creative writing time discipline.

[wondering]

Here's the dillema. My students tend to think that they can do whatever they want when I give them time to write in class. (And it's not like I can just not give them class time for writing because of that, because I need to help them through the writing process) What techniques, management plans or discipline plans do you use when the kids have to do seat work? How do you insure that the kids are not going to use their seatwork time to goof off, and waste their valuable time? (I also have one kid who always has some "valid" excuse why she can't write, every time we work on seatwork assignments.) Has anyone here encountered such students before? What do you do, to show them that they need to take accountability for their academics in such cases?

[Unregistered]

This is osmething new I just started:



Any seatwork that isn't being graded for content is graded for effort. This means that they either get a 100 or a 0 for the day's work, their choice. Some kids work at different paces so I assign maybe three total activities for the class period to make sure everyone has ample work and the "I'm Done" echoes don't start. I make sure that the assignments are tied to our standards or related themes at the time. You pretty much know who your "slackers" are and who your "strugglers" are early on. So as I am monitoring or conferencing, I observe from time to time who is staring into space, or who is playing with their shoelaces, and remind the "class" of the 100 or 0 policy for the day. This usually gets them right back on track.

For example: I did this today and out of 85 students, I only had to give one zero. It really really helps to first show them what a zero can do to an average. Sometimes they don't realize what that little mark can do to them. Also, make a note in their binder , agenda book, etc. to a parent or guardian that "Johnny was off task today and didn't complete his work", this usually makes them get their work done as well. Hope this helps!

[Unregistered]

something, not osmething!lol

Also, for the little darling who always has excuses, have her write down " I can't do the writing assignment because......." and keep it for parent conferences. We do this with homework excuses and it is AMAZING how the parents are floored when you hand them these excuses that their child has given you. It has lessened our "The dog ate my homework" responses by the tons and placed some responsibility and accountability back to the child. (I teach middle school)

[Unregistered]

Here's the dillema. My students tend to think that they can do whatever they want when I give them time to write in class. (And it's not like I can just not give them class time for writing because of that, because I need to help them through the writing process) What techniques, management plans or discipline plans do you use when the kids have to do seat work? How do you insure that the kids are not going to use their seatwork time to goof off, and waste their valuable time? (I also have one kid who always has some "valid" excuse why she can't write, every time we work on seatwork assignments.) Has anyone here encountered such students before? What do you do, to show them that they need to take accountability for their academics in such cases?

I think someone at your school should step in and observe. Your teaching method is somehow allowing students to not be held accountable.

[wondering]

I think someone at your school should step in and observe. Your teaching method is somehow allowing students to not be held accountable.

It may be a good idea, though there's one glitch.The minute someone steps into my classroom to observe, there are no discipline dilemas at all (and my teaching methods that may have been "failing" just a moment ago, seem to be working 100%) and suddenly everyone is able to remain on task and target. :) (This regardless of their complaints just moments before.)

Any seatwork that isn't being graded for content is graded for effort. This means that they either get a 100 or a 0 for the day's work, their choice. .... Also, for the little darling who always has excuses, have her write down " I can't do the writing assignment because......." and keep it for parent conferences....

Thanks for the advice, I was thinking of something along those lines .Your additional tips helped give more backing to my thread of where to go from here.

[Unregistered]

It may be a good idea, though there's one glitch.The minute someone steps into my classroom to observe, there are no discipline dilemas at all (and my teaching methods that may have been "failing" just a moment ago, seem to be working 100%) and suddenly everyone is able to remain on task and target.

Then the problem definitely lies with the teacher, right? The students have proven they are quite capable of behaving and performing.

Why not just videotape one of your sessions for analysis? (Ask the Principal for permission first.) If they behave well because the video is running, leave the damn thing running for every class session.

[Unregistered]

video taping is a good idea, I need to do that myself more often. In addition to principal permission, always get parent permission. It's easy to forget that because we are only viewing it ourselves, but nowadays people are leary of anything like that, and who can blame 'em right?

[Unregistered]

Then the problem definitely lies with the teacher, right? The students have proven they are quite capable of behaving and performing.

yeah, they behave and perform perfectly for me while an authority is observing me, and a little too imperfectly for my goals to be accomplished 100% when we're not being observed (I'd say we accomplish 80% on average, though some kids don't do any learning in the classroom, and then just crash course for the exams. and some of them can do exceedingly well with crashcoursing too! -- for the short term at least, but that's all that they're concerned about right now. It bothers me because I know the difference and I want to achieve long term achievements learning in them.)

Which still leaves me to solve the dillema, of what exactly is it that I'm doing --that gives the students the impression that they can get away with not paying 100% attention when they are not being observed.

You also didn't really adress the issue of what to do when the kids need to do seatwork and they choose not to. How do you handle this? What do you do to insure that B]your[/B] students remain on task, (when you're not giving them direct instruction.

Or do you suggest that direct instruction be the only method of doing anything, and just not give them seatwork, since they are not directly involved in the learning process in that manner?

[Unregistered]

My students engage in very littel seat work, ten minutes max but usually just five. I find that they learn more and behave better when I am in command of the classroom.

Try the videotape. Without being able to see for myself, that is about all I can offer.

[Unregistered]

The grading based on work accomplished in class works, especially when followed up with frequent reports to parents. I also give no credit to class work done outside of class--the students cannot visit during class, planning to do the work as homework. Further, they cannot make up the work later if they were present or had an unexcused absence.

[Mrs. D]

The grading based on work accomplished in class works, especially when followed up with frequent reports to parents. I also give no credit to class work done outside of class--the students cannot visit during class, planning to do the work as homework. Further, they cannot make up the work later if they were present or had an unexcused absence.

I could use some ideas on grading research papers-- most of the work is being produced in class so that I can help the students as well as monitor for plagiarism. Any ideas on grading? I sure hope to get them all graded before Christmas Break.

[AV-Teach]

I love this idea, I think I will use this myself.

something, not osmething!lol

Also, for the little darling who always has excuses, have her write down " I can't do the writing assignment because......." and keep it for parent conferences. We do this with homework excuses and it is AMAZING how the parents are floored when you hand them these excuses that their child has given you. It has lessened our "The dog ate my homework" responses by the tons and placed some responsibility and accountability back to the child. (I teach middle school)

[Unregistered]

I teach a secondary level computer class that consists of 10-12 graders. As they enter the room, I have a journal entry posted on the board that they must write by hand, not computer. I require them to keep a notebook of their journals and from time to time, sometimes with warning, sometimes with no warning at all, I do a notebook check for a 0 or 100. I do not read the journals, but instead just check to be sure they are doing the journals everyday. I have a 'writing prompts' list I put together from topics I have found in the internet and I pull 1 a day from that list. I will be glad to share the topics if anyone is interested. mhashmore@yahoo.com

[Unregistered]

My students engage in very littel seat work, ten minutes max but usually just five. I find that they learn more and behave better when I am in command of the classroom.

I teach 12th grade English, and I work extensively with my students on editing and revising their essays for college applications, so I feel that it's important for me to be there during some of the writing process to help them with the glitches. This requires my students to write in class while I call students up to my desk individually to note their progress. We can't always avoid seatwork. Students need to be engaged in learning and not just listen to teachers drone on all year. As Confucius said, "I hear and forget. I see and remember. I do and understand."

Because my students frequently get "senioritis," they concentrate less and less on the work as the year goes on--unless I train them from THE VERY FIRST DAY to focus on their seatwork. Give a writing assignment for them to do in class on the FIRST DAY (this is very important) of school in September (while they're still meek and obedient--LOL), and then continue to allow them time to write in class once a week. This gets them into the habit of writing in class. Before I started this practice, many of them told me, "I can't concentrate in class! I can only write when I'm at home on my computer with my headphones on!" Baloney. They can start new good habits if you work with them from the first day and if you're firm and clear about your rules, directions, and guidelines. And, again, calling each student up individually (or even a "random" five kids per class) to see how well they're doing holds them accountable without giving you extra paperwork outside the classroom.

Of course, there will be some days during the year when no master teacher can get them to concentrate. When this happens, be flexible and go with the flow. (One last thing: Avoid doing writing seatwork on Fridays and on days before holidays.)

[Unregistered]

I could use some ideas on grading research papers-- most of the work is being produced in class so that I can help the students as well as monitor for plagiarism. Any ideas on grading? I sure hope to get them all graded before Christmas Break.

Hi Mrs. D!
RUBRICS, RUBRICS, RUBRICS! I used to use rubrics in my 12th grade English class just to grade creative writing assignments, when I wanted to be sure that I was being objective. Now I use them for almost anything. If you are clear in your assignments about what is expected of students in any assignment (and I HAVE used this for research papers), then take those requirements and use them to develop a rubric. It takes a little time before you collect the assignment to make up the rubric, but the time it saves on grading is UNBELIEVABLE. Then I staple the rubric to each paper that I collect and I go down the checklist that I made, giving each point a score of 0 to 5. This method of grading saves me time, keeps me objective, lets the students know where they're lacking and how to improve on future assignments (or if they are permitted to rewrite assignments, which I always allow), and keeps grades fair. It has drastically cut down on the number of students who come to me demanding, "Why did you give me this grade?!"

If I may, I'd also like to recommend a book that has become a grading bible to me: "Papers, Papers, Papers," by Carol Jago, available through www.heinemann.com. I keep this book on my desk and refer to it FREQUENTLY.

[Unregistered]

Students need to be engaged in learning and not just listen to teachers drone on all year.

Straw man: No one has suggested that the only alternative to seat work is to listen to a teacher drone on and on.