Out of Control Class--Not going to happen this year...

[Mindilynn]

Each year, I have created an out of controll class...for some reason or another, the other teachers will walk by and say, "sorry you ended up with that mix of kids...hang in there." Well, I refuse to believe that it is the kids...I am the common denominator here...

So what causes a teacher to get an out of control class??? I am determined to not let this happen, yet again this year!

Here is the typical scenario: Students walk into the class and refuse to go to their seats, even though I call them each by name and tell them to sit down. When one of the students did not sit down as I asked, the bell rings and I send him/her to the office to get a late slip (because my students have to be in their seats when the bell rings) and there is an argument. My dialogue is typically...you know the rules, now go to the office and get your late slip.

Then, I take attendance while they have a journal topic on the board. Most of the students are not doing this, because they wait to do it the night before the journals are due for grading. I have tried to make them leave it in the class, but other students steal journals. So if I collect them, inevitably 5-6 students in each class do not have them...ugh! So instead of quietly working on the journals, they have already begun the party! After I tell them to put them up, they yell at me if I don't give them the answer (yet another argument). I tell them that the answer is in their notes (unless it really was a high-level question, in which I solicit answers from the class).

They will usually be quiet during notes, whew! So I tend to give a lot of them! Which I hate...I think they should be using their brains, not mindlessly copying notes!!!

If we do labs, it's pure chaos. Students purposly break things, steal things, etc. I usually sit down students who are responsible (and figuring out who did what while I'm watching over 26 + students is almost impossible!) and make them write a lengthy paper (at least double) instead of their lab report. One time, I have told the entire class to sit down and open their book, read & answer questions, because they were so crazy in the lab...

But none of my strategies seem to help! What am I doing wrong here??? I'm not going through this again!!! Help!

[Unregistered]

Dear Teach,

Sympathise with you - science labs and all.... I am a Science and Maths Teacher myself, so I think I know where you are coming from.... I have seen it with other Teachers getting grief and it makes me cringe... here are some suggestions that you may implement which have an effect.... (in my limited experience, but found they work,,,).

1. Line the students outside your classroom and do not let them in (until you are ready) and then allow them in when you say in an ordered way - insist on it - and if they cannot behave, keep them there until they do! This tends to calm students down prior to entry to your classroom, establish behaviour rules (you may have to state them prior to entry into class), and thus gives you better control of their behaviour, particularily if their previous lesson has been rowdy - as they would wish to continue this through YOUR lesson -do not allow it. Remember, in your classroom you are God and they are your guests!!

2. In the Lab establish, quickly, safety Rules - the shall's and shall not's. Insist on it and be prepared to enforce it. Any students disobeying your safety rules - send them out of the lab informing them that they have been sent out because their behaviour has compromised their friends health and safety. You will find you will have support from the rest of the class. Point out that students could make one of their friends blind for life... this will justify your actions and the students will respect your judgement and guidance and realise you know better than they do - thus gaining control and respect. You will gain lab control for the rest of the school year - but keep on top of it.

3. If you are conducting an experiment - have it planned beforehand in detail - always be in control of all equipment and chemicals. Make sure all students can hear your instructions clearly - if there are some noisy students, then send them out of the lab - they are, again, jeopardising the safety of their collegues - students cannot hear your instructions - you will only have to do this once or twice and you will get total control of your class (I have yet not met a student of any age who does not love to participate in a scientific experiment! - denying them the priviledge gives you total control).

4. If you are doing a theory lesson with a task in hand, do not stand/sit at the front of the class. Move around continously and teach sometimes from the back of the classroom..... this increase attention time.... after a while, because the student is uncomfortable as he/she is wondering where you are and what you can see.... eventually they give up and behave and if you make the lesson interesting enough and keep student participation going all the time you should have no problem. Keep your sudden appearance and influence unpredictable by approaching students from behind.... I find this gives teachers a remarkable control over the classroom if applied consistenly and one soon deveopls the expertise...

5. Once the lesson is over, regardless of bells, or whistles to indicate the same, remember you are God. Make the students stand up, pack away, and stand in front of their desks in silence, ready for an orderly dismissal. If you do not get the silence - keep them stood up until they do - saying that you will dismiss them one minute after the last person speaks...... this seems to work for me, and in doing so, I have calmed the students down for the next poor teacher who takes them on........!

Of course I speak from a school whose Teachers all act the same as described (as a team) - it does work very well, and the Top Brass of the school support this team work because it is effective and has a remarkble improvement on classroom behaviour and discipline throughout the campus at all levels at all times. Why employ individual Teacher tricks to try and control behaviour when one can draw fromexperience of others to have and implement a common policy? Work as a team, and its a piece of cake I can assure you. The problem is that the team work needs establishing and maintaining and it's the ability of the top to ensure it happens.......

I wish you luck, and if I can help just post again on the page..... take care!

[Ms. Deni]

Students tend to get the idea that they don't have to listen to the teacher until the bell rings. So quit telling students to sit down before the bell rings. If they're not in their seats by the time that metal thing makes noise, send them down to the office. Each time a specific student isn't in their seat, severe the punishment.

Wait to take attendance until after students have had a chance to start their journal entry. Walk around the classroom and grade the journal at the time based on completion. As you grade the journals, you can also mark off the students who are in class. After you've checked and taken attendance you can go over the answer as a class if the students would like to know the answer. You can still set a due date for the journals at which point you look through the journals more carefully.

If labs become chaos, just quit doing them. Say real firmly before the first few labs, "The first person to act up during the lab is the cause of the class as a whole sitting down in their seats and making an outline of Chapter X in their books which is worth 50 points and due tomorrow." After that's said and students act up follow through with what they were told would happen. They've had their warning before the lab started, don't give them another one. After the first few labs, quit warning. They should have the idea by that time. Just start assigning work as soon as the first student starts acting up. Goal is to get your students to convince that one troublesome student to behave.

The last part of Unregistered post makes sense too. I talk to the teachers that most of my students have and ask them if there's anyway you could all try to keep to the same rules, expectations, and results to a behavior.

[Unregistered]

Students tend to get the idea that they don't have to listen to the teacher until the bell rings. So quit telling students to sit down before the bell rings. If they're not in their seats by the time that metal thing makes noise, send them down to the office. Each time a specific student isn't in their seat, severe the punishment.

Wait to take attendance until after students have had a chance to start their journal entry. Walk around the classroom and grade the journal at the time based on completion. As you grade the journals, you can also mark off the students who are in class. After you've checked and taken attendance you can go over the answer as a class if the students would like to know the answer. You can still set a due date for the journals at which point you look through the journals more carefully.

If labs become chaos, just quit doing them. Say real firmly before the first few labs, "The first person to act up during the lab is the cause of the class as a whole sitting down in their seats and making an outline of Chapter X in their books which is worth 50 points and due tomorrow." After that's said and students act up follow through with what they were told would happen. They've had their warning before the lab started, don't give them another one. After the first few labs, quit warning. They should have the idea by that time. Just start assigning work as soon as the first student starts acting up. Goal is to get your students to convince that one troublesome student to behave.

The last part of Unregistered post makes sense too. I talk to the teachers that most of my students have and ask them if there's anyway you could all try to keep to the same rules, expectations, and results to a behavior.

Dear Teach,

I couldn't agree with you more!!! Take the experimental side of lab work away and Sceice is dull - blame it on the culprits - remove them - and conduct your Lab session in utter peace! It works - well done!!

[Mindilynn]

Thanks for the advice. I really like all of the ideas, but one that really sticks out is taking attendance and giving them a journal grade right then & there for completion. After students have "tried" it, then I can ask a student for the answer. Seems so obvious...I guess it's hard to sit down and figure these things out on my own.

As far as cooperation goes, we don't have much of that at this point. As a new teacher, I'm not about to suggest that we all follow the same plan :o

Before I try the "sit everyone down and have them make an outline of the chapter" part, should I expect parent beration/phone calls by doing this :confused: Just curious, because I've had enough of that from last year...and guess whose parents were the ones calling & complaining...???...yep, the parents of the students who were misbehaving the most...they were mad that their kids were punished! :confused:

Thanks for all of the input...if anyone thinks of more ideas, please let's hear 'em! There is no such thing as being overprepared for high school!!! :D

[Unregistered]

Classroom management is so important. I currently teach high school spanish and it can get out of hand. It is important to lay the law from the beginning. I make it very clear that my room in not a democracy, I am the one and only ruler in the class ;)

While there may be the need to send a student out of the classroom I find it important to be able to settle the discipline issues myself, if I don't have control, then I am in trouble. After school teacher detentions are a real good tool.

Once you notice a "problem student" speak to him/her once. The next time call the parents. Make sure you document this.

I have also found that an email list is very helpfull. At the begining of each year I request all the emails of the parents, then on Mondays I send out an email with the week's topics and homework. If the students know that you have direct access to mom and dad, their behavior is much better.

Teaching is a fun career, enjoy it.

Good luck!

[Untamed Shrew]

Just curious, because I've had enough of that from last year...and guess whose parents were the ones calling & complaining...???...yep, the parents of the students who were misbehaving the most...they were mad that their kids were punished!

This is one of those unfortunate rules of life--the annoying parents spawn the annoying kids!:D

Start off the year by having a class syllabus and class expectations/safety handout. Insist that both students and guardians sign it, and make sure that you get email addresses from as many people as you can get, as well as work and home phone numbers. I email and/or call during the school day to "document" the infraction. I have found that parents do NOT like being interrrupted about their child's behavior while at work. ;)

When communicating with parents, be very "clinical" about the infraction. "The rule is ____________. Your child ____________ did not do ______________ as I asked. The consequence is _________________.

I have found that communicating with parents before the consequence takes place is effective--whether it is an extra assignment, detention, or a lowered participation grade. Enlist their help. "How can I help Little Johnny to follow instructions in my class? What do YOU think is a fair consequence?"

What I have done, with some success, is to annoy my students for annoying me. For example, if they waste my time during class, I waste theirs later. I have been known to sit at lunch with my students, smiling brightly at their horrified faces. Or, you could demand that students endure silent lunch with you in repayment for wasting your class time.

Also, don't be afraid to employ humor. Make them WANT to sit down and listen to what you have to say. Make sure that what you have to say is worth hearing.

Good luck.

[Unregistered]

I have read two phenomenal classroom management books. I am gettng ready to start my first year so I hope it woks. I would suggest reading "The First Days of School" by Harry Wong. It is amazing. I would also suggest "CHAMPs" by Randy Sprick, Mickey Garrison & Lisa Howard. Good luck!

[Unregistered]

I don't think it is all your fault. On the first day of school, you have all control. This is the time to set the rules and stick to them. My second year teaching sixth grade, I had an uncontrollable class. As I think back, I could see them slip more and more into bad behavior and habits each week and actually can think of where and how it could have been stoped. With my luck, I taught seventh grade the next year and had the same group of kids. I took a whole new approach. In sixth grade, I did have rules and was strict with them, but I didn't follow through, and after a while, they knew that I wasn't going to do anything. The seventh grade year, the kids were really good. There was a 360 turn around. They respected me, I respected them, and in return they respected themselves which is really important. I chalk up the better behavior to better management, new style, and the kids growing up a little over the summer. If there is a problem with the class, yes, it could be the kids, but most likely it is the teacher. This is why, whether the class is well or poorly behaved, at the end of each school year, teaching techniques should be reviewed -- what worked, what didn't, and what new things can be done next year. Good luck.

[Unregistered]

You did not mention if you are dealing with middle or high schoolers. The age does make a difference, IME.

MS need more structure; HS need structured freedom. On the very first day of school, I have the following items on each desk: 1. A list of required materials for the class; 2. A Student Interest Inventory that students will complete; 3. A sharpened pencil ("Welcome To My Class" or similar), which the students take with them. On the chalkboard, I have already written my name, course, and room number. I have also put up the class list and assigned each student to a desk by number. Desks have been numbered in the upper right hand corner using a sharpie--this can be removed with rubbing alcohol later, assuming that your desks have composite tops. I stand at the door when the bell rings. Each student must pass me in order to access the room. I greet each student with a smile and a quick positive comment about what they are wearing, cool notebook, glad you are here, etc., and tell them to check the board for their seating assignment. Once the bell rings, I CLOSE THE DOOR, and head toward the front of the room. I immediately ask for students attention and then pause. I will do so again in a firm, louder voice if needed. Students settle quickly if they can hear authority in your voice. I then smile AND THANK THE CLASS for settling quickly. (This is done every day thru the year.) Next, I introduce myself, welcome everyone back to school for the year, commiserate about the end of summer, and refer to the items on their desk. Students are instructed to begin the Interest Inventory, while I go thru the room, verifying students are in the correct seat with my numbered class list. I verify the name, ask about nicknames, etc. for each student individually. If a student is in the wrong seat, we correct it quietly. Should a student argue, I explain to that I have 180 students and that my goal is to learn everyone's name quickly, which they can help me do by using the assigned seats for now. I also tell them that seats will be changed at least once per grading period, and that everyone will have an opportunity to sit in the fornt, back , middle, left, right, etc. Works every time, because I have asked them to help me out...many teachers don't do this, so MS students feel like babies (very sore point at this age), and HSers feel like their needs and feelings aren't being acknowledged. Asking for their help makes them feel grown up. Once the seating chart is set, and I have spoken to each student individually, and the class has had a chance to finish up the Interest Inventory, I take the time to answer the same questions out loud. After all, they are sharing their likes/dislikes etc with me, so I owe them the same courtesy. I also tell them that I will use the info on the inventory to set up lab groups...each group that can figure out what they all have in common during the first lab gets 5 bonus points. And yes, lab groups will change during the year, and no they can't always pick their groups because they can't always pick their co-workers fro a project in the real world. We talk about the supply list, and I ask HSers to estblish a reasonable timeframe for having matertials. (Input on little things= Buy in) If school starts on a Thurs., Monday is usually good. Be cognizant of the pay day cycles in your area, and always make sure you have basic supplies handy in case Suzy can't get the items. If money is an issue, I let students "borrow" items until they can get to the store. This saves face for students, and allows you to get on with the business at hand. No one remembers who "borrowed" a notebook 2 days later because many students have the same type.

The next class, students are greeted with the Class Expectations. This includes 5 basic rules, grading policy info and a Lab Safety Contract. These items are to be returned with a parental signature/contact info within 2 class days. Before any lab work will begin, we discuss the need for the safety rules and I ask them to imagine that they are the parent receiving the phone call. "Mrs Jones, this is Mrs. X at the high school...I've had to send Johnny to hospital to have his stomach pumped becasue he chose to disregard lab safety rules and drink a clear liquid from a beaker. The beaker had lead nitrate in it, not water." Yes, this has happened to me, and no, I don't play in lab. If you are serious about it they will be too. The third day is always a lab. No safety contract=no lab. Those students do a written assignment instead while others do a short lab. Before lab begins, the students read the procedure and tell me what safety rules apply. I make sure to note any they miss. Students are warned that 1 goof up of safety rules in lab earns them a warning (depending on the nature of the rule) and they have to return to their seat on the next violation to begin the alternative assignment. Of course, there is nothing that will harm them in the lab, but we do it to establish good habits. We also focus on what it means to "clean up" the lab area. Be prepared for this lab activity to take more time than usual, as you are teaching proper behavior. Students doing the alternative assignment are expected to have it done by the time the class is done, and receive the same number of points. I call parents to let them know I had to give Johnny the alt. assignment because I didn't have the Lab Safety Contract, and I would never do anything to put their child at risk in my lab. I always have a contract or a witten statement the next day. In order for this to work, you MUST have the backing of the administration BEFORE school begins. When Joey has "forgotten" the contract after 2 reminders, and an extra copy, its insubordination and the admin. should step in. If the admin cannot support you on this, politely inquire what the school's liablity insurance cap is, and if they have the time to supervise these students, because you will NOT let a student in your room without that contract. Your livelihood is at stake any time there is a lab accident. Do NOT back down on this and let your union rep know if there seems to be a lack of support from the admin.

Read the Harry Wong book and take the time to adapt the advice to your needs. The time spent in establishing the routines at the beginning of the year is worth it. The key to a good period, I think, is to take a few moments at the beginning of the period to connect with the students on a human level, and then to redirect their attention with an overview of the day's activities, including the assignment. All students must have cleared their work area properly and be in their seats before I will dismiss for the day. This is true regardless of the activity. I am in control of the dismissal, not the bell. If they are late to the next class, they are late. I do not issue passes for this situation.

Best wishes!
Berta

[Unregistered]

Check out The First Days of School by Rosemary and Harry Wong

[Chocolate_New_Orleans]

you have stated decent strategies but continue to have problems... Now you must ask yourself, do you have the personality for teaching. I have no problems takeing those exact strategies and making them work. My personality is key...

[Unregistered]

you have stated decent strategies but continue to have problems... Now you must ask yourself, do you have the personality for teaching. I have no problems takeing those exact strategies and making them work. My personality is key...

Personality has the "square root of minus one" to do with controlling a class. Knowledge, experience and the ability to apply them both is the key. There has been sound advice given here and also a lot of knowledge shown - use it.

[Unregistered]

Hi. HighSchool Art TEacher here. EVERYDAY IS A LAB DAY in ART CLASS.

Get the Harry Wong Book or videos. IDENTIFY THE BEHAVIORS YOU DESIRE and THE BEHAVIORS THAT BUG YOU, so you can target them and draw up a plan...... and be ready the first week or weeks of school to whip your students into shape. After that... you are just reinforcing the behavioral learning.

You must:
Be extremely structured , most especially the first few weeks.

Assign seats the first day. Give them their seat assignment when they meet you as they walk thru the door. Have an assignment ready for them where it usually would be posted.

Take the first week(s) to CLEARLY explain the rules and ROUTINES. Verbally and visually. (Show them, or have a student volunteer demonstrate the right way to behave and then really praise students who do what is right. I also do a flash card game and later a follow up test with little drawings of students following the behaviors. Students look at the drawings on these cards or on the test and they have to identify what's going on in the drawings and sequence them... first "Be in your seat Before the bell", Second "Look at the screen and write the Warm UP and Objective in your Notebook..." etc. )

Stop policing!!! Have the students police one another by making a competition to see who can follow the rules the best... or have a class prize , trip etc at stake. Post a Chart to show their team, table progress. When one of the students isn't following the rules it will affect the whole team or table and the others will do the policing thru peer pressure for you.

Have a REWARD system for the behaviors you expect. Points or a daily participation grade are good , but Tickets to be later put into a weekly prize drawing are better. I give them tickets for warm up. They put their names on them. Tickets are collected and on fridays, a name or names are drawn for prizes, candy. FOCUS on POSITIVE not negative Reinforcement.

Explain, model, positively reinforce those desired behaviors yourself EVERYDAY. Don't walk around too much, they will do the same while your busy. Instead stop, sit, take a breath and watch your class more often.

Deal with unwanted behavior in a way that is NOT disruptive to your own class. Never yell or pout or interrupt yourself speaking to the class to discipline a kid. That's what the bad students want... attention. Instead, quietly have them do a time out worksheet, if they cuss have them copy the rules 50 times or X number of times, or for cussing give them a dictionary and have them make sentences with X many legitimate "F" or "S" words ,

last resort before removing them from the room.....quietly have them come to you and speak with them, show them a record of all the misbehavior and when you've called home etc. Tell them you really don't want to send this record to the principal/ administrator. Ask them to improve or else they will be forcing you to turn the record in. Their faces will literally drop and they will shape up. Works like a charm.

NEVER NEVER NEVER leave the room yourself to get help. Have a student do this for you. While your gone, it will give time for the students to bad mouth you and GANG up on you.

MOre tips:
arrange your furniture so students can't move too freely.
PRACTICE PRACTICE PRACTICE transition time behaviors (clean up, dismissal etc)

NEVER ENGAGE IN ARGUMENTS . Just say to the student ... I'm not arguing.
If you give hall passes, do so very rarely.


GOOD LUCK.

[Math Teacher NW]

I loved reading your post. You should seriously write a book!

[Chocolate_New_Orleans]

Personality has the "square root of minus one" to do with controlling a class. Knowledge, experience and the ability to apply them both is the key. There has been sound advice given here and also a lot of knowledge shown - use it.
why do I need to use it, I don't have any issues with behavior (minus misplaced pscitzophrenics who cries when I tell him the water fountain in my room is out of order)

[dlcrlm]

I sympathize with you. I conduct Group Therapy sessions with ~ 25 adults daily who act and behave just like your HS students. Here's something that might help. If and when time permits, Browse through your students file in order to get an idea of who the student is. This will give you insight into your student(s). Establish your own ground rules and "laws of your classroom from the very start," stressing that this is your class and these are my laws. If your laws/rules are not followed consequences will be imposed. You do not have to tell them the consequences, you see, this will be your leverage. You must, however, continue to occasionally remind them of your rules. This will give you the opportunity to begin to build a trusting relationship with the students at the same time setting boundaries.


Remember when we attended HS and there was that one kid --The Class Clown, The attention seeking one who distracted the class, single him/her out and make them your assistant(s). This will 1. give them the opportunity to learn from you, 2. gain the attention they are trying to seek in a healthy way and 3. give the other students the opportunity to engage in the learning process with the possibility of becoming your assistant. This is just a suggestion. "Don't give up or be discouraged." Continue to try other strategies, take healthy risks. Remember "If nothing changes, nothing will change." Consequences do not always have to be punitive.

[Unregistered]

I have read everyone's replies and I have a question. In my 8 years of teaching, I have NEVER had a group of students as bad as the ones that I have in my 4th block HS Geometry class. I am new to this particular school due to my husband's job transfer. I have what equates to a transformed closet and I have 33 kids packed in like sardines for 90 minutes.

I have too many behavior problems. We've only been in school for 4 weeks and I can't even keep up. I have tried every Harry Wong strategy that I know of (he's an awesome writer) but these kids are flat out obnoxious and disrespectful. I can't circulate b/c even the kids can't walk in-between the desks. If a kid has a problem, they have to meet me half way so that I can help them over someone's head or else the kids in front of them have to get out of their seat and move their desks. Its crazy!

Any ideas?? I'm really stressing out and I'm losing it with this group.

JC

[Unregistered]

Here's a couple of things that have worked for me:

-Have a ritual that starts every class. It almost doesn't matter what it is, though one that shows some respect for the student (while expecting the same from them) is good. I always read aloud the notices in the school bulletin, with explanations to help my frosh feel better informed, then asked for any other club or athletic events or reports. The kids had a few minutes to get focused and get out their materials; they felt I cared about their lives outside my classroom; they had a chance to connect with other students; they were more likely to be involved in extracurriculars they cared about (which is always good).

-Don't call parents. Make the offending student do it. I learned this one from a MS assistant principal (read: chief disciplinarian). Explain to the student what they did wrong, and what the punishment is. Stand next to them while they call a parent and relate this. The advantages are numerous: It eliminates the chance for "but the teacher didn't tell it right!"; It eliminates the parent berating you; It ensures that all 3 parties (you, the student, and the parent) all hear exactly the same thing; It forces the parent and child to actually talk together about the problem, opening up likely further dialog; It increases accountability by both student and parent. BTW, make sure you have phone numbers and good times to call for all parents and guardians of all your students by the end of the first week (I make that sheet a "you will receive an F this term if it is not handed in" thing). Only once could a student not locate a parent by phone at the moment they called. I let them leave a message, provided they brought in a handwritten, signed note from the parent the next day, detailing the content of the message (with a specific added punishment if not done). I've always had positive responses from parents using this method, and made students profoundly disinterested in ever having to do it again!

-Punishments should be clear and appropriate, but work for you. I'm dead at the end of the day, but get to school an hour before classes. A few days of 7 am detention is quite motivating for student and parent alike! (with, of course, one extra day for every 5 min. late to detention). Detention means doing something useful for you-- sweeping, scrubbing desks, dumping recycling, scrubbing glassware. Don't make up stupid stuff, though-- real work gets you more respect than tooth-brush scrubbing. If I have no needs, I walk my students to other teachers to see if they need anything done. If I catch you grafittiing my furniture, you will remove all grafitti on all my furniture-- the student is done when everything is clean (using safe stuff: soap and water, green scrubbies, maybe rubbing alcohol or sandpaper as necessary...no toxic cleaners). Use the time you are in the room together to get to know the student-- I've developed some great relationships with the 'bad kids', ended up gaining their respect and becoming their go-to adult in the school.

[Unregistered]

I will agree with #19 in this: If you have come to the level of consequence where you have to invoke a parent conference due to the child's behavior, have the child call! That is one of the most effective measures I've used in parent/child cooperation. One--you put the child on the spot to explain his actions while you are there to monitor for validity. Two--it shows the parent that you are willing to make that connection between them and the child when he is not being proficient in your class and three--the child then knows that you WILL follow through with that kind of consequence when he is not doing his part to be successful in class.

Some of the problems are outside your jurisdiction (i.e.--class space). Such things can contribute to the behavioral issues in your class. I would suggest having 'Out Class' sessions--use the library, the school court yard on a pretty day--if possible. Some times getting them out of that cramped space will make the difference.

Also, I found that in a class with extensive behavioral issues, if you can locate the leaders and neutralize their negative behavior, you will win half the battle. Make them responsible for their actions and keep them busy. Reward their positive behavior with duties that promote positive leadership (bringing something to the office, helping pass out learning equipment, etc). And when you have to reprimand them, appeal to their values:

'Roddy, you have such good leadership qualities. You have the ability to do such great work and I know that you take pride in your accomplishments...', something to that effect. Then follow up with the problem you're having and finish up with something like, "I know that you can do this the right way and I'm counting on your to do so..."

Your leaders like feeling like they're in charge; give them something to lead.
Good Luck!

[Unregistered]

You need to become a lot tougher. If they waste your time, you waste theirs. I hope you're doing this! Unfortunately, if you are not supported by your executive teacher/s then this is a complete waste of time. I remember teaching in a school where I knew how to handle a challenging bunch of children but they were so used to not being reprimanded adequately from the next level up (ie; being sent to the deputy principals office where nothing much is done to support your need for further discipline), that my strategies fell on deaf ears so to speak! I soon left that school!!!!

[Verteran teacher]

Dear Teach:

All the sympathy in the world here. I am a veteran teacher in a Title I school and I have run the gambit. Sending them to get an admit will not work unless there is severe punishment that accompanies that admit. Three tardies they get After school detention, Saturday School is a wonder (check with your principal). Then I deduct the points daily for not having materials, take away the bell work points, reduce their grades a letter grade. ( depending if you are on block scheduling or regular schedule). Call the parents and WEAR T HEM OUT!!!.
Consistent interrupting of the parents work schedule and just watch what happens. Keep a journal with all students names and correct telephone numbers. Call the parents, report the students, wait until Friday and call the parents and ruin the student's weekend. More than one disruptive child falls right into line because they now know you mean business. Stick to your guns (so to speak...) The for the ultimate task they act as children, treat them as such. make them write 1000 times they will not misbehave in your classroom. The call the parents
and inform them of your punishment and parents will get onboard with you. It works for middle and high school students. There is nothing like seeing a student realize they are grounded for the weekend because their parents are tired after working all week and consistent phone calls from thier child's teacher.

good Luck. I am on your side.

[Unregistered]

1) Seating chart...Annoying to make but effective. They might not remember where their seats are if they travel from class to class.

2) I say "if you are not in your seat you are marked ABSENT.." Mark them absent (even if you see them) then after class call them over and show them they are absent in your marking book.


3) Second offence the whole class serves a 2 minutes lunch detention. He will never do it again!!!!

[Unregistered]

1) 3) Second offence the whole class serves a 2 minutes lunch detention. He will never do it again!!!!









Unless he enjoys having the power to make his classmates sit in detention. Also, prepare yourself for complaints from parents of children who were following the rules.

[Chocolate_New_Orleans]

and lunch detentions aren't always an option at all schools. We don't have them at mine

[Unregistered]

I am so impressed with what teachers do to build classroom discipline in the high school grades. You teachers seem to work so hard at keeping the chaos in check in addition to teaching your lessons.

My gripe is that I'm enrolled in an Early Childhood Education program in a Junior College and every technical course is an absolute joke. The instructor will lecture her memorized speech all the while there are six or seven women all talking quietly in the back of the room at the same time. It drives me crazy that these women are treating the instructor disrespectfully and they are making it extremely difficult for me to appreciate the lecture. The instructor is ignoring their misbehavior and these rude students are ignoring her too. It's like the instructor just gave up on trying to get these students to follow classroom rules. Some of the women come in to class when it's already half-way through the lecture hour!!! The instructor ignores this behavior, as well. It's driving me nuts!!!

How can we promote professionalism in the Early Childhood Education field if these wanna-be teachers can't behave themselves???? If we have federally mandated Pre-K 4 put into effect, these women will not have the qualifications to teach since they haven't learned anything.

Are all Early Childhood Education Technical AA programs like this or am I enrolled in a program that happens to have an incompetent instructor heading up the program?????

[Unregistered]

Are all Early Childhood Education Technical AA programs like this or am I enrolled in a program that happens to have an incompetent instructor heading up the program?????







My experience was very different. At my university graduate students where generally polite and strove to re-iterate the professors opinions because we knew that yes-manship was the primary way to get a good grade. The majority of my education classes were a joke. One professor I had spent the entire lecture time eithor telling embarassing stories about her kids or having students present research projects. Once I realized there was nothing to learn I started sitting in the back of the class and spent class time writing papers. There was a ton of busy work, so having that three hour block of time to write each week was very helpful.

[Chocolate_New_Orleans]

I am so impressed with what teachers do to build classroom discipline in the high school grades. You teachers seem to work so hard at keeping the chaos in check in addition to teaching your lessons.

My gripe is that I'm enrolled in an Early Childhood Education program in a Junior College and every technical course is an absolute joke. The instructor will lecture her memorized speech all the while there are six or seven women all talking quietly in the back of the room at the same time. It drives me crazy that these women are treating the instructor disrespectfully and they are making it extremely difficult for me to appreciate the lecture. The instructor is ignoring their misbehavior and these rude students are ignoring her too. It's like the instructor just gave up on trying to get these students to follow classroom rules. Some of the women come in to class when it's already half-way through the lecture hour!!! The instructor ignores this behavior, as well. It's driving me nuts!!!

How can we promote professionalism in the Early Childhood Education field if these wanna-be teachers can't behave themselves???? If we have federally mandated Pre-K 4 put into effect, these women will not have the qualifications to teach since they haven't learned anything.

Are all Early Childhood Education Technical AA programs like this or am I enrolled in a program that happens to have an incompetent instructor heading up the program?????

professor probably thinks "it's their money they pay for tuition".

I suggest you stand up and say "SHUT UP" to the noisy ones. it's your money, too.

"you know, my spouse/daddy/mommy (whatever you think best applies in your situation) didn't pay for my college, so I'd appreciate you shutting up so I can get the education that I pay for or I will see to it that you are removed from this class that I am paying for" (and be prepared to file a complaint if they try to call you thinking you are bluffing)

I know this would be tough in real life, but you shock them with that statement, you may end up with the class applauding which calls out the behavior the women are doing.

[Unregistered]

I have actually done what Choco recommends. And I was forced to notify the professor before going to the admin. It worked. Surprisingly, the student ended up dropping the class. I don't have mommy or daddy paying my tuition, I do and I do have to pay it back when I become a teacher. Wow, that means I'll 80 be before its paid?