I'm still trying to work out management issues, but I've put a few things in place and have altered my focus and goal a bit since the beginning of the semester.
I've created a new management technique that's been working a little or at least I tell myself it's been working. My co-op has gone along with t and uses it as well. It's good for the kids to have some consistency. The basic outline is that I write the word TALK on the board and when they're being too chatty or tapping or whatever I erase a line of one of the letters. If they finish the day with lines left they get minutes added to their total and at the end of the week they get those minutes to talk freely at the end of the period. If they finish the day with all of their lines left they get a letter added to their YUMMY tally. When they spell out yummy I told them I would bring in brownies for them. They like brownies.
So far they've accumulated a few minutes here and there but no yummy points. I'm afraid that they aren't getting enough positive reinforcement to make the method effective. I keep trying to come up with new ways to alter it a bit to make it more worthwhile for them but I think I'm still waiting to see if they catch on.
Currently my issue is that I need a better system of reeling them in once they start talking or even just from group work. After being sick and not having my voice in full force I'm realizing that yelling or even simply raising my voice is going to get very old very fast. I asked the kids today if they had any suggestions for me as to how to get their attention. I got some good advice from a few of them but I still need to think of a few other things. Anyone have any suggestions for me? What works for you? I'm not looking for disciple things but more for a way to bring them back together.
My other current quandary is that a lot of my students do not follow directions. They walk in the room and there's always a do now on the board, but for some reason they don't do it or they don't do all of it. Ive said something to them a few times now and still they aren't following directions and completing tasks. I'm not quite sure what to do. Today I told them I'm going to start giving them points for it as like a participation grade. I'm not sure if it will work, but I'm going to try ...
So first thing I have to ask is what kind of advice did the kids give you when you asked what would work to reel them back in? I don't think I want to know what my kids would suggest! Seriously though, I like how you ask the kids for suggestions and it's something I've been wanting to add, but found that's easier said than done. Here are a couple of things I say to get the students' attention that works more often than not:
ReplyDelete1. Getting them back from group work: "Okay guys I love the discussions that I'm hearing, but let's bring it back together."
2. If the class gets too loud: "You're at a level 5, but I need the class at a level 2."
3. If they just start talking for no good reason I count down from 5, but if that doesn't work I literally stand in the front of the classroom with my hand in the air. Almost every single time, each student sees what's going on and they'll stop talking and put their hand in the air too. Once it's silent, I continue without reprimanding the noise level.
In reference to your issue with the Do Now, I literally type out step-by-step instructions and keep it on the board until the Do Now is finished. I explain it at least once verbally while standing next to the board, and will ask one student to repeat back to me the directions. I still have students who just won't listen and I get so frustrated from it, but I always remind myself that I can't reach every single student no matter how hard I try.
I like that having a student repeat the directions, Kortny. I've gotta try that one!
ReplyDeleteI love that system that you are using, Jess. I was quite impressed with it when I came in to observe. I'm wondering if it would help at all if you brought in brownies one week just to give them a "taste" (ha. ha.) of what the reward could be? I don't know if that would be productive or counter-productive, but that is something I might be inclined to try.
One idea Susan brought up that has made sense to me: The do now does not always need to be in the beginning of class. Sometimes it may make more sense somewhere else in the lesson. That might create a space for a different hook or something.
Your co-op is a boss at having a commanding voice. I can only hope for a voice half as commanding as hers by the time I retire :P