The idea of allowing freedom with the bathroom is something I agree with but have a hard time with. We currently take group bathroom breaks so it really hasn't been something that I've found necessary. I do have a hand signal that I teach kids for the emergency times between our group breaks and they know I prefer they wait until after instruction has completed and they are working if at all possible. I always have the schedule posted, to keep myself on track as much as for the kids. Getting rid of cold calling really makes sense after thinking about the reasoning for it that they used. Unfortunately it is something that has been expected of us by admin in past years and they look for it when they do our observations. I guess implementing this would depend on what the expectations are from our admin but I would love to not have to do it. I was that shy child when I was younger and hated being called on so I know how the kids feel when we do it now.
As I was reading the hacks, I was reminded of all the different ways that the scholars are controlled throughout the day. The scholars have very little say about things in their personal lives, as well as their lives at school. I plan to implement allowing them to have more freedoms throughout the day so they feel valued and appreciated. I want my scholars to feel welcome and know that my classroom can be a fun safe place for them. I plan to do this by implementing the bathroom sign out sheet policy, where the scholars are allowed to sign out to use the restroom at any time they please, but they can only do it twice a day. Another way I plan to create more freedoms in the classroom is through flexible seating. I feel that allowing flexible seating in the classroom helps the scholars feel accountable and understood. Flexible seating allows the scholars to freely choose their seat for the day, but they will know the expectations behind choosing that seat. The scholars will soon figure out who they can and cannot sit next to or work with. I don't want my scholars to feel they have no control or say in the classroom. I personally feel that when the scholars can make more of their own choices in the classroom like where they want to sit or when they can use the restroom, they will be more willing and ready to learn. PLA 103
Hi, Kelsey! I completely agree with your statement on how little say our scholars have on decision-making throughout their adolescent lives. We, as educators, should be willing to give our students more autonomy within our classrooms, letting them know that our classrooms are an inclusive space where they are able to make some of their own decisions & provide feedback to us on the rules within the classroom. With my 7th graders last year (at a different school district), I implemented a lot of student-centered techniques throughout my classroom, and I found that our students WANT to be included in the beginning establishment of expectations for the classroom. They want to brainstorm and help set parameters for the classroom environment. I also found that having the daily list (of what we were accomplishing that day) be visible to students at the beginning of class was extremely helpful.
I will also be trying out the bathroom policy that was described within the first hack!
Finished chapter one. Ready to create class expectations as a class. I've done this before and 7th graders are really good at this. Jana Jeffcoat, Beaumont
I have tried some of these strategies at the beginning of the year and the students love it. I have had them come up with class expectations using sticky notes (another thing they love). We also added what they look like & sound like to be more specific. We kept these posters hung in the classroom most of the year as reminders.
Action 2:
I do cold call, but plan to change it up a bit especially for the students that get easily embarrassed. I plan to give them a heads up the day before so they are prepared to answer when I call on them. I think this will help those quiet students feel more comfortable speaking up and answering questions.
This coming year will be challenging with the covid modifications but one thing I am definitely going to do is give each student a green, yellow, and red card for answering. I will still probably do some cold calling but the cards will let me know who is ready to answer and who isn't. I want students to be comfortable taking risks in my room and to let them know it's ok to not understand.
I have always liked the idea of giving students more power in the classroom. I have done this already by giving them choices with certain parts of their assignments, utilizing group projects, and letting students choose their own seats. All three have worked at times, and all three have failed at times. Each depends on the class and the group of students' input. When they have failed, I have reached out to those individuals that have needed more assistance and generally provided them with more structure, (I.e. provide the order for them to do tasks, assign them a specific part of the group project, have them try a more selective seat to see if they feel they are personally more productive elsewhere, etc.)
One procedure I have in place that I am committing to implement differently next school year is reaching out earlier to parents/families. I want more input from them earlier on so that I can establish a stronger relationship/reinforce a prior one. Then, they are more likely to respond positively if they have to be contacted for something negative.
I agree Ashley. I absolutely agree that making connections with parents and families are key at the start of the school year. The stronger the relationships the stronger the success and completion rate of scholar achievement.
I support giving scholars more power in the classroom. Generation Zers are tech savvy, we-focused (i.e. inclusive) and social activists. They value shared ownership and having their voices heard. The 1st day of school I used to do a game called R.E.S.P.E.C.T. Students get to do a quick improvisation “Pet Peeves” skit outlining the examples and non-examples of respect. This activity helps to establish rules, boundaries and helps scholars to quickly build relationships and to make connections with others. It also created a team challenge and developed a list of my scholars’ pet peeves. We established a common definition of RESPECT and I was able to see which students were comfortable having the spotlight as actors, funny, serious, leaders and innovative. It set a great start to the school year in building rules in a fun way.
I do not have any concerns because giving scholars voice and choice always works well. If misbehavior erupts it quickly is corrected once I point to the expectations poster established by the class and the scholars self-correct.
Next year I am committed to having scholars reflect on their grades and my instructional delivery. This will help to inform me of which strategies, tasks and activities contribute to their learning.
I support giving scholars more power in the classroom. Generation Zers are tech savvy, we-focused (i.e. inclusive) and social activists. They value shared ownership and having their voices heard. The 1st day of school I used to do a game called R.E.S.P.E.C.T. Students get to do a quick improvisation “Pet Peeves” skit outlining the examples and non-examples of respect. This activity helps to establish rules, boundaries and helps scholars to quickly build relationships and to make connections with others. It also created a team challenge and developed a list of my scholars’ pet peeves. We established a common definition of RESPECT and I was able to see which students were comfortable having the spotlight as actors, funny, serious, leaders and innovative. It set a great start to the school year in building rules in a fun way.
I do not have any concerns because giving scholars voice and choice always works well. If misbehavior erupts it quickly is corrected once I point to the expectations poster established by the class and the scholars self-correct.
Next year I am committed to having scholars reflect on their grades and my instructional delivery. This will help to inform me of which strategies, tasks and activities contribute to their learning.
A procedure that I am planning to implement differently this upcoming year is reaching out to parents/families on a more consistent basis. I want to highlight the positive aspects of my students within my classroom, and I want to notify their homes more often of when they are exemplifying awesome behavior within my room, when they are making progress within Language Arts, or when they are participating during discussions. I feel that having a strong, meaningful connection with the families of my students is extremely important within classroom management. Plus, I want to praise my students for their purposeful contributions to our classroom environment!
Marcella, thank you so very much for sharing your thoughts on parent communicate this is so very important, and I share in your thoughts, I was wondering if you have heard of the REMIND APP it is a wonderful way to communicate with parents at any point in the day? Blessings as you set your bar higher. Love your thoughts!!!
Hi, Mackcine! I have used the REMIND app before and I absolutely loved it! A lot of parents seemed to like it too - to be reminded of homework their child is completing for my course/other important updates! :) I appreciate your comment and insight!
I'm set to teach 7th and 8th grade ELA at Middlebury Academy in Akron. I've taught inner city Cleveland and strong parent-teacher relationships have been critical for my success in the classroom. I intend to continue reaching out to family members so learning is a priority from all adults in our students' lives.
I am currently a teacher intern at PLA 93, I am hoping to have my own classroom in the fall (this all depends what will happen with the COVID stuff). I happy that I joined this summer reading program because I cannot wait to implement these new things I am learning into my own classroom. There are so many different ways to create a positive learning environment for students. My favorite is no assigned seats allowing the students to sit where they want. I really enjoyed this when I was a student, there was consequences if rules were not followed in these seats. I hope I can implement this into my room.
As I pondered, the question, “What is one procedure you have in place that you are committing to implement differently next school year?” many thoughts surfaced. One of my missions as an educator, has always been to create a “student-centered” learning environment. As a result, I related well to the author’s insights for Hack #1. However, on page 29 I found my true mantra. “I have found that if you treat the students as you would want to be treated, there are a lot less behavioral issues. If you set the bar high and treat them accordingly, you will be surprised how many of them are willing to meet you at that level.” Consequently, instead of the students seeing the poster as they walk in class, I am going to take the time to create the poster with them, along with their own version. Lastly, I would want to have them on display in a prominent location in the classroom.
I found it interesting that teachers, myself included, start with the rules and lists of "no". Reflecting upon it, I would like to collaborate with students on our own classroom rules that we can all agree to follow and enforce as a team. Generally, I only have a few classroom rules (Follow the Golden Rule, Respect Yourself & Others, etc), but it could be more meaningful/beneficial to give students a sense of ownership in their classroom rules/etiquette. - Tricia from Middlebury Academy
One procedure I used in my last class was to allow students to move seats in between lessons and to sit in different areas of the classroom (back desks, floor, teacher desk etc.) during group and individual work. This allowed them to move if need be. We had the agreement that if their new seat became a distraction to themselves or others, than they would have to focus up or find a new seat. This allows students to have a choice and know the consequence for whichever choice they made. The majority of the time it took only a quick "you all doing ok over there" to get a distracted, chatty group to get back on task. -Andrew Riester PLA@103
I really loved this hack. I believe that kids have very little control of their life and the choices they can make. I started flexible seating (in my last school) last year and the students loved it! They were able to pick their own seat each day. At first students chose seats based on friends, but then when they did not do as well on an assignment they quickly changed the way they chose their seats. I was really impressed with the way they took charge of their own education.
ReplyDeleteI would love to still do flexible seating this year, but I will need to see how things go with the virus. I usually had students choose a seat two times a day and maybe that would only be once. Then at the end of the day they have to sanitize their area.
I am interested in how the restroom rule would work in elementary school. I will need to think about it and see what would be the most effective.
I always post my schedule on the board because this is also a very effective tool to help students with ADD/ADHD and on the spectrum.
I really like the idea of having a discussion of what the expectations are. I will definitely do this during the first day/s of school.
Chynna Triska - 103
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DeleteHello, I like that you allow your students to pick their flexible seating each day. I bet this was fun for them. It is interesting to see how some students initially pick seats by friends and then later they start to change their seating because they want to sit by themselves or near students they "won't talk to".
DeleteIt's always interesting to watch how a lot of kids figure out fairly quickly that certain people aren't the best for them to work with.
DeleteI've done the restroom thing in my classes. The first couple days, scholars often try to push the edge of the envelope, but soon they realize (mostly) that it's just a more grown-up responsibility. And if you set parameters of maybe three signouts a day before you'd need to speak to them about it, that often cuts down on the just signing out to go because they can.
I really enjoy having flexible seating in my classroom. I also used it as something to earn by showing responsibility and that you were able to handle having options. At the start of the year, we spoke a lot about what it meant to be given the option to choose their own seat and how their choice could have an effect on their grade or behavior, so they needed to choose wisely. As Chynna mentioned, they would usually chose a seat they liked sitting in and made them comfortable rather than by a friend once the novelty wore off and they didn't want their grades to effected. When students showed me they weren't able to make their own choice of where to sit, I would assign them a seat for a few days, but they were able to show me they wanted to earn the option of flexible seating back which they usually did quite quickly.
DeleteHi Chynna! I loved how you did flexible seating this past year! (Chynna and I were at the same school/same grade)
DeleteI think it worked really well for your students. I would like to try to implement it more with my class this next year. Keri, I like your idea of picking their seat for a few dats if they are having difficulty and then letting them earn that option back. Kids really want to have their own choices and I think it’s true that they will make good decisions because they don’t want to lose their freedom to choose and have ownership.
Thank you for your comment. I agree, writing the agenda on the board at the beginning of the day is very important. It allows the students to anticipate and be prepared for what events are happening throughout the day. In the past, I have even put “choice“ on the board so that they know when they will have a choice in the activity. Additionally, I like to allow choice when it comes to simple tasks like spelling. Students often like to present their work in different formats still satisfying my expectations for understanding.
DeleteHi Chynna! I've taught kindergarten and I've used hand signals for scholars to let me know that they need to go. However I established rules where they knew that only 1 boy/girl could leave out the room at a time. I never had any problems.
DeleteI like the open seating options for students to start the year with scholars having options for sitting where they feel they can have the best learning environment. I will try it. I agree that scholars having input into the standards of their learning environment is powerful to building a quality relationship of respect. However, I feel that it is important to have the first class as a discussion hour in which scholars address what would be the environment in the library in which they could read and concentrate on the text of their choice. In addition, we would list the distractions that they have experienced in the past that interfered with their enjoyment of reading. This should bring up the negatives "they" want corrected.
DeleteI like the open seating options for students to start the year with scholars having options for sitting where they feel they can have the best learning environment. I will try it. I agree that scholars having input into the standards of their learning environment is powerful to building a quality relationship of respect. However, I feel that it is important to have the first class as a discussion hour in which scholars address what would be the environment in the library in which they could read and concentrate on the text of their choice. In addition, we would list the distractions that they have experienced in the past that interfered with their enjoyment of reading. This should bring up the negatives "they" want corrected. Jean Faillace-Timothy L. Johnson Academy--Fort Wayne, IN
DeleteRestrooms are difficult. My 5th Grade scholars are usually good about handling a restroom break. It becomes an annoyance to me when one goes, then they all seemingly have to go, so we have kids leaving constantly during instruction. Our school also had rules about kids not being in the hallways unattended. Restroom breaks were supposed to be class wide, which could take about 10 minutes of instructional time two or three times a day. I know I need to build those times into my teaching schedule, but that time adds up.
DeleteZach Brubaker - GVPLA
HI! I love that you use flexible seating. One of the hard things for me from Hack 1 would be letting go of the seating chart. Letting the scholars feel that they are making choices for their learning environment is key to keeping them engaged.
DeleteAs far as restroom breaks, I have always done classroom breaks and had signals for those who may need to use outside that whole classroom break time. Keeping a policy/procedure to using the restroom maybe key for those who use more frequently. Letting them know you are aware of their habits and trying to find ways to limit.
To be honest, I am terrible with names, and the only way I was going to learn the names of 6 classes with 25 scholars each was to use an alphabetical chart for the first 2 weeks, at most. I always challenged myself to learn all the names quickly, and let the scholars know that the chart was to help me, not control them. After I had the names down, I would let them know they could chose their seats. The interesting thing was seeing how many would stay in their original seats, even when given the option.
DeleteI love the idea of flexible seating. We had one teacher who had tried the flexible seating and her students flourished and became more responsible for their work and behavior. Her classroom was one that I always looked forward to going into.
DeleteThanks for sharing your experience with the flexible seating chart, I was very curious about the experiences teachers had with this particular hack and whether it would be implemented again. I can see how this would be a good practice in giving scholars this particular freedom in the classroom setting.
DeleteAlso, I can see where the bathroom hack would be more problematic if multiple scholars would want to go together, but may also be hack that is limited due to the school's hallway policy. I look forward to hearing more experiences that teachers have with this particular recommendation.
Thank you both for sharing your ideas and experiences with flexible seating. I use flexible seating in my classroom and I did find it to be very effective. I introduced it after several weeks of school, and communicated the idea that this was a chance for them to choose what works best for their brains. I also, went over expectations, and we discussed what would happen if expectations weren't met with flexible seating. I had very little behavior issues with flexible seating, and if I did it was minor. I loved watching my scholars figure out what flexible seating worked for them, and after a week or so scholars knew what worked for them. In return little arguing over seating, and I felt scholars were more productive and felt safer.
DeleteI agree, and think the bathroom hack would be more problematic. I think this would need to be discussed when teaching procedures, and have it as a sign out system of some sort. I think this could possibly keep scholars more accountable. Also, discussing the expectations and consequences would be important as well. I am also curious to hear what other teachers input/experiences with the bathroom hack would be.
Hello, I have a lot of excuses for not using Hack #1. However, I am willing to try it out more this year. I allow my students to pick their seat on the first day of classes but the seat they choose becomes their permanent seat. This also helps me to learn their names and faces quicker since I see so many students. But once I get to know them this year, then I will allow them to sit anywhere they want each day.
ReplyDeleteThe restroom part is tricky too. I expect the students to go to restrooms before coming to my class. I usually learn the restroom signs that the homeroom teacher use in class, which helps when a student raises their hand using the sign. I can quickly answer their request.
This year I can allow each grade level to come up with procedures and post them around the classroom.
Sohn'a Duff - PLA103
I like that you learn what the homeroom does so that can carry over into your classroom.
DeleteI think we should try it S. Duff. Hack # 1 makes sense to me. In a former life when I managed employees, I did some of the same things, and it worked very well. I think we have to be more flexible in our thinking, and help to steer the flow that the students (adults in training) create and reinforce positive behavior and ownership of classroom privileges.
DeleteThere is a lot to be said about seating in the beginning while learning your students names. They get so angry when you do not know them already or in some cases do not pronounce their names correctly. They do not understand that YES it is easy for you to remember my name. there is only one of me in the room, but there are 20-30 of you and I have 7 class periods LOL
DeleteI agree that open seating might work for the beginning of school. I usually start with that but if they can't work where they want to, I have to separate them. It's still up to them to make it work.
DeleteCurrently, I keep all materials where have to hand them out to students. If I let them have free reign the materials all disappear because they take them with them when they leave my resource room. I might try to have a more accessible area for materials. Maybe they will not walk off. I could try it to begin the year. Will have to have a checker to see that all materials are returned before each class leaves.
I agree that open seating might work for the beginning of school. I usually start with that but if they can't work where they want to, I have to separate them. It's still up to them to make it work.
DeleteCurrently, I keep all materials where have to hand them out to students. If I let them have free reign the materials all disappear because they take them with them when they leave my resource room. I might try to have a more accessible area for materials. Maybe they will not walk off. I could try it to begin the year. Will have to have a checker to see that all materials are returned before each class leaves.
Kay Clabaugh Timothy L. Johnson Academy
I agree the bathroom sign out could be tricky. I run the library and media center. Some teachers want their students to use the bathroom outside the library---which is quite a ways down the hall ---while other classroom teachers do not; as they have restrooms available in their classrooms and/or have just come from a restroom break in the hall. Therefore, I will check with the classroom teacher's first. However, I do like the sign in and out process for going to the restroom and the limit of 3 times per trimester. This will eliminate those who want to avoid sitting and reading while in the library---and continually ask for rest room time. I will try this with classes that have permission to use the restrooms during their library or media center time.
DeleteI agree the bathroom sign out could be tricky. I run the library and media center. Some teachers want their students to use the bathroom outside the library---which is quite a ways down the hall ---while other classroom teachers do not; as they have restrooms available in their classrooms and/or have just come from a restroom break in the hall. Therefore, I will check with the classroom teacher's first. However, I do like the sign in and out process for going to the restroom and the limit of 3 times per trimester. This will eliminate those who want to avoid sitting and reading while in the library---and continually ask for rest room time. I will try this with classes that have permission to use the restrooms during their library or media center time. Jean Faillace-Timothy L. Johnson Academy Fort Wayne, IN
DeleteI start the year with open seating, but as I get to know the students and learn their personalities, then I start developing a seating chart. However, my seating chart doesn't stay the same for long. I move the scholars around every couple of weeks. Wilson PLA@103
DeleteI think that’s a great way to start the school year. I agree with you. Students will grab a tape towards one another and you can get an idea of what works best for each.
DeleteEvery year I allow my scholars to come with their own rules that they think is comparable to the age group. Before class begins the scholars read their own directives and they now have onership of the behavior. As far as the restroom goes....The scholars must sign out and write their times in and out. They know two of the same gender cannot eave at the same time. The restroom is seconds from my classroom so I really don't have an issue with the restrooms. I have their rules posted on the wall, tape on their tables and they have a copy in their folder. I have several strategies that I use in the classroom so behavior does not become the focus of class. Chynna, flexible seating is wonderful! Scholars seem to be calm, ready to dive into the lesson, and it really feels like their bedroom. Lighting is key to flexible seating too.
ReplyDeleteI feel like once the newness of the restroom sign out wears off, the scholars handle it very well.
DeleteI think having the students come up with their own rules at the beginning of the school year is a great idea. I also think they can develop consequences for breaking school and/or classroom rules.
DeleteHey Libby!! I really love the idea having the scholars come up with their own rules! I think this allow them to really think about the type of environment they want to learn in. You could have them written down on chart paper and have each scholar sign and create a Class Contract.
DeleteMy scholars are allowed to choose their seats. However, if they are corrected more than three times in a week, I ask them to trade a spot with someone else in the room until they can show me that they are all to work without being an issue during class. I had a lot of talkers in my first year, so this was ongoing, but in time, my scholars learned that if they wanted to sit with their friends, they had to own it.
DeleteZach Brubaker - GVPLA
I am prepared to allow students to choose their own seats and agree with you Zach that I will ask them to change seats if they have to be corrected too often. My greatest concern is about abuse of bathroom privileges. I already maintain a written agenda on the board, and it is true. The kids love knowing what the plan is for the day.
DeleteI have utilized the concept of the Classroom Compact, which allows the scholars the opportunity to decide what they think an engaging, respectful classroom should look like. They generally have great ideas, and once the class agrees, they are more willing to follow the rules, and accept the consequences.
DeleteI completely agree. Allowing for the scholars to have “buyin” and ownership in their learning is always a great way to conduct a productive classroom.
DeleteI really like the idea of having the scholars create their own rules for the classroom, as well as giving them more freedom to choose when to use the restroom throughout the day with the sign out sheet. I have seen when classrooms create their own rules and stick to it, it's pretty awesome! I definitely plan to create the classroom rules with my students as well as using the sign out sheet bathroom idea! I love the accountability portion and how it allows the scholars more freedoms throughout their day.
DeletePLA 103
Things I do/did (and think are very important in the classroom):
ReplyDeletePosting a schedule. Not only does it keep the teacher on task, it helps the scholars to know what's next. A lot of our kids deal with anxiety over the unknown so a simple schedule can alleviate those anxieties.
Cold calling (or NOT cold calling)- I've done it, but I've seen a lot more success with prepping scholars ahead of time that I'll be calling on them.
Restroom sign out- after the newness wears off (and as long as scholars know I'm keeping track of their times in and times out) this works very well.
Not sharing class averages- I liked this one. I like the idea of scholars focusing on their personal best rather than the class average. I really like data folders where scholars track their own progress.
Amanda Rouse PLA@103 Instructional Coach
I do the same thing with cold calling. I choose a few students before I ask the question to make sure they are looking for an answer then I read a section of the story/book and the call on them. If one gets it wrong I move on to the next and go back to the student who answered incorrectly so they can remain confident and get support from their classmates. My goal is to have my students help each other learn rather than relying on the teacher.
DeleteMy last school almost required cold calling as a method of behavior management. I really like how this author discredits this method and provides new ones. I remember feeling so anxious as a student when teachers would do this and I'm sure it's still the same today. I am happy to try out new things this next year.
DeletePLA- 103
Amanda, I believe that the posting the schedule should be a requirement (It was at my school)Just as you stated it helps keeps the teacher on task, it allows anyone entering the room to know whats going on and allows the scholars to know as well. I also was never a big fan of sharing/posting the class average. I really like the idea of having the scholars track their own progress allowing them to take ownership of progress.
DeleteI agree with the daily schedule. It has helped with the scholars interrupting with questioning when we are going to lunch. I also like it because it allows scholars to know we had ELAR in the morning and Math in the afternoon. The routine of knowing what is next is important to classroom management.
DeleteIn the beginning of the year, I let scholars raise their hands to answer questions. Yes, I had the same ones for a couple of weeks but then once the scholar realizes I am not going to blast them if they answer incorrectly, more answer. This is when I need to use the pull sticks because so many raise their hands, I want to be fair and give everyone a chance.
I agree, I like scholar data folders better! Love all that you shared!
DeleteI guess if we are going to term it "cold calling" I will say that I have a tendency of "lukewarm calling" them. If I see one is not really participating what I will do is in the process of asking a question I will alert that student to be ready for the next question...it forces participation but at the same time gives them a bit of time to prepare for the spotlight.
DeleteMy kids hated "cold calling". They didn't want to answer questions. I usually had four or five who would answer every single time. I found that offering a piece of candy for reading out loud, answering questions, etc worked well. They were allowed to earn one piece of candy per whole group lesson.
DeleteZach Brubaker - GVPLA
Reading books about classroom management or any book that I can improve my teaching with are my jam! There are so many different types of students with different backgrounds that don't have the autonomy at home and would thrive on it at school. I have always been a person who views students as people too and try to give them the respect and freedom I want as a teacher. Mike Roberts comments about classroom management should be more proactive rather than reactive and I agree. It is very difficult to reset your classroom in the middle of the year although sometimes very necessary. I have implemented most of the the procedures presented n the book; flexible seating and nonverbal bathroom policies. I taught first grade last year and implemented a restricted flexible seating. I decided what table they were sitting at but they were able to choose what seat at the table to choose. I did this because I could monitor their academics more closely. I like teaching sign language to my students so students can agree and disagree with each other nonverbally while still continuing the conversation. I also taught them the sign for restroom and water so it would stop the flow of my teaching. I would respond with the sign for no or yes very fluidly.
ReplyDeleteSign language was one of my favorite ways to have classroom discussions! I loved implementing it during readings circles especially when discussing books or novels. What a great way to get a quick take on how scholars are feelings without disruptions.
DeleteAlso, what is your name and school? I want to mark you down for participation! :)
I love how you mentioned the author stating that classroom management should be more proactive than reactive. When reading this definitely stood out to me because it is so crucial to success in the classroom. As teachers we need to plan ahead so there won't be as much "putting out fires" in the classroom.
DeleteI love using nonverbal signals in the classroom, especially the idea of implementing sign language. I would definitely love to try this next year. Can you please expand on how/what sign language you teach. Thank you
My name is Kendall Stevenson @PLA103
DeleteHello, I really enjoyed this first chapter. One of the ways I have encouraged students to play a role in their education as well as their learning environment is to have student led conferences weekly, monthly and even when speaking with families. Not only does this provide immediate feedback for the student, but it gives them ownership in their academic successes. They very often want to share with their classmates, teachers, and families when they can do so in a safe learning environment. Of course, students love to share their highlights after a week or a quarters worth of work.
ReplyDeleteAs mentioned, I would like to implement more of a seating plan that encourages students to participate. I find that students can choose wisely who they would like to sit next to in the classroom when given the choice. This is true with the older grades even more so. I plan to encourage this practice again next school year.
Can you elaborate more on what those student led conferences look like? I think that sounds interesting and am curious if it's similar to a "circle time" or something else entirely?
DeleteThis was my first year teaching, and I made rules for my classroom because I was told to, and they were a list of "don't's". Next year I will definitely incorporate the positive introduction of classroom norms, and tell students more about what they can do. I think that letting the students own what they can do, and focus on that, will lead to more positive behavior, and less negative ones. I will also let the students organically construct their seating chart (something that they do naturally anyway), and model behaviors that will allow them to continue having certain freedoms.
ReplyDeleteAlicia Turner - PLA SMITH
Hi Alice! I think your ideas for next year are awesome! I agree that allowing students to have more control gives them a sense of value within a classroom, which directly impacts academic performance and social growth. Even students as young as kindergarten can be trusted to participate in making decisions with the proper direction and modeling from adults.
DeleteMy apologies ALICIA for the incorrect name in my reply above
DeleteI think it's easy for scholars to think about all the things that they are told not to do. One strategy that I've used is to turn the negatives into positives. It's so interesting to see the discussion turn into all positives.
DeleteI think you experienced exactly what was described in the book as why Rules do not really work well. I witnessed FIRST HAND (as you well know) how much you tried to make rules work in your classroom but were not successful.
DeleteI like how you referred to your rules as DON'T. Children are always told what not to do instead of what CAN they do. I am curious to see how your students will respond to norms and hearing about what they can do. Hopefully you will be able to share their reactions. Modeling behavior is the key. I have seen students walking in the hallway when their teacher is not with them and you give them a positive comment, they can not wait to let their teacher know.
DeleteIdeas that have worked for me in the past and that I feel I have seen implemented at PLA 103, as well include having scholars assist in creating the class "rules." However, rather than rules I ask my scholars to think about "What does it look like, sound like" to be on task or engaged in the classroom? We can then create either a list of things Scholars should be doing or I have also had them create Anchor Charts with ideas, pictures, and words that we leave up in the room to remind us in the first weeks of school and allow us to refer back to when needed. This makes the scholars really stop and think about what the classroom should look, sound, and feel like. This same idea could be implemented if we are in a virtual classroom next year too.
ReplyDeleteKeri Mohrbach, PLA 103
Yes, I've enjoyed the "Looks like/sound like" in the different subject areas. I have always done this right away, but now that I reflect on it, it might even be better to wait a week or two. This would give scholars and opportunity to see what's working well and what needs to change.
DeleteMitch, GVP
I love to think about it in the "Looks like/sounds like" approach. Especially because "Sounds like" is different for independent learning and group work. We should hear discussion during group work, partner work, and stations for example. (Appropriate voice levels of course) Having that visual reminder is key!
DeleteI love the looks like/sounds like approach. I will definitely add this to what I use in my classroom when creating expectations with my scholars. I normally ask three questions: how do you want to be treated, how should you treat others and how should you treat materials in our classroom. Thank you for the great idea!
DeleteI love the idea of anchor charts. I need to use this more often when adding new things in our classroom. Some times, I do examples or stories that show examples of what is expected. But, I do agree, I like the looks like/ sounds like way of doing things. Thanks for the idea. Karen Prince PLA 93
DeleteThis last year we had hand signals for scholars to ask permission to get water or go to restroom. This especially helped when we were working in small groups. I already decided I was going to add either a check system or sign out to help me know how often they are leaving the classroom and when. I had 4 rules for our classroom that were broad. However, the scholars gave examples (and we wrote on the paper) what it meant. All scholars signed the bottom of the paper agreeing they would do their best. I am going to rethink the rules and see how I can incorporate them more. I do like the free seating. I would like to see if they can maintain that seat for a few days in the beginning so I can learn their names.
ReplyDeleteI don't know why it didn't post my name. This is a post from Audine Rathbun.
DeleteThis comment has been removed by the author.
ReplyDeleteI have used a lot of these techniques in the past. We like to instantly think about all of the negatives and expect the worst sometimes.
ReplyDeleteWhen it comes to seating arrangements, while we assume that students will talk more and be off tasks, when they are by their friends, they are so engaged because they are aware of possibly being moved. When you're asking for table discussions, these chats are elevated because they feel comfortable with the scholars around them. One year I even had scholars change seats daily and suggested (and didn't enforce) that they only sit with one scholar from the day before. This allowed for varied discussions and to be comfortable with change.
Giving scholars voice and choice is very important. Allow them to choose books to read and topics to write about. At the start of the year instead of telling them what they will be doing, ask they want they hope to do in the classroom throughout the school year. When they see you making adjustments to instruction to incorporate their ideas, they will be more invested in their learning.
When it comes to the restroom, I have used a hand sanitizer bottle as a pass. The pass is on my desk, they grab it, and sit it on their desk. The bottle on their desk is the sign to know exactly where they are located. Plus, when they get back into the classroom, they use the hand sanitizer (extra cleanliness) after returning it to my desk. The procedure that goes along with it is that scholars are to not go when a mini-lesson or small group lesson is taking place. Making sure that scholars understand this routine and how they don't miss any valuable teaching time is important.
GVP
I love your hand sanitizer as a pass! I've never heard of that method before, but I love how it's a clear signal of where they are and that extra step of cleanliness. I may borrow and tweak this idea for my own classroom!
DeleteSanitizer as a pass is a great way to not only help you know exactly where they are but keep them accountable for returning to class promptly without wondering throughout the school. Great idea!
DeleteThe hand sanitizer is a unique way of tracking who is out of the room. How is time factored into restroom breaks? On the middle school level we issued passes that are supposed to last for the quarter, but scholars always seemed to find a work around. Velma Guidry - Instructional Coach PLA@Smtih
DeleteI really enjoyed the idea of using hand sanitizer as a pass! At the school I student taught at, they did not allow students to use the restroom without a teacher. It felt like we would spend so much time to take these breaks when students could take these as needed. I might have to steal this idea in my own classroom! thank you!
Delete-Andrew Riester
Action 1: I love the idea of giving my scholars more power in the classroom, but am also weary in some aspects of it. I'm definitely one of those people who doesn't even like the idea of anything going south, but the scholars are only human and mistakes are bound to occur. I can't let the possibility of something going wrong be a road block in allowing my scholars to become more independent. Something that works in my classroom is letting my scholars keep a water bottle on their desk. Just as I get thirsty throughout the day and reach for my water they get thirsty as well, and they should be allowed to have a drink when they are. It started off a little rocky, but it was great seeing how they automatically took responsibility of it. For instance, if they accidentally spilled a little they knew to quietly get up and clean off their desk. They were also typically more careful in taking a drink if they already spilled once at any point. This also eliminates some of the in and out traffic for the classroom because they won't have to leave to get water. We also established that the refill time of the bottles would be during our class bathroom breaks.
ReplyDeleteAction 2: One procedure that I want to implement differently is the elimination of the seating chart. While I have allowed scholars to help me decide where desks and/or scholars should go, I would love to see what the outcome would be if I already have the desk arrangement set up and they select their own seats. I do foresee their being conflicts over a seat if a scholar decides to sit at a different seat that someone else typically always sits in. However, I'm hoping that with a positive classroom environment that they'll be able to talk through the situation without needing me to intervene.
PLA@103
The water procedure is so helpful! I know it helped with traffic issues for sure. What I have found in classrooms that did not have a seating chart and did well was that the scholars understood that they moved often (small groups, brain breaks, going to 'the carpet', etc. They knew they did not spend the entire day in one spot.
DeleteYour last sentence says it all! If your classroom culture is a positive environment where sorting through disagreements and discussions has been modeled properly, scholars will definitely be able to talk through situations on their own. I love that you're encouraging your class to problem solve on their own!
DeleteThat is an interesting thought on the fighting over a seat because we are creatures of habit. It would be a great time for them to learn/ use the talking through a situation instead of fighting.
DeleteTruesdell- Trix
One procedure I want to implement for next year is getting rid of a seating chart. I have partially done this in the past with alternative seating, but I would like to fully implement it. I know standard seating can be so uncomfortable and I have a hard time sitting in an uncomfortable seat and focusing on something other than moving around to find a better position. I’m a firm believer that children learn best in a comfortable setting, and I love the idea of allowing them to choose what is most comfortable for them. They know best how they feel and where they can learn best. It just makes more sense for them to have a choice.
ReplyDeletePLA 93
DeleteThat's great that you are jumping in with both feet with flexible seating this upcoming year! I'm sure it will come with some challenges but once those are worked out, the benefits will outweigh the challenges that came along with it.
DeleteI love the idea of flexible seating but I have been very wary to try it. What types of seating have you tried or do you have any ideas for what you might try?
DeleteAction 1-
ReplyDeleteJust as teachers, we will have more buy-in with new curriculum, programs, and procedures so will our scholars. I learned this before I even entered the classroom having observed a very talented 4th grade teacher. Whether I was teaching seniors or 1st graders, I have tried to find ways to give the power back to the students. What comes to mind with my past experience, is how different this looks in different grade levels. First grades need MUCH more guidance! I do believe that whether it is coming up with a class agreement, rules or procedures it is best to keep the process simple. I also believe that as a the teacher it is important to talk with your scholars about the things they will not be able to have a say in and why (safety, etc.). This is a great way to transition into the things they DO have a say in and why. The first day of school I would make this list with my scholars on chart paper. They were always excited to see how much longer the 'student say' list was. We would work through the list that first week. Some of the best ideas for procedures have come from children.
Action 2-
This past school year I brought in 2 6th graders to help with outside car rider duty. They were taught the procedure, how to use the walkie, and could run the line by themselves! I was so impressed. Their were personnel hiccups, of course, and it took time. I had to relieve one scholar of the duty and find a replacement. Just like with real life, there were expectations for this job. This coming school year I would like to find ways (when we are back to normal) to put more scholars in charge of activities. It can have such an impact on their school work, confidence, and self-esteem.
L. Phelps-GVP
I love this! I am sure if you were to ask what one of their favorite things about school this past year was they would say helping with car rider duty. What a great way to give them a sense of empowerment, accountability, and ownership.
DeleteHello Mrs. Phelps,
DeleteYou gave the 6th grades a real sense of responsibility. They knew that someone was counting on them to met their expectations each day. Your approach was training them for employment in the real world. Thank you for helping our team build leadership skills with the scholars. We are truly grateful.
This comment has been removed by the author.
DeleteScholars really enjoyed being leaders and assisting outside at car rider duty. Although I haven’t previously used student assistants outside, I would love to make sure scholars have ownership of this duty and make sure this is implemented next school year.
DeleteFlora Gitsis, 103
I found many things that I would love to try this school year in this first Hack. The 1st thing is start by telling the scholars what they can do instead of what they can't do. I hope that this makes there first school experience a little easier and help them see that school is a fun place. I've always used hand signs for the bathroom, since I've taught kindergarten because I understand that they sometimes can't wait. However I still only allow only 1 boy and girl to go at a time. I'm going to have to make some adjustments to allowing them to pick there own seats. To help me with names I'm going to allow them to pick there name tag an place it on the table/desk that they want to sit.
ReplyDeleteI agree, I think it's great to set up your classroom rules as what they can do, instead of what they can't do.
DeleteI created name tag lanyards for my students for the first few weeks of school that really helped me memorize names quickly.
Anna Callender A+ Arts Academy
Hi Ms. Alford,
ReplyDeleteI agree that letting the scholars pick their own seats will be great! I think that they will enjoy having that responsibility. I like the idea of allowing them to place their name tag down each day. Maybe you could try putting strips of Velcro on the back and on each table. That way the scholars could physically stick it to the seat without worrying that it may be moved or fall off.
The teacher I was with for student teaching did not allow the students to have any sort of control in this area. She had one little girl constantly in trouble for chatting with the tables around her but also chose to make her sit alone. I think that a major part of the issue was that she just wanted to be included and the teacher disagreed.
Melissa Bailey GVPLA
DeleteThis was my comment. Sorry I did not have the correct setting picked in order to show my name and now I cannot edit it.
"Hi Ms. Alford,
I agree that letting the scholars pick their own seats will be great! I think that they will enjoy having that responsibility. I like the idea of allowing them to place their name tag down each day. Maybe you could try putting strips of Velcro on the back and on each table. That way the scholars could physically stick it to the seat without worrying that it may be moved or fall off.
The teacher I was with for student teaching did not allow the students to have any sort of control in this area. She had one little girl constantly in trouble for chatting with the tables around her but also chose to make her sit alone. I think that a major part of the issue was that she just wanted to be included and the teacher disagreed."
Some of this I already do and have success with. Seating charts are an annoyance to me unless I am going to have to miss a day and have a sub in my room. What I do with that is I do establish a seating chart but students know that as long as I am there that the chart is not in effect but that on he very rare occasion that I am out the expectations are for them to sit in their assigned seat. I do this simply to assist a sub in identifying students.
ReplyDeleteI also have a "Do unto others..."rule. If you would not like being treated that way then why would you treat someone in that manner. Now I do have procedural things that they must do but that is more work submissions and such. But rules as a whole to me are something...well I remember growing up hearing a statement that goes like this "RULES ARE MADE TO BE BROKEN". I admit I am a bit more lax on rules but stern on procedures.
Hello Terrell!
DeleteI really liked your "Do Unto Others..." rule. It is a great way to describe the golden rule and all people can benefit from using this rule. Also, your last statement about being lax on rules but stern on procedures is a good way to put it. I think that the word "rules" has a bad rep and when you start giving students more and more rules, they will feel boxed in.
Great post!
Melissa Bailey GVPLA
ReplyDeleteSomething I plan on doing when I am in my own classroom is allowing the classroom agreement be decided upon by the scholars. I will obviously have some idea in place for general expectations but will act as a guide to allow students to create the rules together. I want to allow the scholars to have that sense of accountability and autonomy. I want to word all of our rules in a simple manner that will allow for the scholars to understand. I also will choose to use positive language instead of a list of "no". I also would love to try the no chart seating. I observed in a first grade room where the scholars were able to make their choice each day. They would then reflect with the teacher at the end of the day. Students who had not learned their best that day would sit in an "assigned" spot the following day. This allowed the students freedom but also had a component of accountability that was important. I loved that the room teacher would reflect with the students each day. I think this is a really important skill many adults are lacking.
Greetings,
DeleteI love the idea of getting away from the word “no”. I agree that by implementing more positive discussions can set a classroom up for success. Have a wonderful day.
LaTiesha Hollowell PLA@103
ReplyDeleteMy approach with my scholars has oftentimes been similar to that of my own children. Building a relationship of integrity and respect has always been my goal. One way I have aimed to achieve this is by creating a family-like setting and allowing this a respectful amount of say in our day to day outcomes. For the last few years, I have allowed my scholars to be apart of creating our classroom’s rules. I have found that many will take ownership of this process, as well as holding one another accountable. The one rule that we often come up with that can fit every situation thought of is Respect, “Respect me, Respect others, and Respect everything in my surrounding”.
I like the idea of having a restroom sign-in and sign-out form. While I have tried this approach before in the past, I didn’t remain consistent to see the full fruits in the end. I have witnessed both the positive and negative outcomes of this approach. This could be from introduction to this idea in mid-Septerber, vs the first week of the school year. It is definitely an idea that I would like to revisit in the fall and maintain at least a semester.
Mrs.Marsden@PLA103
ReplyDeleteI believe making a positive impact on your scholars is to have power redistributed throughout the classroom. In my experience teaching primary grades, I encourage scholars to manage their environment by assigning simple roles (i.e. teacher assistant, voice level monitor and restroom checker). The ideas expressed in "Hack 1" can be done as the teacher builds a trusting climate in his/her classroom. Primary grade classroom management should be simple and allows scholars to take part in it.
I completely agree! Primary students love to feel like they are apart of the class. The more that they have ownership in their class, they better they perform academically in my opinion. Simple and clear expectations are the bases for any good classroom management plan to be effective.
DeleteI strongly agree that allowing students to manage the classroom gives them ownership! They respond amazingly when they feel empowered.
DeleteI always had 2 rules:
Delete1. Do your best.
2. Allow others to do their best.
I agree with the author when it comes to rules. Students need to participate in the discussion and creation in order to own it. Definitely a DO list. as I use Positive Behavior in my class. With that, we discuss the Phalen Way of doing things. We have very few rules other than the Golden Rule, Respect yourselves, and Respect others. I choose to call the rest "procedures", comparing it to a new job. Restroom was only when the class went (3 times a day), unless I had a note from a dr. and they had to have a responsible buddy. I have always posted the daily schedule. (If I don't update it, someone will remind me.) My 3rd graders relied on the schedule, and questioned if there was a change. I think all 3 of those combined helped with my classroom management from the start.
DeleteI agree with the author when it comes to rules. Students need to participate in the discussion and creation in order to own it. Definitely a DO list. as I use Positive Behavior in my class. With that, we discuss the Phalen Way of doing things. We have very few rules other than the Golden Rule, Respect yourselves, and Respect others. I choose to call the rest "procedures", comparing it to a new job. Restroom was only when the class went (3 times a day), unless I had a note from a dr. and they had to have a responsible buddy. I have always posted the daily schedule. (If I don't update it, someone will remind me.) My 3rd graders relied on the schedule, and questioned if there was a change. I think all 3 of those combined helped with my classroom management from the start.
DeleteApril Heslar PLA 93
Action 1: I really enjoyed reading the chapter and everyone's comments. This is what makes the book club so amazing! One thing that I always do at the beginning of the year is allow them to sit where they want to sit and we create the rules together. We make the rules like a contract and we work through them together so that they feel like they have had a voice. After we create the rules, everyone signs the "contract" and its a really cool process! Going along with the seating arrangements, I always allow them to sit where they want to. If I notice that they can't handle it, I know who they should sit with because I have been watching who they talk to. It allows me to get to know my students a little better and it allows me to explain to them why I am moving them.
ReplyDeleteAction 2: One thing that I want to get better at not using whole group consequences. After reading the chapter, I realized that I have done that too many times. If there are more than one student involved, I would always wrap everyone else into the consequence. The book is right; most of the time, the majority of the class had nothing to do with the situation, so it's not fair to them. Instead, I am going to focus on creating consequences that are for the individuals rather than the group. It will build my classroom management and will show my students that I can be trusted.
I love that you create a contract with your class, I do this as well.
DeleteI also need to work on not using whole group consequences. For myself, I believe I do this because it seems more time efficient to quickly give out a whole group consequence than stopping and giving an individual consequence. I would love to hear some ideas of consequences that you may be thinking of.
Paige,
DeleteYour scholar trust & respect you, because you model great leadership skills & offer them chances to build their leadership qualities! It's been great watching your scholars develop those leadership qualities!
Although, I consider myself a veteran teacher, I am very amazed that many of the strategies that I was taught to implement in my classroom as a young teacher are not really considered best practice. One method in particular is cold-calling. I was always taught as a teacher to cold call students to ensure student engagement. In fact, many other behavior management books that I have read, believe in this method very strongly. After reading this Hack however, I now understand how this method can further alienate and ostracize your students. Moving forward as an Instructional Specialist, I can coach around how to engage students with giving them choice and affirmation not embarrassment.
ReplyDeleteJillian,
DeleteI love how openedminded you are in trying something new even as a veteran teacher! We are always learning and growing.
I will say the idea of not using cold calls was challenging for me to wrap my head around. I used cold calling a lot but never in a punitive way or with the expectation of the answer being correct. I then would circle back if the scholar missed the question and give them another opportunity. I am currently not in the classroom and am curious to see teachers implement this and see in action! Thanks for sharing!
Sarah Rahrig
GVPLA
Culture and Trauma Informed Specialist
My first year teaching we read "Teach Like a Champion" during our PLC meetings and that is where I learned many strategies that I currently use in my classroom. One strategy is using a social contract instead of creating a set of rules. When using social contracts in my classroom I have the scholars answer three questions: How should you treat others? How do you want to be treated by others and How should you treat the things in our classroom? We discuss and come up with expectations/behaviors of what we want for our classroom. Scholars then sign their name and promise to follow our contract. I also make sure that we try not to use the word "no" but instead create a positive expectation. We create our social contract during the first week of school.
ReplyDeleteAnother strategy listed in the book that I currently use are nonverbal signals, including bathroom signals. This allows for scholars to ask for what they need while instruction is not disrupted. As stated in the book, it also allows scholars to feel like people instead of soldiers.
The book says to eliminate cold calling. The reasoning for eliminating cold calling makes perfect sense. I cold call a lot in my room but I plan to try eliminating it this upcoming year. I love how the author stated that building relationships is key to eliminating cold calling. In my room we discuss how making mistakes or being incorrect is how we grow and learn. I will definitely take this and build on in it to help eliminate cold calling in my room.
Another kill I would try to eliminate would be seating charts but honestly as a kindergarten teacher this scares me. I'm definitely open to any ideas and suggestions when it comes to eliminating seating charts.
Charlene Long-Trix Academy
Charlene, I like your idea of the social contract. I think that goes well with discussing the expectations and behaviors of what we want to see in our classrooms. I am going to try and implement this as well. Thanks for the idea.
DeleteCharlene, I love your idea of the social contract. My school's motto is Be Safe, Be Responsible, Be respectful. Your contract would go well with that motto and making it individual to each student. I don't like to hold an entire class responsible for the negative actions of the individual but sometime's I fall back on that when students are feeding off of each others behaviors and a larger group of inappropriate behavior is forming.
ReplyDeleteI also like the book's idea of eliminating cold calling. Quite often when I do I get students who will shake their heads and not speak. I always give them an easy out but I'd like to see if I were to prepare them the day before with the topic and a specific question, if I would get more participation in large group discussions.
I already do the sign out sheet for the restroom but I need to add that to the social contract. I had students who abused it. If it is in the contract I might get more compliance with it.
Michelle Fendrick - A+ Arts Academy
I like the idea of a topic or question that you will ask the next day so that students can prepare. I may try that in my class also.
DeleteTruesdell- Trix
I plan on implementing the open seating in my classroom next year. I have already adapted to flexible seating last year. I had a donors choose project that was funded and I was able to get several different kinds of seating in my classroom for the students to sit in. I think that letting them choose their seat will give them some ownership of their desk instead of me telling them where to sit. I have observed that we are all creators of habit and will sit in the same place or even park in the same place. I also want to implement the bathroom signal as well. I started to try this this past year but I did not keep with it.
ReplyDeleteI am going to try the idea of the scholars having choice of seating. I love the idea of giving them the ability to make the right choice of which other scholars to sit by. Of course this depends on social distancing!
ReplyDeleteJenelle Miller PLA 103
Jenelle, I agree that it is a wonderful idea to give students the freedom of sitting choice, I have yet to try that, but I have incorporated in the past writing together our rules and creating them together, it works great, they feel like they have a voice and we all sign it together to commit ourselves to our social contract. It's a great way of involving them and it's fun in the younger grades to do with colorful markers. It sets up a community among the scholars. See you soon. PLA 103
DeleteI gave my kindergarten students the choice of where to sit in the beginning of the year last year and it worked well. I also try and keep my rules more positive instead of negative. "We respect each other", "We are kind". Etc. And we discuss why those rules are in place while referring to our school wide rules of "Be respectful, Be responsible, Be safe." We also model and review those rules often. I do like the idea of a sign out sheet for bathroom breaks, I currently use a pass but unsure how that will look with social distancing and so forth. I also would like to put up a daily schedule and one of my summer projects is to make it very visual with both pictures and words.
ReplyDeleteAnna Callender A+ Arts Academy
One procedure that I had in my classroom this year was a transitions times. I would set up a timer for anywhere from 30 seconds to two minutes for anything from transitions to clean up and getting ready for the next thing. I know it worked well on most occasions, but this year I am committing to making this timer a bigger piece of my classroom. Setting the timer for the lesson times that we have, small groups, and whole group activities will help keep me, my scholars, and my entire class on our daily schedule.
ReplyDeleteZach Brubaker
5th Grade GVPLA - Indianapolis
This is an awesome idea!!! I would count backwards from 20 and the kids would scramble during transitions. Worked like a charm!!
DeleteLisa Valentine PLA 103
I used a timer frequently when I was in the classroom. It was a great way to keep structure, timeliness, and routine!
DeleteScholars really loved visually seeing a timer displayed! This provided them with ownership of getting the task completed before the deadline.
DeleteFlora Gitsis, 103
I am thinking of trying free seating choice, I haven't applied that hack, and I am curious to see how it works. I am unsure of how K students would take this responsibility, but I am willing to try it. Class punishments is not my style, but when I do apply this I will be more mindful, because it seems not fair. My goal is to completely eliminate this consequence.
ReplyDeleteI always start the year creating the rules with the class, and it works in helping to establish a sense of community among the class. Also, hand signals for restroom break and other small interruptions is a great way of not interrupting the flow of a lesson, and it works. Therefore I will keep in place creating our rules, social contract signing, and hand signals. The new tools for my class management will be free style sitting (as social distancing allows), and eliminate class punishments.
Anna Christina Luna-Harbert
PLA 103
Anna,
DeleteYour scholars know your expectations & love to build trust with you because you reward them consistently! It's been great to watch your scholars develop respect, responsibility, and thoughtfulness... because you model it for them!
The title of this chapter says it all "Remember, it's a classroom. not boot camp." So many times teachers (and I am guilty of this) forget that these are KIDS! I have always said to let the kids do the heavy lifting. In 2020 a classroom should be student led and not teacher led. With these things being said, a teacher needs to let the kids take ownership of things happening in the school. Let them pick their seats and let them use a nonverbal way of showing they need to excused to use the restroom. Let them have ownership. Letting them have ownership now, will set them up for success when they are older.
ReplyDeleteLisa,
DeleteI completely agree with you. I feel as though the saying let kids do the heavy lifting is often used when referring to academics and the learning process. However, we forget that students need to also do the heavy lifting with decisions that are being made within the classroom and with their education. After all it is their education and their classroom. Giving students the opportunity to choose their seats is a prime example of this.
- Abby Gaddis
I completely agree with you. I laughed a little at the title of the chapter because I too am guilty of creating a very tightly ran classroom with rules and expectations for how the room will look and sound. Like you, let them have ownership. Allowing for this will set them up for success when they are older.
Delete(Above is Lisa Valentine PLA 103)
ReplyDeleteI love the idea of empowering scholars to take responsibility of THEIR classroom. While reading about this Hack I was able to identify things I've done in the past consistently, things that I tried and things that quite frankly scared me, but would be willing to try if ever back in the classroom. One thing that I've tried and because it seemed like to me it didn't work the first year was having the students come up with the expectations and consequences. I feel as though this is something I should have tried more consistently throughout my time in the classroom. One thing that I would want to try if ever back in the classroom would be allowing the scholars to choose their own seats. I think it would be really interesting to see the scholars take responsibility for who they believe they should sit next to, to do their best work. Being that I’m no longer in the classroom, I can’t commit to implementing any new strategies or any strategies differently. However, I will be encouraging the teachers I am working with to have their scholars help them with setting the classroom expectations, allowing the scholars to choose their seats, and put up a daily schedule.
ReplyDeleteAbby Gaddis- Ohio IS
Abby,
DeleteThis year, I gave each scholar a small piece of paper and had them write their name at the top. I had them write
Success Distraction
1. 1.
2. 2.
3. 3.
I had scholars think about who they could sit next to and experience success in our classroom with their work and social experiences. They could choose up to 3 people that they would surround themselves with to help them succeed. I also gave them a choice if there were any people that they knew they would not be their best scholar. It did not mean that they don't like the person/people. Just that this person may be such a great friend that they knew sitting by them would be a distraction.
The results were kept confidential and were very interesting. Not what I expected. Most scholars did not choose to sit by their "best" friends. Many students chose the same 3 people to sit by who were usually "STAR STUDENTS" on a daily basis. We talked a lot about when you surround yourself with success, you have success. When you surround yourself with people who make good choices, you make good choices. When you surround yourself with negative, you tend to be negative in your thinking. Many students wanted to be with Stars. When you surround yourself with stars, you become a star...
I am going to loosen my hold a bit on seating this coming year and make it an earned privilege based on those who respect the rules of their choices.
I love how you emphasized having scholars take responsibility for their classroom. Scholars will work harder for something they are a part of and have say in rather than being told what to do. Thank you for stating this!
DeleteThis comment has been removed by the author.
ReplyDeleteAction 1: Scholars are allowed to sit where they want to sit if they are respectful & responsible because it builds trust.
ReplyDeleteAction 2: I plan to change the word "Rules" to "Agreements"... I agree with the author... it does sound more pleasant.
I too like the idea of changing rules to agreements, it does sound more pleasant.
DeleteIt’s been several years since I was a classroom teacher, but I’ve remained very involved with assisting future and current teachers in developing a positive classroom climate. One of the first things I always suggests to teachers is to avoid making assumptions about what their students can and cannot handle. Also, some students may not know what acceptable behavior is because they have never been taught. Collaborating with students to set clear behavior expectations, teaching/modeling these expectations, and using positive incentives to celebrate students goes a long way in establishing/maintaining a positive classroom management system. Teachers can build a sense of community in their classroom by allowing and encouraging students to make suggestions and decisions whenever possible. As an instructional specialist, I hope to assist teachers in these areas.
ReplyDeleteI have been allowing my students to choose their own seats for the past four years. I was hesitant to use this initially but wouldn’t do it any other way. I’ve had great success with it ! I definitely support the fact that empowering students in the smallest ways , such as choosing where there day is going to begin in their classroom, will give them confidence, In themselves and trust in their learning environment.
ReplyDeleteI love the idea of introducing the social contract/agreement for each student. The more responsibility we are willing to share with our students or hand over completely the more cohesive we will see our classrooms existing.
I would like to introduce a bathroom log to my students in the fall. I think it will be a good way to start letting go of my control and allowing the students to begin their journey of growth and responsibility this school year.
Heidi Hilt A+Arts Academy
I love that you are going to start the bathroom log next year. I want to start something similar to that to help give the students more responsibility. I agree that the more responsibility the more cohesive the classroom will be. I love your ideas and your perspective on this hack!
DeleteI do like this book so far. The idea of free seating was one that I never considered. We were taught that elementary students sat at assigned seats with name tags and middle school students had assigned seating to keep them from miss behaving. I do think that seating will be in groups and of course they will sit in the spots most of the time. I am willing to try it to see what they do.
ReplyDeleteI do punish the whole class at times. I don't do it very often. It is just frustrating when you can not figure out who did it. I will stop punishing the whole class. With these new strategies there won't be those problems. :)
Truesdell- Trix
I love that you are going to stop punishing the whole class. I understand your frustration when you can't figure out who did it. I have found in my classroom that when I stopped punishing the whole class so many more students were working together to do what is expected of them.
DeleteDottie Lerche PLA@103
I like the sign out sheet for the restroom and I am going to add the daily schedule posted
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteI really enjoyed the section about overcoming the pushback. It seems that once you have been teaching for a few years, you fall into a routine of ways to do things and think of excuses not to change something even if it is working in your classroom. What if it could run better? Having that pushback allows you to try something and see if it could improve the plans and procedures you already have established.
ReplyDeleteCold Calling-Love this! I know there are those scholars in your class that hardly participate or choose to let others answer for them. Cold calling is very stressful for some. They do not like to get answers wrong and often feel that others are making fun of them. This also can lead to them not participating or engaged. I love that they mention building trust with those scholars and calling on them when you know they are willing to share ideas even if the answer maybe wrong. A good teacher will always spend time understanding how that scholar came to the answer they did and instruct/guide the scholar to the correct answer if incorrect.
Starting Hack #2!
I love the idea of letting scholars help with making the rules. I have done something similar in the past. I had the class make the rules but, guiding them to what is important and then having them sign it as a pledge to follow. Then when they broke a rule, I would always remind them what they had signed and review. I would like to try this again next year in my classroom.
ReplyDeleteI also use a signal for the bathroom. This really helps when teaching to not have to stop and call on the scholar. In Kindergarten once one goes they all usually have to go:). So, this way it is not as noticeable and then they all don't ask to go.
I also would like to try and give my scholars an opportunity to pick their own seats. But, I struggle with this at the beginning of the school year. One reason is because, I don't know all their names. The other is because I want them to learn theirs. I will plan to try this in the second semester. I am looking forward to trying some of these strategies in the classroom next year.
Karen Prince PLA #93
Karen,
DeleteI agree with you on the seating chart. This hack I have seemed to always struggle with. Depending on wha the school year will look like with the virus and everything I too want to try this hack out.
Also, I have done the same with the rules and making them with the scholars. One thing that I did this year was I made a chart with the scholars about their hopes and dreams for the school year and I had them sign their names to pledge that they would do their best to achieve their hopes and dreams.
Jenina Sorenson PLA@103
I love the idea of letting the students pick their own seats starting second semester. I agree that some students need a name tag to know how to spell their names. Last year I did hot glue their names to their art boxes so they would always have it with them when we moved around the room.
DeleteBrittany Connett PLA@93
I do the same thing in my classroom. I let the scholars come up with the rules but I guide the conversation. It gives the students a sense of ownership I think. Maggi Wilson PLA @ 103
DeleteThis hack had a handful of ideas and structures that I already have in place in my classroom. It was a nice refresher that I am doing good things in my classroom. For example, I have hand signals for when students need to use the restroom. At the elementary school I am leaving we would have to take whole classroom breaks twice a day. The reason behind this is that we only had one restroom in the building. We all know that there are times that scholars have to go on their own so in our classroom we established signals for these times. The all I would have to do is nod and acknowledge them and they would go and take care of their business.
ReplyDeleteAnother hack that was a good refresher was the one about how you say it. One thing I started off this year with was making a list of our hopes and dreams for our school year with the scholars. I really felt that this gave ownership to each scholar and our classroom to what they wanted for the school year.
One hack I think I still struggle with the free seating hack. This is one have I would like to try and implement in my classroom this fall. I have a feeling it might look a little differently due to the virus and all.
I loved Hack #1 especially about rules part. Less is best. You can incorporate things u set each rule. One of mine is Make good choices!! We talked about what that means. It’s could be a lot of behavior issues. If a scholar does something, we talk about was that making good choices.
ReplyDeleteThe other part I like was step #4- punishing the entire class. It hard sometimes because you do get frustrated. I like to reward the positive behaviors and the negative ones start to follow. I look for scholars improvements everyday and they earn stars. It could be as simple as you sat down so quietly. You get a star for improvement.
I’m looking forward to Hack#2.
Mindi Spychalski-PLA103
As I was reading Hack #1, I loved to see some of the ideas that I have already been implementing in my classroom as well as a different perspective on why we should try to change what we are already doing. One thing I always try to say is "our classroom" instead of "my classroom." I think just that simple phrasing already shows the students that while I have certain expectations, this is their space too. One thing I would like to implement next year is having the students more involved in deciding what our expectations (rules) are for our classroom. I usually state the expectation and have the students say what it should or shouldn't look like, but I would like for us as a class to come up with those expectations. Like other posts I have read, the lack of seating chart would be the hardest for me to implement. I do let the students choose their own spot on the carpet, during center time, and often when we are working. I always hesitate to take away their "home spot." I read that someone suggested trying second semester, and I loved that idea.
ReplyDeleteBrittany Connett PLA@93
I always enjoyed visiting your classroom because it was always child-centered. I think your efforts to give students more voice in arriving at expectations will be very successful.
DeleteWhen I first started teacher I don't think that I gave the students any control, but as the years have passed I have learned to let go of some of the control. I always start the year with letting scholars pick their own seats. I take the first couple of weeks and let the students sit wherever they want and with who they want. Then as I learn personalities and see where some personalities might clash, then I start moving scholars around. I eventually do come up with a seating chart, but the same students don't sit together for long. I move scholar desks around many times throughout the year. One way that I give control over to the students is with classroom rules. At the beginning of the year, I have a discussion with the class and we come up with the rules together. Most of the time they come up with the same rules that I would post anyway. I do lead the discussion and steer it in a certain way, but it does give the scholars a sense of control.
ReplyDeleteOne procedure I used last year and I will definitely implement next year was my bathroom pass system. I put up 3 push lights I got from the dollar tree. There was one posted higher and then 2 posted on the wall lower. One said girls and the other said boys. I also hung the bathroom passes under the lights. Scholars were not allowed to leave the room during whole group instruction, but when whole group was completed I would turn on the light that was hung higher. This was a notice to the students that they were free to use the restroom if needed without asking. Only 1 boy and 1 girl were allowed to leave at a time. The scholar would go up, turn the light on for boy/girl, take the pass and go to the restroom. When they returned, they would turn the light off and hang up the pass, signaling that someone else could use the restroom if needed. This cut down on so many distractions when I was trying to do guided reading/math during small group time. At the beginning of the year the scholars were leaving a lot. They had control and were taking advantage. There was a class discussion about it and about being responsible and it helped to cut down a lot of the leaving. Maggi Wilson PLA @ 103
Maggi, I really like your idea of the push lights. I had my bathroom passes hung by the door this year and students would give me a hand signal if they needed to use the bathroom. This idea was given to me by their kindergarten teacher. She had used this hand signal so that students weren't hollering out. We all know once one student hollers out that they need to go, then suddenly everyone has to go. I wasn't as laidback about students using the restroom as this book suggests. We had three times throughout the day that we went as a class so I constantly was reminding them that they needed to go now, because later they wouldn't be permitted to go. I like the idea of not going during group instruction which I strongly discouraged and I am sure this would cut down on distracting you during small group instruction. Thank you for sharing! Cathy Branch @ Middlebury
DeleteMaggi,
DeleteThe push light idea is FANTASTIC! I just posted my plan and realized that with my third graders, that VISUAL experience will work well for them. I still plan to have them sign out and back in to keep track for the first month or so of who my chronic bathroom users are and how much time these students spend. This year, I had a timer that I set for 2 minutes. For most students this was like a game of beat the clock. Thanks for your "bright" idea!
After reading hack #1, and being a veteran teacher, it is hard to digest the notion of no seating charts and relaxed restroom privileges. It goes against everything that you are told in classroom management 101. Think about it, one of the first things you are told is to have a seating chart and restroom procedures/passes (especially as a part of your substitute folder). So now the notion of liberation from these management strategies can be hard to adapt to. In the past, I've used seating charts initially as a part of classroom management, but as we move throughout the year, I allowed students the flexibility of seating dependent on the activity.
ReplyDeleteThe bathroom privileges is an interesting concept. I live the point made as to adults having the liberty to go to the restroom as needed, however we restrict our students with the same concept.
When I was a teacher, I never had rules in my room. I had expectations for students. We would come up with these expectations in the beginning of the year together and then they would come up with expectations for me as the teacher. I would type these up and the students and myself would sign them. I don't believe in having many expectations or rules in a classroom. I feel 4 is more than enough. One way we strayed from cold calling on students is during independent work time, I would go around the classroom and have a brief discussion with each student to check in on their understanding of that days lesson. Any teacher will give push back to something new especially if they have not seen it in action, which these things do not happen overnight. Basically you are building a community in your room which will take time, but you have to be consistent and keep plugging away. You will get there. Letting go of the power is hard, but you have to have trust and faith that your students will do the right thing and make the right choices, even when you are not looking!
ReplyDeleteI really like your idea of students coming up with expectations for the teacher! I started out this past year with my first graders by all of us coming up with our classroom rules together. We came up with about 5 or 6 and each of us signed them. I definitely think this makes it feel like it's "our" classroom and not just "my" classroom. The only thing I wish I had done differently was to consistently refer back to our poster throughout the year especially when students misbehaved. Though we talked about rules often, I hung up the poster and never revisited it which was a mistake. Cathy Branch @ Middlebury
DeleteI agree with your idea of not having "rules" and having expectations instead. I always phrase things as expectations because they have a more positive tone and kids are more likely to try to meet our expectations versus following a rule. It is definitely difficult to let go of the control and trusting students to make the right choices but it helps build that feeling of community and trust we need in our classrooms.
DeleteOne procedure that I have in place currently that I am going to do differently next year is cold calling. When I read the section about this topic one student of mine in particular came to mind. This student was extremely shy and rarely raised his hand. As the school year progressed I saw him raise his hand a bit more and gain some confidence, but until I read that section I don't think I realized how much me calling on him when he didn't have his hand raised was an embarrassment to him. I certainly didn't see it as negatively impacting our relationship. I like how the author suggested stating "I want to see some new hands up in the air." I also liked the author's idea about having a discussion with that student that "when their hand goes up, you are going to call on them." I don't necessarily think that giving them a heads up about tomorrow's class topic would help a first grader, but it's worth a try.
ReplyDeleteCathy Branch @ Middlebury
One hack that I want to try again this year is to increase autonomy with both restroom and seating.
ReplyDeleteRESTROOM: In my third grade class we used non-verbal hand signals to indicate "I need a pencil", "I need a drink", "I need to use the restroom", and "I have a question". I had a "Sign in/out" sheet for accountability. We also have school wide rules for students in hallways and passes. Keeping this in mind, I wanted students to understand what an appropriate amount of times is for a break and to hold them accountable for this. My hope was to teach this using the sign out/sign in sheet. There were columns for student to record "time out/time in" but was quickly in reality that most of my students were completely unable to use the analog wall clock. The sheet became a complete distraction and was discarded for the hand signal, a magnet system, and a timer. I gave a thumbs up for permission to go, then I would set a timer for 2 minutes. This was effective.
I would really like to put the responsibility and choice back on the students. I am looking for a cheap digital battery operated clock where students can easily record their time out and time in. I still plan to have students signal for permission but as students learn what an appropriate restroom break time is, I hope to help students to have the freedom to choose when they need to take a break. Restroom breaks are a class distraction and somehow contagious with the younger grades. I have a one boy and one girl at a time and at times had to monitor that with certain boys and girls trying to meet during a restroom break.
SEATING: I struggle with "seating charts". I change my classroom seating and desks around just about weekly. I think it gives students a fresh perspective and new classmates as neighbors to get to know. I think it helps for building our classroom community. Seating is a challenge because I feel like someone is never happy with some part of it! As the year progressed, I allowed students to choose their own seat. Students who did not respect the rules did not have a choice but with how small our classrooms are seating is limited and hectic for moving students around.
While I begin the process of building trust and respect with students and families, many students have not learned what this means, looks like, or feels like. The process for many students takes the better part of the school year to build so the "rules" do not always seem to work for every student.
We have class jobs that are rotated weekly which empowers each student to have a part in our classroom community. The rules are basic and set in a positive tone. We also have a Classroom Constitution that we recite each morning about how we carry ourselves and treat one another.
I believe that if you set the bar high, many students will reach for it. Some students need it lowered but you can always raise it back up!
One procedure that I have in place currently that I am going to do differently next year is cold calling. I have seen in my classroom that when I cold call on certain students their confidence goes down or they will stay silent in fear of answering wrong. I really liked the idea of discussing with certain students that when their hand goes up, you are going to call on them. I also liked the idea of giving them a heads up, but I don’t know how that will work exactly in kindergarten yet. I want to get more participation in the room from all my students, but when they feel comfortable.
ReplyDeleteHi Dottie! I definitely can relate to the cold calling issues you have stated. I thought cold calling was good because it gave other students opportunities to respond or answer questions, however, it didn't hit me until I started reading this book how much of a negative effect it has on my scholars that don't have confidence. I love the idea of speaking with those certain scholars one-on-one and also the idea of using turn and talk more before picking someone to call on. I just may get more hand raises than using cold calling.
DeleteHi Dottie! I definitely can relate to this. While reading about the cold calling I had a few scholars I have previously had come to mind. I use a clip chart and sometimes I will have scholars clip up for being brave and participating.
DeleteGiving the students more power is a little scary but at the same time I see how it can be a positive way to let the students have control over certain situations. I have let the students choose their own seats. They had floating name tags and could choose where they wanted to sit and if I had a certain student of students who were not choosing wisely I would give that one student an assigned seat for the day and let them try again the next day. I am not sure if that was helpful or not. I also had a sign for them to show me if they had to go to the restroom but I do not think I implemented it correctly and I will be changing that up next year. I saw a pocket chart that had the students names on it and in the pockets were pom poms. If the student needed to use the restroom or get a drink they would bring a pom pom to the teachers desk and then go to the restroom. Do you think this could work? Maybe let the students decide what a good amount would be and give each student that amount of pom poms?
ReplyDeleteNichol Nicol
A+ Arts Fair Campus
I agree with your statement that it will seem a little scary to let students have more control... I also need to figure out a way to monitor the restroom breaks and time they are out of the room. Could put on the expectations with student input on amount of time.
DeleteOne procedure that I will be changing is having the classroom rules already made up and displayed. I will now allow my scholars to help create the anchor charts of rules. I think that this is a good idea because I work with smaller scholars I will get to see things through their eyes and also in their little people language, lol. This hack was eye opening and I can't wait to see the others.
ReplyDeleteHi La'Kesha! I agree! I teach 1st grade. I would love to hear from their perspective! I have learned that each year can be very different from the year before or similar in some ways. It would be very interesting to compare next years scholars to the following year and if they came up with similar expectations or completely different.
DeleteI am planning on letting students choose their own seats in the fall. I am feeling a little apprehensive about it. This year I used a sign out sheet. Students signed their name and time they left the classroom. They signed back in when they returned. Overall, it worked very well.
ReplyDeleteAnne MacDonald
A+ Arts Academy
Fair Campus
Anne,I love that you are allowing your scholars to choose their own seats, I think that it may encourage scholars to try to self monitor their own behaviors!
DeleteLeshun Horne PLA@Jonesclark
I have never attempted an open seating policy on a consistent basis, it has always been that scholars may choose their seat on the first day of class and it would be their permanent spot throughout the year. I am open to implementing and maintaining this policy throughout the school year, but very curious to how it will work within a library setting, mostly due to the limited time scholars are present and the need of learning names/classrooms for each scholar. However, I do wish for scholars to feel the element of excitement and freedom when within the library setting, so I am certainly willing to implement this new approach to seating.
ReplyDeleteI had seen a comment where hand sanitizer was a marker at the seat of a scholar that was using the restroom. Wonderful idea! I certainly would like to utilize that idea with the open restroom policy, but I do feel the policy will need to be openly discussed with scholars. Many classes are within the library for a short setting, but do understand that each special area would have the same sentiment and the goal is to provide these freedoms to scholars. If the school's hallway policy allows for the movement of scholars to bathrooms (I am new to my particular school), I can commit to trying this new policy.
Finally, I will definitely have open discussions with scholars, especially in regards to the use of library materials. I love the guide that was provided, examples of how a teacher may say things differently and how one may listen to scholars. I think it is important to have the open dialogue, enabling scholars to have the ability to feel comfortable within their school settings and take ownership in their learning experience.
Heather Wilhelmus Barney - PLA 103 - media specialist
My scholars come in with a set of expectations each year , and of course I had to revisit a few based on the scholars ability. Since I strive to always put children first.As far as the restroom goes, I don't have a problem with the restroom since I have one in my classroom.To help them take ownership for their own behaviors ,I remind scholars everyday of the expectations and that their posted on the wall, and it's fun to see each one of the police each other by saying their classmates, “come push in your chair safety first”.I have several procedures that I use in the classroom so behavior’s don't become an issue in my class. I would love to try more flexible seating next year.
ReplyDeleteLeshun Horne PLA@JonesClark
I agreed. I think it is very important to have procedures established in the class. This helps so much with classroom management.
DeleteI enjoyed reading Hack #1. In our classroom when reviewing "rules" we phrase them as expectations. We talk about all of the fun activities that have been planned for the school year such as Fun Friday, field trips, Thanksgiving Feast, Valentines Day, etc. We emphasize in our room that the expectations are in place for an important reason and allow us to do all fun things. When talking about cafeteria expectations we all sign a contract. Next year I would love for the scholars to help create our classroom expectations for the school year. Followed with us all signing a classroom contract that we can hang in our room as a great visual reminder. When it comes to the seating chart, I let them pick where they want to sit on the first day of school. About a few weeks in I usually have a good feel for who can handle sitting next to who and those that would benefit from having their own "island" (desk not in a group). I then typically hand pick the groups and they get to pick where they sit with that group. I have found this to work very well in our room.
ReplyDelete-Caroline Kessner PLA @93.
I like your idea about putting rules as expectations, stealing that wording... lol
DeleteIt's always good to give students choices when you can. Some things have to be teacher choices but definitely students can be involved as much as possible with things they have to live with daily.
DeleteI am going to redo my classroom rules I have up now. There are no NO statements but I would like to have them help me with a more expectations classroom rules. I have an idea of what I would like but look forward to what their input would be... I already let them choose their seats the first day of school and remind them that they have to choose wisely in order to stay where they are. Most students in the third grade are very vocal about who they do not want to sit by and who they would work well together. We usually change seats a couple of weeks into school when some arrangements do not work. I already do not do cold calling on students it never works. Instead I like to ask if anyone else has something to add, and do a lot of "who agrees with...." or does anyone have something different for us to think about or a different perspective on a certain subject. Sometimes students change their opinion, but most of the time they stay with their own.
ReplyDeleteThis comment has been removed by the author.
DeleteJulie Sherfick PLA 93
DeleteI like that idea of "more expectations" classroom rules vs. having them already written for scholars. I also have my rules already without beginning with the word NO and I agree with you I'm looking forward to what they would like to edit the rules for I believe that if the scholars have a say in rules and procedures they more likely will adhere to them and if it is a bad day they will more likely understand why there was a consequence to the negative behavior. I usually assign seats at the beginning of the year to let all of us get to know each other. Usually I change seating arrangements 2-3 times a year after breaks to increase socialization skills. Also I utilize learning centers so as a result my scholars are not stationed in one seat all day long. Every scholar in my classroom gets an opportunity to participate in discussions and answering questions daily during instruction. I use this as an opportunity to collect data and check for understanding. Our district utilizes CHAMP procedures/expectations and this works really well in my classroom and transitioning on campus. One procedure that I need to work on doing differently in the classroom is taking out/putting away/caring for supplies.
DeleteClarissa Price PLA@Jones Clark
Hi Julie! I really, really love what you said about your strategy for not cold-calling students. I think that allowing students to show rather than voice their opinions on if they agree or not with another student's thoughts can get the ball rolling and maybe even spark a new topic for the conversations at hand.
DeleteAudree Zabel GVPLA
Next year I plan implementing the hack of making "class expectations" together, and not just explaining the classroom. It think focusing on the "can dos" instead of the "can't dos", as mentioned in chapter one, will set a more positive environment in the beginning of the year. It will also teachers scholars what those expectations look like, so they know what is proper behavior. I also like the idea of giving scholars a voice on classroom expectations. I do believe this will help create a stronger classroom community, and they will feel more apt to abide by the classroom expectation if they helped create the expectations. I would love to hear what other teachers think about this idea, and if they have any suggestions.
ReplyDeleteHi, Kaylie!
DeleteI appreciate your thoughts. As a result, I believe you are well on your way to creating a "student centered" learning enviorment! Additionally, it is very important to give yourself the time needed to make the implementation successful. Blessings as you move forward.
Mackcine Jordan, 3rd Grade, PLA@103, Indianapolis, Indiana
Angela Posey PLA@103
ReplyDeleteI've always thought it was important to have students to participate in establishing the rules. At the beginning of the year, I put students in groups and have the groups to discuss appropriate behaviors and create four rules from their discussions. As I walk around and listen to the groups, there are focused and meaningful discussions. We would then come back together as a class have a discussion about appropriate behaviors. Each group would present to the class. From this discussion we created rules. This activity gave the students ownership of the classroom expectations. I think having students to sit in groups creates a sense of community and promotes teamwork.
Action 2- I would like try a different method to cold calling next year. Trying to keep students engage is my top priority. But I will try the method of frontloading the day before and see if that will work.
Framing behaviors in a positive context is a very worthwile method.Being very conscious of how you say something to a student will make a difference in the relationship with a student. Developing a list of ways to say things would be very beneficial.
I love how you stated the importance of how you say something to a scholar makes a difference. I completely believe this. I also love the idea of having small groups create rules during discussions, it helps build classroom community and open discussions.
DeleteHi Angela,
ReplyDeleteI agree with you that it is important for the students to create their own rules. I usually do as a whole class activity. I like your idea of grouping the students to later discuss as a whole class to come up with the rules.
Action 2.- I will implement to have a signup sheet to have the students go to the bathroom. I like the idea of having the students come up with an aceptable number of bathroom passes for the month and have them responsible for the record keeping.
Action 2:
ReplyDeleteCurrently at GVP I am not in a classroom. However, I do get to work closely with teachers to support building effective classroom culture/community and classroom management. Two of the "Hacks" that stood out to me in this chapter to have teachers at GVP implement is 1) including scholars in making the classroom expectations and 2)not punishing the entire class.
As a classroom teacher I used responsive classroom for much of my standard of classroom management. One of the first parts of responsive classroom is creating essential agreements instead of classroom rules. (Rules are meant to be broken.) Typically, the question I pose is what do we need as a class to be successful this year. Students start by sharing the typical no kicking, no calling out, etc. I write everything down and then later we come back and work on reframing to say what scholars should do (restate positive) and narrow down to 3-6 expectations. Following, all scholars sign the document. (I then type up and send home a copy and scholars keep a copy in assignment notebooks.) Lastly, as a class we create an essential agreement for me, the teacher with the question what do you need from me to be successful this year. The answers scholars come up with are brilliant!!!
The second hack, not punishing the whole class is one that I feel very strongly about. Alternatively, working with individuals, taking teachable moments, and administering logical, not punitive consequences to hold scholars accountable and teach desired behaviors is a much more effective way to manage classroom behaviors and maintain a positive classroom culture.
Sarah Rahrig
GVPLA
Culture and Trauma Informed Specialist
I love the idea of students selecting their own seats and giving ownership to scholars for classroom expectations. As a teacher, this was imperative to begin our year on the same page. One important item I felt was missing from this hack is reinforcement of positive actions. Scholars need to be rewarded for positive behavior. This will also entice others who may be more reluctant to contribute in a positive way.
ReplyDelete-Jeff Hendricks
DeletePLA@93
The first time I saw the restroom hack was when I was hired into my district. I believe it works because some scholars are embarrassed by having to ask to go to the restroom in front of their peers. I really like the idea of eliminating the cold call. I remember when I was in school, I hated when the teacher called on me. Not because I didn't know the answer, but because I did not want all the attention on me. I believe that prompting scholars the day before that you will call on him/her tomorrow and providing the question, will eliminate a lot of their anxiety.
DeleteJeff, I also like using positive reinforcement for good student behavior. For on-the-fence students, it really seems to give them that boost (most days) to get them to tackle the task at hand. I've also seen it helpful to have a type of 'peer mentor' work with a friend who is struggling some so they feel more comfortable coming to them for assistance if needed.
DeleteAshley Pierce - JRPLA
GVPLA
ReplyDeleteI love this hack! As a first year teacher, I have always wanted to be sure to incorporate my students more into the daily classroom routines. This may look like letting them make the "rules" in our class and letting them take more ownership. I want to not only teach my students the basics of math and science, but to also to be independent and to be a working classroom community. Like others, I also believe that the reinforcement of positive behavior is effective as well. Maybe that first week of school, we could try out some roleplaying of good and expected behaviors and model some "bad" behaviors. This could allow the students to get silly with each other and to form a classroom bond.
As I read this hack these were definitely things I completely agree with, some that I have tried with success and some that I tried but did not completely follow through with. One thing that I definitely feel is necessary to set the right environment at the beginning of the year is the idea of not starting out with rules in place. I try not to use the word rules at all because I feel they have a negative connotation. I prefer the word expectations and that is usually what I post things as. I've tried having students create the expectations in previous years but it hasn't always gone well. It's something that I plan to try (and not give up on) this next year. Seating charts are also something that I know I need to get away from. I usually do start the year allowing the kids to choose their own seats, but at some point I take that control back because the noise gets out of control. I need to make sure that my expectations for choosing their own seats are clear which I don't feel I've done well in the past. I have some flexible seating that I allow during work times but have not fully implemented it. The idea of allowing freedom with the bathroom is something I agree with but have a hard time with. We currently take group bathroom breaks so it really hasn't been something that I've found necessary. I do have a hand signal that I teach kids for the emergency times between our group breaks and they know I prefer they wait until after instruction has completed and they are working if at all possible. I always have the schedule posted, to keep myself on track as much as for the kids. Getting rid of cold calling really makes sense after thinking about the reasoning for it that they used. Unfortunately it is something that has been expected of us by admin in past years and they look for it when they do our observations. I guess implementing this would depend on what the expectations are from our admin but I would love to not have to do it. I was that shy child when I was younger and hated being called on so I know how the kids feel when we do it now.
ReplyDeleteTammy Ahern
DeleteTBLA
As I was reading the hacks, I was reminded of all the different ways that the scholars are controlled throughout the day. The scholars have very little say about things in their personal lives, as well as their lives at school. I plan to implement allowing them to have more freedoms throughout the day so they feel valued and appreciated. I want my scholars to feel welcome and know that my classroom can be a fun safe place for them. I plan to do this by implementing the bathroom sign out sheet policy, where the scholars are allowed to sign out to use the restroom at any time they please, but they can only do it twice a day. Another way I plan to create more freedoms in the classroom is through flexible seating. I feel that allowing flexible seating in the classroom helps the scholars feel accountable and understood. Flexible seating allows the scholars to freely choose their seat for the day, but they will know the expectations behind choosing that seat. The scholars will soon figure out who they can and cannot sit next to or work with. I don't want my scholars to feel they have no control or say in the classroom. I personally feel that when the scholars can make more of their own choices in the classroom like where they want to sit or when they can use the restroom, they will be more willing and ready to learn.
ReplyDeletePLA 103
Hi, Kelsey! I completely agree with your statement on how little say our scholars have on decision-making throughout their adolescent lives. We, as educators, should be willing to give our students more autonomy within our classrooms, letting them know that our classrooms are an inclusive space where they are able to make some of their own decisions & provide feedback to us on the rules within the classroom. With my 7th graders last year (at a different school district), I implemented a lot of student-centered techniques throughout my classroom, and I found that our students WANT to be included in the beginning establishment of expectations for the classroom. They want to brainstorm and help set parameters for the classroom environment. I also found that having the daily list (of what we were accomplishing that day) be visible to students at the beginning of class was extremely helpful.
DeleteI will also be trying out the bathroom policy that was described within the first hack!
Marcella Largent
Middlebury Academy - Akron, Ohio
Finished chapter one. Ready to create class expectations as a class. I've done this before and 7th graders are really good at this. Jana Jeffcoat, Beaumont
ReplyDeleteAction 1:
DeleteI have tried some of these strategies at the beginning of the year and the students love it. I have had them come up with class expectations using sticky notes (another thing they love). We also added what they look like & sound like to be more specific. We kept these posters hung in the classroom most of the year as reminders.
Action 2:
I do cold call, but plan to change it up a bit especially for the students that get easily embarrassed. I plan to give them a heads up the day before so they are prepared to answer when I call on them. I think this will help those quiet students feel more comfortable speaking up and answering questions.
This coming year will be challenging with the covid modifications but one thing I am definitely going to do is give each student a green, yellow, and red card for answering. I will still probably do some cold calling but the cards will let me know who is ready to answer and who isn't. I want students to be comfortable taking risks in my room and to let them know it's ok to not understand.
ReplyDeleteI have always liked the idea of giving students more power in the classroom. I have done this already by giving them choices with certain parts of their assignments, utilizing group projects, and letting students choose their own seats. All three have worked at times, and all three have failed at times. Each depends on the class and the group of students' input. When they have failed, I have reached out to those individuals that have needed more assistance and generally provided them with more structure, (I.e. provide the order for them to do tasks, assign them a specific part of the group project, have them try a more selective seat to see if they feel they are personally more productive elsewhere, etc.)
ReplyDeleteOne procedure I have in place that I am committing to implement differently next school year is reaching out earlier to parents/families. I want more input from them earlier on so that I can establish a stronger relationship/reinforce a prior one. Then, they are more likely to respond positively if they have to be contacted for something negative.
Ashley Pierce - JRPLA
I agree Ashley. I absolutely agree that making connections with parents and families are key at the start of the school year. The stronger the relationships the stronger the success and completion rate of scholar achievement.
Delete~Charmaine Jennings, PLA Training Specialist
I support giving scholars more power in the classroom. Generation Zers are tech savvy, we-focused (i.e. inclusive) and social activists. They value shared ownership and having their voices heard. The 1st day of school I used to do a game called R.E.S.P.E.C.T. Students get to do a quick improvisation “Pet Peeves” skit outlining the examples and non-examples of respect. This activity helps to establish rules, boundaries and helps scholars to quickly build relationships and to make connections with others. It also created a team challenge and developed a list of my scholars’ pet peeves. We established a common definition of RESPECT and I was able to see which students were comfortable having the spotlight as actors, funny, serious, leaders and innovative. It set a great start to the school year in building rules in a fun way.
ReplyDeleteI do not have any concerns because giving scholars voice and choice always works well. If misbehavior erupts it quickly is corrected once I point to the expectations poster established by the class and the scholars self-correct.
Next year I am committed to having scholars reflect on their grades and my instructional delivery. This will help to inform me of which strategies, tasks and activities contribute to their learning.
I support giving scholars more power in the classroom. Generation Zers are tech savvy, we-focused (i.e. inclusive) and social activists. They value shared ownership and having their voices heard. The 1st day of school I used to do a game called R.E.S.P.E.C.T. Students get to do a quick improvisation “Pet Peeves” skit outlining the examples and non-examples of respect. This activity helps to establish rules, boundaries and helps scholars to quickly build relationships and to make connections with others. It also created a team challenge and developed a list of my scholars’ pet peeves. We established a common definition of RESPECT and I was able to see which students were comfortable having the spotlight as actors, funny, serious, leaders and innovative. It set a great start to the school year in building rules in a fun way.
ReplyDeleteI do not have any concerns because giving scholars voice and choice always works well. If misbehavior erupts it quickly is corrected once I point to the expectations poster established by the class and the scholars self-correct.
Next year I am committed to having scholars reflect on their grades and my instructional delivery. This will help to inform me of which strategies, tasks and activities contribute to their learning.
Charmaine Jennings, PLA Training Specialist
A procedure that I am planning to implement differently this upcoming year is reaching out to parents/families on a more consistent basis. I want to highlight the positive aspects of my students within my classroom, and I want to notify their homes more often of when they are exemplifying awesome behavior within my room, when they are making progress within Language Arts, or when they are participating during discussions. I feel that having a strong, meaningful connection with the families of my students is extremely important within classroom management. Plus, I want to praise my students for their purposeful contributions to our classroom environment!
ReplyDeleteMarcella Largent
Middlebury Academy - Akron, Ohio
Marcella, thank you so very much for sharing your thoughts on parent communicate this is so very important, and I share in your thoughts, I was wondering if you have heard of the REMIND APP it is a wonderful way to communicate with parents at any point in the day? Blessings as you set your bar higher. Love your thoughts!!!
DeleteMackcine Jordan, Grade 3, PLA@103, Indianapolis, Indiana.
Hi, Mackcine! I have used the REMIND app before and I absolutely loved it! A lot of parents seemed to like it too - to be reminded of homework their child is completing for my course/other important updates! :) I appreciate your comment and insight!
DeleteHi, Marcella!
DeleteI'm set to teach 7th and 8th grade ELA at Middlebury Academy in Akron. I've taught inner city Cleveland and strong parent-teacher relationships have been critical for my success in the classroom. I intend to continue reaching out to family members so learning is a priority from all adults in our students' lives.
I am currently a teacher intern at PLA 93, I am hoping to have my own classroom in the fall (this all depends what will happen with the COVID stuff). I happy that I joined this summer reading program because I cannot wait to implement these new things I am learning into my own classroom. There are so many different ways to create a positive learning environment for students. My favorite is no assigned seats allowing the students to sit where they want. I really enjoyed this when I was a student, there was consequences if rules were not followed in these seats. I hope I can implement this into my room.
ReplyDeleteJennifer Sprout
PLA 93 - Indianapolis, Indiana
As I pondered, the question, “What is one procedure you have in place that you are committing to implement differently next school year?” many thoughts surfaced. One of my missions as an educator, has always been to create a “student-centered” learning environment. As a result, I related well to the author’s insights for Hack #1. However, on page 29 I found my true mantra. “I have found that if you treat the students as you would want to be treated, there are a lot less behavioral issues. If you set the bar high and treat them accordingly, you will be surprised how many of them are willing to meet you at that level.” Consequently, instead of the students seeing the poster as they walk in class, I am going to take the time to create the poster with them, along with their own version. Lastly, I would want to have them on display in a prominent location in the classroom.
ReplyDeleteMackcine Jordan, 3 Grade, PLA@103 Indianapolis, Indiana.
I found it interesting that teachers, myself included, start with the rules and lists of "no".
ReplyDeleteReflecting upon it, I would like to collaborate with students on our own classroom rules that we can all agree to follow and enforce as a team. Generally, I only have a few classroom rules (Follow the Golden Rule, Respect Yourself & Others, etc), but it could be more meaningful/beneficial to give students a sense of ownership in their classroom rules/etiquette.
- Tricia from Middlebury Academy
One procedure I used in my last class was to allow students to move seats in between lessons and to sit in different areas of the classroom (back desks, floor, teacher desk etc.) during group and individual work. This allowed them to move if need be. We had the agreement that if their new seat became a distraction to themselves or others, than they would have to focus up or find a new seat. This allows students to have a choice and know the consequence for whichever choice they made. The majority of the time it took only a quick "you all doing ok over there" to get a distracted, chatty group to get back on task.
ReplyDelete-Andrew Riester PLA@103