Today I had to have a conversation with my class. They have been quite silly the last three days, and I needed to reign them in. In the past the conversation would have focused on their behavior, and how they need to change it. That is not how today's conversation went.
They all sat down, ready for the "teacher" talk that they are used to. I sat there for a minute wondering how to start. I looked around at them and realized that I needed to apologize. I needed to take responsibility.
I started with, "I have to say that I'm sorry." Silence.
"I should have been stricter. I starting letting up too soon. I should have spent more time training you. I usually spend more time doing that and I apologize that I didn't do that." Silence.
It went on like this for the rest of the conversation. I talked to them about the swag walk in the hall. That all started innocently enough. One of my girls was walking in our hall, almost strutting, and I started walking like it too. It was a funny moment between her and I, but over the next few walks in our hall other students started doing it. At first that was fine, but soon a few started to get loud and walking all over the hall, rather than in line. I told them that if they were going to do it they had to be quiet. Of course, they said they would be, but Wednesday they so weren't. They were loud and a teacher closed her door because of it. I banned the swag for the next day, and told them they could only do it again if they proved that they could walk correctly.
Well, today they were nowhere near a correct line. People talking, playing around, turned around, and leaning on the wall. That was the last straw before the talk mentioned above. But like I said, I take responsibility for their behavior.
So back to the conversation, I told them if I was going to have a personal responsibility classroom, then I needed to take responsibility for what was happening. Silence.
I told them that specials' teachers compliment them, because they are good kids. I told them that I genuinely enjoy them; that they are great kids. I told them that I love having fun, but not if it disrupts the learning of others, not if it gets out of control. I asked them if they understood. Of course, they all replied, "yes".
One girl raised her hand and when I called on her, she said, "but it's not your responsibility that we don't walk right."
I smiled, "yes, you should all know how to walk in the hall as 5th graders, but it is my fault that the swag got out of control. That I am responsible for."
"Are we good?"
"Yes!"
"Good, let's go show off the best line as we go to specials." And you know what? They did!
Friday, September 20, 2013
Tuesday, September 17, 2013
So Pleased With Our Progress
A little over three weeks in and I am loving my year! My class has taken the whole idea of taking personal responsibility so well. Well is not strong enough a word, they are doing wonderful! I really thought it would take a whole lot longer to get to the point that they are at now.
My students will get up and move away from their friends if they need a quiet place to learn, or if they just need to sit with others who are more on task. Now, not every time and not everyone, but most of the time they do.
My Math students have "choice time" when I am meeting with small groups. They have at least two individual choices each day and at least one group/partner choice. I have a couple of students who still pick the "fun" choices only, but most make the choices that involve "work". Today we talked about how they got anxious when they took their test. They were able to tell me that they do get stressed when doing something for a grade rather than just doing it for practice. It took a bit to get to that point, but it was good for them to vocalize it.
My Reading students are learning how to make choices during independent reading time. Last week we spent time doing an assessment that would help them know which comprehension areas they need to work on. I told them next week during "I may time", yeah I don't know why we call it "choice time" in math and "I may time" in reading, they would start having options to help them with those skills. One student said, "I choose? No one's ever let me choose before. They've just put me in groups." She is very excited to have the choice. I still have a few finishing up the assessments due to absences, but it'll be nice to get it going next week.
Do I still have off task behaviors? Yes. Do some students choose the wrong seat? Yup. Do some students rush through their work instead of taking their time? Oh yeah.But the behaviors have diminished more with each passing week. Today one student, who literally cried when I made him choose a seat closer to the front, actually chose one of the closest seats to the front of the room. (I had too, he is very little and was complaining of not being able to see.) Yesterday, I had a student take over an hour to take a 10 question test because she was taking the time to check over each and every question. They are really showing great progress!
I am so happy with the progress my personal responsible class is making!
My students will get up and move away from their friends if they need a quiet place to learn, or if they just need to sit with others who are more on task. Now, not every time and not everyone, but most of the time they do.
My Math students have "choice time" when I am meeting with small groups. They have at least two individual choices each day and at least one group/partner choice. I have a couple of students who still pick the "fun" choices only, but most make the choices that involve "work". Today we talked about how they got anxious when they took their test. They were able to tell me that they do get stressed when doing something for a grade rather than just doing it for practice. It took a bit to get to that point, but it was good for them to vocalize it.
My Reading students are learning how to make choices during independent reading time. Last week we spent time doing an assessment that would help them know which comprehension areas they need to work on. I told them next week during "I may time", yeah I don't know why we call it "choice time" in math and "I may time" in reading, they would start having options to help them with those skills. One student said, "I choose? No one's ever let me choose before. They've just put me in groups." She is very excited to have the choice. I still have a few finishing up the assessments due to absences, but it'll be nice to get it going next week.
Do I still have off task behaviors? Yes. Do some students choose the wrong seat? Yup. Do some students rush through their work instead of taking their time? Oh yeah.But the behaviors have diminished more with each passing week. Today one student, who literally cried when I made him choose a seat closer to the front, actually chose one of the closest seats to the front of the room. (I had too, he is very little and was complaining of not being able to see.) Yesterday, I had a student take over an hour to take a 10 question test because she was taking the time to check over each and every question. They are really showing great progress!
I am so happy with the progress my personal responsible class is making!
Tuesday, September 3, 2013
A Simple "Thank You"
Last week I did something that took my class by surprise. Let me set the stage for you.
I teach the "low" math class. It consists of 23 students, 7 of which receive EC services. These are the kids who usually don't get it and feel "stupid" if they ask questions. I told them I have super powers, well I do, but I can't read minds. I told them that if they didn't know that they need to let me know, they need to ask.
Yeah, 5th graders are on the verge of being too cool to do a lot of things, and raising your hand and admitting that you don't know is definitely uncool. I honestly didn't know if anyone would dare raise their hand. I jumped into the lesson and used my math phrase that I haven't used in a few years, "questions? comments? wonderings?" The kids laughed and said, "wonderings!" Yes, I know spell check will say that isn't a real word, but it is my word.
After every problem that we discussed and solved together, we were creating algebraic expressions based on clues, I said my phrase. I probably said it nine times and then the miracle happened. A little girl raised her hand and said, "I don't get it." Yes, the heavens opened and a smile crossed my face. I then preceded to go through what we had done, step by step. After each one, I checked to see if she understood. In the end I saw the light of knowledge flash in her eyes, and I knew she now understood. I was about to continue onto the next problem, but I paused and said it. "Thank you, insert student's name, for asking."
I saw a few heads come up and kids looking around the room. "Did she really just thank her?" was on more than one face. I smiled again and preceded to problem number ten. It wasn't long before another question was asked and a "thank you" was given. By the end of class I had said "thank you for asking" five or six times. Not bad for a class that usually wouldn't even think of asking a question.
I found it to be so successful that I did the same thing the next day and again today. So my new favorite phrase, besides "questions? comments? wonderings?" is "thank you for asking". Well, I have one other one that the kids love, but that's just between me and them. ;)
I teach the "low" math class. It consists of 23 students, 7 of which receive EC services. These are the kids who usually don't get it and feel "stupid" if they ask questions. I told them I have super powers, well I do, but I can't read minds. I told them that if they didn't know that they need to let me know, they need to ask.
Yeah, 5th graders are on the verge of being too cool to do a lot of things, and raising your hand and admitting that you don't know is definitely uncool. I honestly didn't know if anyone would dare raise their hand. I jumped into the lesson and used my math phrase that I haven't used in a few years, "questions? comments? wonderings?" The kids laughed and said, "wonderings!" Yes, I know spell check will say that isn't a real word, but it is my word.
After every problem that we discussed and solved together, we were creating algebraic expressions based on clues, I said my phrase. I probably said it nine times and then the miracle happened. A little girl raised her hand and said, "I don't get it." Yes, the heavens opened and a smile crossed my face. I then preceded to go through what we had done, step by step. After each one, I checked to see if she understood. In the end I saw the light of knowledge flash in her eyes, and I knew she now understood. I was about to continue onto the next problem, but I paused and said it. "Thank you, insert student's name, for asking."
I saw a few heads come up and kids looking around the room. "Did she really just thank her?" was on more than one face. I smiled again and preceded to problem number ten. It wasn't long before another question was asked and a "thank you" was given. By the end of class I had said "thank you for asking" five or six times. Not bad for a class that usually wouldn't even think of asking a question.
I found it to be so successful that I did the same thing the next day and again today. So my new favorite phrase, besides "questions? comments? wonderings?" is "thank you for asking". Well, I have one other one that the kids love, but that's just between me and them. ;)
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