Encouraging Positive Interactions

Children and adolescents can be mean. We all know it. We've all seen it. They can also be wonderfully caring. We've seen that as well. Most will come to your classroom as a mixture of both. Some will be a little more mean and others a little more caring, but they will look to you to set the example. What will you tolerate? What will you not tolerate? What do you encourage? If your students see and hear you making snide comments or ignoring the needs of others, they will begin to reflect that negative attitude. If your students see and hear you make positive comments and encourage others, they will begin to reflect the kindness they see in you. This is an unconscious action on their part to help them "fit in" to the culture of the classroom. As the leader, you set the foundations for your classroom culture. What are some ways you can set positive foundations?

The first is to establish your classroom climate as one with "No Hunting." This is a phrase I picked up in one of my earlier trainings and it means that no put-down, teasing, or hurtful behavior towards others is tolerated. You might even put up a large No Hunting sign in your classroom so that it garners attention. Explain to your students exactly what you mean by this phrase. As a class, talk about examples of hunting and then discuss more appropriate actions and behaviors that you want to see.

    Second, discuss and encourage positive life-skills in your classroom. You might think about having a "Life-Skill of the Week" where you highlight one particular skill. Hand out "Caught You!" notes to students you see exhibiting the life-skill. You might create a series of notes or bookmarks using Microsoft Publisher or Word that already show the life-skills. That way you'll have everything ready to hand out when you need it. You might have "Caught You Cooperating", "Caught You Participating", "Caught You Working as a Team", "Caught You Being Friendly", "Caught You Being Helpful," or any one of the many positive life-skills. Copy them on colored paper and put them in a folder that is easily accessible. Now all you have to do is pull one out, draw a smiley face (or not) and sign it. For a list of life-skills, go to http://bit.ly/37ncJ9 .

    Third, treat your students with respect. By doing this you are modeling what respect looks like, sounds like, and feels like. Although it won't happen over-night, when students see you consistently showing respect, they will begin exhibiting that same behavior. The key word here is consistently. If you are respectful one day and shouting the next, the behavior of your students will not change. You will have those who challenge you to the brink of insanity and those who chink away at your patience, but you must continue to behave in a positive way towards them. It is not easy, so don't give up after the first week or two thinking that it will never work. Instead, keep in your mind how you want to be treated by your students. Then, turn around and give them that same favor.

     You can also implement tools to help you encourage positive behavior. Sometimes it takes an extra push to get your students focusing on the positive rather than the negative. One idea is to have a Kindness Box. You can call it anything you like -- obviously middle and high school students may not respond to the "Warm Fuzzy Box" or the "Happy Box," so give it a name that your class will enjoy. Perhaps let your students name it. Have a supply of paper strips (I like to use colored paper for this) near the box. Now, in order to get the box started, ask each student to take several strips and write one positive comment or characteristic about each person at their table or in their row. Afterwards, each day encourage students to put a positive comment in the box when they see someone else being helpful, nice, cooperative, friendly, etc. to other students in the classroom and in the school. Depending on how much time you have, and how much your class needs the positive influence, take some time either once a day or once a week to read some of the strips in the box. You don't need to read them all. It is enough to read a few at a time.

    Another idea is the R.I.P. box. Have students write down those behaviors, actions, and thoughts that are not positive or that may be hurtful. Explain to your class that you want to bury this negative energy so that everyone can focus on what is good in the class. Once these things are buried, we need to let them go and focus on those behaviors that are positive. Simply placing these in the box is not enough. You need to enter into a discussion with your class about why you are putting those negative issues in the box and what you hope to accomplish.

     If you are already in a classroom that seems steeped in negativity, don't give up. It will take time, but you can turn it around. Be determined and put in place these strategies to help get everyone back on track. Again, I must stress that it is not easy, especially if you have been existing this way for several months. Persistence and sheer determination are the best ways for turning the tide of negative energy into positive energy. If you are in a classroom where your students treat each other (and you) with respect, where they are helpful and kind to one another, tell your class how proud you are of them. They need to know. No matter which scenario you face, whether it is either extreme or something in-between, remember that you and you alone set the tone for your classroom climate. Keep that in mind and put some thought into the foundation that you are building with your students.

Collaborating with Colleagues: Being a Team Player

"Be a team player." It's one of those sports analogies used frequently in the business world -- and in education. District and school administrators also want team players. The days of closing the classroom door and creating a self-contained world are over. The autonomous classroom simply doesn't exist -- and for good reason. Our students need more than just one person to guide their education. They need the added power of several brains working together for their good. Yet collaboration does not always come easily.

Teachers are, for the most part, determined course setters. We also have strong opinions about what works and what doesn't work. That determination and self-direction are beneficial for our students; those characteristics facilitate learning and help us make it through each day. Put a group of determined, opinionated individuals in the same school, however, and you often have a recipe for headaches. How, then, can such strong personalities work together as a team?

The first requirement is a willingness to work with others and the ability to recognize that you can't do it all on your own. No one can meet all the needs of all the students who walk through our doors without help. It just isn't possible. The best way to find that help is by asking questions.

If you have a mentor, look to your mentor for guidance. Write down questions as they occur to you. (Don't think you'll remember them later, because you won't.) When you get an opportunity, ask the questions. If you don't have a mentor, look for a veteran teacher in the building -- one you know has a positive outlook on teaching. Ask if that person would mind helping you out. Most will be glad to offer their knowledge and expertise. Administrators are another good source of information. Don't be afraid to ask them questions. You are showing your willingness to learn and your willingness to go to others for help.

The second step is to seek out the support faculty and staff. Those are the people in the school who know your "special" students best. They can help you decipher IEPs and modify assignments for those students who need it. You also can learn how to modify your lessons to best meet the needs of different students in your classroom. Schedule some time to sit down with the department chair and/or the teacher who works with your students and pick their brains. Ask for advice -- and listen to it. That kind of collaboration benefits your students greatly.

The third requirement is to be humble. Listen to the wisdom gained by veteran teachers. Although you might think that some of their ways are outdated, don't discount their skill and knowledge. Ask questions and really listen to the answers. It isn't always easy to be humble when you've waited so long to get into your own classroom. You'll save yourself a lot of extra grief by asking and listening, however.

The fourth step is to plan with other members of your grade level team. What is being taught in Math, Science, Social Studies, and so on? Can you find a way to connect your topics and objectives to those being taught in other classes? The more you work with other subject area teachers, the more you'll be able to help your students see that the world does not exist as separate parts. Everything is interconnected. If you are in a self-contained classroom, share ideas and brainstorm lessons together. You might have a great idea for presenting a lesson, but another teacher might be able to add to that idea and make it better.

Don't forget about the other professionals in your building. The librarian is an excellent resource and should be consulted frequently. Let him or her know what you are teaching and ask for ideas or resources. The art, music, and phys-ed teachers also might be able to enhance your lessons with ideas and their own special strengths. Each person in your building has a variety of strengths and talents. Get to know each one so you're better able to call on those different resources within the building.

Collaboration takes hard work and effort. It's not easy, but it's worth it. Ultimately, your students are the ones who benefit, but you don't lose out either. In the process of collaborating with different colleagues within your school, you are building relationships that will last, and making a place for yourself within the school community. Being a team player is a win-win situation for everyone.

Column by Emma McDonald reprinted with permission from Education-World – http://www.education-world.com/a_curr/columnists/mcdonald/mcdonald014.shtml

Opening the Lines of Communication

As school begins again for many students and teachers, you might find yourself busy thinking about classroom set-up, organization, management, and lesson planning. There is a lot to juggle at the start of school, not to mention getting to know students and our fellow teachers, if we are new. But there is one element of the school community that we cannot forget about...the parents and families. Although the parents of our students are not with us all day long, they are still a vital part of the school community. Without active parents we would not be able to raise money for much needed supplies. We would not have volunteers to help us with projects, field trips, and other school activities. Our students would not have a support system to help them get through the various traumas that can happen during the school year.

Parents really and truly make a difference in the lives of our students. A supportive parent can make the difference between a failing student who doesn't care and a student who strives to do the best they can. Additionally, a supportive parent can really make a difference for teachers as well. Wouldn't you rather have parents on your side offering to do whatever they can to help support you? One way we can gain this support is by keeping parents and families informed of what is happening in the classroom.

Although we may not think about it, parents are very interested and concerned about what goes on in the school all day. After all, it is their child, their baby (no matter how old), that we have in our classroom. They want to know what their child/teen is doing and how they are progressing on a regular basis. Of course, all parents want to hear how fabulous their child is and how much you adore having this unique individual in your class. Who wouldn't? No matter what, parents are dying to know what happens in school. This is a curiosity we should encourage and support because it means we have caring parents who will make a difference in the life of our students. So what can we do at the beginning of the year to help make a smooth transition for both the parents and the students?

1. Write a letter to send home to parents the first or second week of school. Although it is best to send it home on the very first day, there may be some schools who started early and are already into their third or fourth week of school. Better late than never, I say! In your letter, introduce yourself. Explain your schedule and offer information about your conference period when parents can contact you. Include information about your procedures and your management system. Let the parents know you will be sending home more information as the school year progresses, and make them feel welcome to call or email you with their questions. While this may feel as though you are opening yourself to more stress, many parents will not take you up on this offer. Most do not want to bother the teacher, especially at the beginning of the school year. You may have a few parents call or email you, but at least you will have opened the door of communication.
   

Tech Tip: When gathering parent information, the PTA and school will ask for parent email addresses. You should too. If you don't get it from the parents, check with the PTA directory chair and/or the attendance officer to get email addresses for each family.

Create a "Group" of parent email addresses. Be sure to put the child's name in the listing to help you identify each one. For example, you might list one family as: Perducci family (Cadence), or Torres family (Paul R.). This helps when the parent last name is not the same as the child's last name. Be sure to name your group something that will help both you and parents recognize it.

Send your initial parent letter home via email using these groups in the address bar. This way parents only see the group name of "2^nd period English" or "Mrs. Letty's 5^th Grade Class 09-10." No email addresses will be shared with other parents. Sending letters home via email helps you keep a "green" classroom.

Include links to your classroom website, parent blog, and class twitter account if you have one. Parents can easily click on the link to locate these online resources. Encourage parents to save these links in their Favorites folder so they can easily find them in the future.

1. Send home a newsletter within the first six weeks of school. This newsletter should outline again, the daily schedule (for elementary), specific procedures you use in your classroom, and your discipline system. Let parents know how your system of rewards & consequences works so they do not feel kept in the dark. Many parents will help you reinforce that system at home if they are aware of what you are doing in the classroom. However, they cannot help if they do not know what you are doing. Let parents know about the expectations you have for students. The more you tell them about how your classroom works, the more they will be able to reinforce those ideas at home.
   

I also like to outline topics that I am teaching. I don't go into great detail, but let parents know what they can expect their child to be learning. For example, I might say, "This week in Science we are studying the 5 Senses. In Social Studies we are studying all about the Continents. In ELA we are doing reading inventories to identify reading abilities." This at least gives the parents some idea of what their child is learning. If you are teaching only one subject area, you may want to go into further detail about the topic and activities happening in class.

Create a template on the computer that you can use each week. Simply highlight the information that has changed and type in the new information for each newsletter.

My newsletter includes the following sections:

This Week -- tells what we are studying this week

Thank You -- gives volunteers a thank -you for helping out. I try to thank specific people.

Birthdays -- elementary teachers could include student birthdays

Wish List -- here is where I list supplies I need for upcoming projects

Due Dates -- here is where I list any projects, tests, etc. that are coming due

At Home -- here I outline a simple activity that parents can do at home to reinforce a reading or math strategy taught in class

It takes me fifteen minutes to revamp the newsletter each week, but goes a long way towards building a strong support system of parents. I set aside time to do the newsletter for the next week every Thursday afternoon. I can make copies on Friday, then I send home the newsletter on Monday. This gives the parents something fresh to look at each week that keeps them up-to-date. I know for a fact that I have fewer issues with upset parents when I keep them informed of what is happening in the classroom on a weekly or bi-weekly basis.

Tech Tip: Email is a great way to send out the newsletter as well. When you use Microsoft Word you can choose to "Send" rather than "Print" the document and it will use your email program to send it. This also allows you to include live links in your newsletter for parents to click and follow. If you are computer savvy, you can also find programs that allow you to include a poll or survey for parents as well. Word has many eye pleasing templates you can use to create a newsletter so that it is colorful and easy to read.

1. Create a parent blog. Use it to write down a summary of what was accomplished in class. You can even choose a student each class period to write the blog post for the day. Then all you have to do is post it. Parents can see what happened in class in the words of the students. You can also use this blog to explain concepts of study or teaching strategies you are using that may be unfamiliar (and therefore up for questioning) to parents. A parent blog is a great way to explain commonly used terms and acronyms to parents as well. All this information gives parents an insight into what is happening at school and offers a feeling of peace and security in the form of knowledge.
   

   
    

2. Create a classroom twitter account using your school email address or a free email account such as hotmail or gmail. Have students create a "tweet" of 140 characters or less (including spaces) that summarizes what was learned in class. Post these on the twitter account for parents to read. By providing live links in emails and newsletters, parents can easily view the twitter account and keep up with what is happening in class. You can also post announcements of upcoming tests, major project due dates, and other important dates and times.
   

Keep your classroom twitter account private by checking the "remove from public view" in the settings. Invite parents by giving them your twitter id. They can search for you and request to follow. You approve the request and then parents can see the posts. This keeps your classroom information and events private and secure.

Remember, parents who are informed are parents who will help reinforce what you are doing in the classroom. They will ask questions of their child – "So, where is that project you're supposed to be turning in tomorrow?" They will volunteer and help out with supplies for projects. They will work with their child on skills at home to help them improve. These few simple strategies to parents informed will work overtime to help you have a great school year and to help your students succeed!

Review of Wounded by School written by Kirsten Olson

How many times will we hear the words “school reform” in our lifetime? It seems every year there is another book published that outlines what is wrong with schools and how they need to be fixed. The worst are those that recommend we shut everything down and completely “reboot” the system with something new. The problem with that particular recommendation is the fact that those with the experience to “reboot” our educational system are the very people caught up in the middle of it right now. Without a “change of lifestyle” within the very people who are at the heart of the educational system, no reform can take place. I believe Wounded by School will help teachers, administrators, and most importantly, legislators and the public to begin the process of making this lifestyle change.

For change to occur, first there must be understanding. Olson helps deepen our understanding of the way schools wound different people as well as the ways schools themselves are wounded. Not every wound is the same because not every person is the same. This, I believe, lies at the heart of the reform she very gently introduces. We must not only get to know each individual who comes through our classroom doors, but we must work with those individuals to help each learn according to his or her needs. This is a tall order when faced with 30 or more students in a class. Yet somehow we must develop and learn strategies that embrace different types of learning rather than requiring ALL students to conform to one learning style.

This is a similar message to one that has been preached by others, especially those in brain research. When we will acknowledge that the brain must lead learning, not a set of behaviors, and that each brain we encounter is “wired” differently? This, I believe, and Kirsten Olson believes, is at the heart of why schools wound (often unintentionally) so many of us. She also points out that it is not just students who are wounded, but teachers as well. We are being asked to do a job that is incredibly complex with very little support from the legislators who pass down policy based on an archaic system of learning.

The way Wounded by School differs from other reform books is that instead of recommending a completely new system or “shutting down” schools, Kirsten Olson outlines ways we can begin to heal these wounds. These are not just general suggestions for society at large, either. There is a specific chapter on the process of healing and how it begins, one for parents who heal, teachers who heal, and students healing one another. It is this healing process that is so important to making a lifestyle change in our schools.

As we are healed and work to heal others through our actions and beliefs about learning, we begin to create communities where individuals are cherished. When individuals are cherished for who they are and not who we wish them to be, communities of learning are developed. These are places where students are not just spoon-fed information, but rather are taught HOW to learn. It is this skill combined with a love of the learning process that leads to life-long learning.
I believe that every legislator who creates education bills and votes on these bills should read this book. I believe that every teacher, administrator, and staff member who works with students should read this book. I believe that every parent who is concerned for their child’s welfare should read this book. It is an eye-opening read that lays important groundwork for a grassroots reform of schools and most importantly, learning.

Fun Review Strategies

Whenever you find yourself with some extra time to fill or reviewing information with students for an upcoming test, you might want to try some of these fun review strategies. Some can be used whenever you have a few minutes to spare before the bell rings, while waiting in line for Art or PE, or you need a time-filler between activities. Others are perfect for long review sessions to prepare students for an upcoming assessment. Whatever your need, I think you’ll find these activities to be motivating and fun for everyone.

In Class Review Sessions

Review Bingo
BINGO is such a fun game to play and you can adapt it to review for all sorts of different information. Be sure to point out in advance whether you are playing line, T, or blackout (full card) to win. Below are a few variations:
1. Put vocabulary words on BINGO cards and call out the definitions.
2. Put math equations on BINGO cards and call out answers.
3. Put capitol cities on BINGO cards and call out states or countries.
4. Put song names, note names, musician or artist names, styles of art, names of sports, etc. on BINGO cards. You can then call out the musician, artist or time period, and rules of a sport.
5. Put element names on BINGO cards. Show pictures of atoms. Students place their marker on the correct element for each atom.
There are many different ways to adapt this fun game to help you review information!

Learning Chain
Cut different colored construction paper (light colors only) into long strips. Give each student several strips and have them write a review fact, word & definition, or rule on each strip. Next, have students create a loop with the strip of paper, adding the loops together to make a chain. You can do this as a whole class, in small groups, or as individuals. Then have each individual or small group share the information they chained together.
A variation on this is to create a chain yourself with one question per link. During review time have the students come up one at a time and pull a link from the chain. The student then reads the question aloud. All the students write (or call out) the answer to the question.

Jeopardy
This is a fun game to play with students for review questions. Sort your information into four or five categories. On one side of a piece of construction paper write a fact students need to know (or it could be a question). On the other side write a point value (ie – 100 pts, 250 pts, 500 pts). Break students into teams. One at a time, students on each team choose a category & point value. Flip the card over and read the fact or question. Students then either identify a question to go with the fact or answer the question. If they are correct, record the points for their team.

Open Windows
Have students take a sheet of paper and fold it in half four times until they end up with a small square. When opening the paper, there should be 16 small squares. Depending on the age of your students and the amount of information you are studying, you can fold it either more or less (or use several sheets of paper).
Next, give students a sheet of numbered review questions (or place one on your overhead or projector station). Have students write the answers to each question in the squares (one per square). They should not write the answers in order, but should mix them up on the page. Be sure to have students write the number of the question next to the answer. (Ex: 1) a reptile; 2) a mammal)

Once students have written all the answers in each square, have them paste their full page of answers onto a piece of construction paper.

Next, give students a second piece of construction paper and have them fold it the same as before, into 16 squares the same size as their answer squares. Have students write each numbered review question on a separate square. Students should then cut out each square so that they have 16 individual squares.

Match the numbered question square to the correct answer square and tape it at the top so that the question now covers the answer, but can be lifted like a flap. When finished, every answer should be covered by the corresponding question.

The finished product is a page of flaps. Students read the question, try to answer it on their own, then raise the flap to see if they got the answer correct. This makes a great review sheet to take home and use with their parents for studying.

Review Time Fillers

Who/What Am I?
This review game is like 20 questions. Choose a person, place, or thing from your unit of study. Students then ask questions to help them determine the person, place, or thing you’ve chosen. Remind them that they only get 20 questions to figure it out.
Charades/Pictionary
Have strips of paper with a person, place, or thing you are studying written on each. Place these in a jar, hat, or box. Students take turns pulling one out and acting/drawing it for the class to guess.

Hangman
This is a great game for reviewing spelling and vocabulary words. Again, have the words written each on a strip of paper for students to draw from a box. The student should draw the correct number of spaces for the word chosen. You can also choose for them to have a “clue” by providing the definition of the word.

Matching Partners
Think of connected ideas, people, or events that could be matched for your unit of study. Write each of these on white or construction paper. Attach a page to the back of each student so they cannot see who or what they are. Make sure you have enough to match up correctly. Students must then walk around the class and ask questions to: 1) determine who/what is on their sign and 2) locate their partner.


Thoughts for Reflection:
What kinds of review activities do you utilize in your classroom? Do you find your students actively engaged or snoozing? Which of the activities listed above do you think you might use with your students? Which do you think might be most effective with your students? Why? How might you modify any one of these activities to best fit your subject area and the students you teach? What other common board games or tv game shows could you adapt to use in the classroom for reviewing information?

Inspirational Quote:
“I am always ready to learn, although I do not always like being taught.”
~Winston Churchill

Facebook Fans
Okay, some of you have seen this, but I've created an actual page for Inspiring Teachers. If you love what we do here, please become a fan and join our group! To find us, do a search from your main facebook page (top right corner) for Inspiring Teachers. Our page and group will show up. You can become a fan of our page and share it with others. I'm posting events (places where I'll be) and other information there as well.
Also, please write on our wall and share some of the creative and inspiring things you are doing in your classroom! Let's get a collection of awesome ideas going for other teachers to read and use. I'd love to hear from all of you who are active on Facebook! If you don't have a page, it is so easy to join. Click on the link below and follow the directions.
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Maintaining a Positive Classroom Environment: Handling Student Transitions

Before school started you probably spent quite a bit of time determining how you would welcome your students and create a positive classroom environment for them. You may have implemented special introductions, ice-breakers, and bonding type activities. But what do you do when students arrive during the school year? It can be difficult to add a new personality into a mix of people that seems to be working well. How can you make the transition smooth for all your students?

First, have a welcome packet prepared in advance. This packet should include all the information/handouts you passed out during the first day and week of school. Your new students will need to know your homework and grading policy, your discipline plan, the expectations and procedures of the classroom, and a little bit of information about you. Some of this may have been communicated verbally at the start of school. You should take some time to write down any of this information not included in a handout since you will not have time to go over it all again every time you receive a new student.

Packet Materials:

• Welcome letter and Goody Bag (maybe spirit items such as a pencil, badge, or sticker)
• List of classroom expectations and consequences for not meeting expectations
• List of classroom procedures
• Homework policy/information
• Grading policy/information
• A Teacher information sheet – what do students and their parents need to know about you? You might include your philosophy of teaching (how you operate), your pet peeves (so students know what NOT to do), and a little background information about yourself. Try to remember the spiel you gave your students at the beginning of the year and write it down.
• Student Information Sheet/Get to Know Sheet (this may have been an activity you did with the other students the first or second day of class)
• Parent Information Sheet (parents fill out to give you contact information, let you know whether they are interested in volunteering, bring you up to date on what is going on with their child/comments and concerns from the previous school to help you)

Second, develop a tradition within the classroom for introducing the new student. Being introduced by the teacher can be incredibly embarrassing for most new students. Instead, try to find a student within the classroom who is both well-liked and compassionate. Introduce the new student to that person and ask him/her to make the introductions around class and school. Can you find a way to make this an honored “position”? One of your class jobs could be that of “Ambassador” with several students on the list. Have students apply for this job and set specific requirements to be met in order to be considered. Make it a position of esteem with extra freedoms or benefits attached to it. This will help make being an ambassador a highly sought position within the classroom.

Part of the job of Ambassador should be as an advocate for the new student. As such, you should take some time to train your ambassadors in ways to be a positive advocate. One example would be inviting the new student to join him/her for lunch. This is a wonderful time for the new student to be introduced to another group of people. Another example is to offer the “low-down” on the other teachers of the school. What does each expect from students? What is acceptable and not acceptable to do in each class? This kind of information will help keep students (especially secondary students) from making unwitting mistakes which may haunt them throughout the year. Remember to tell your ambassadors that an advocate is someone who helps, defends, and watches out for another person.

Throughout the year you should also set aside time for the class to participate in bonding/ice-breaking activities. These won’t necessarily be name games, but rather activities that help students rely on one another and get to know each other better. This allows new students a chance to bond with other students within the class and form deeper relationships with their new classmates. It isn’t time wasted, either. Building relationships between the teacher and the students as well as between the students themselves maintains a positive classroom culture. This in turn helps prevent discipline issues which cause distractions and lost learning time.

The other half of this coin deals with the issue of students leaving in the middle of the year. How can you help these students transition? Leaving the familiar and facing the unknown can be very traumatic for students. There may be times when you are given several days or weeks notice before a student leaves. Other times you may not find out until the day the student leaves. The worst scenario is when you don’t find out until after the student is already gone. So what can you do? Below are a few suggestions to help with closure and transition:

• Have a few (or a stack) of “Good Bye” or “We’ll Miss You” cards ready to go.
• Have students in the class sign the card and write messages to the student who is leaving.
• Give the card to the student OR mail to the address on file in the school office. Most people have their mail forwarded and the student will receive the card.
• Use a paper bag instead of a card. Have students sign and write messages on the bag. Allow students to put personal messages, photos, or small appropriate items as “going away gifts”. Include a message of encouragement from yourself and some candy or a pencil and bookmark inside the bag. Staple it shut and give to the student before he/she leaves.

Call the student before he/she moves and offer words of encouragement. You might even give out your school email address so the student can write and let you know how everything is going at the new school. Sometimes this link to the familiar can provide a strong system of support to a student who moves.

Whether coming or going, remember that developing and maintaining relationships with students is the key to developing a positive classroom environment and the respect of your class.

Reflections:

How do you currently welcome new students to your classroom? Do you have a packet of information ready to pass out as soon as a student enters? What is included in your packet? How might you utilize the other students in helping to make the new student feel more welcome in the classroom? What are some other activities you might incorporate to help the new student become a part of your classroom culture? Do you feel the idea of student ambassadors would be helpful in welcoming new students to you class? Why or why not? Do you currently do anything special to say good-bye to a student who is leaving? Why or why not? What do you do, if anything? Why do you think it would be helpful to have some way of saying good-bye to students leaving the school? What strategy do you think would work best for you and your class?

Inspirational Thought:
“Where did we ever get the crazy idea that in order to make children do better, first we have to make them feel worse? Think of the last time you felt humiliated or treated unfairly. Did you feel like cooperating or doing better?”
~Jane Nelson

Handling Beligerent Unruly Students

The following question was asked of me via email and I thought I'd share my answer in this blog with the hopes that it will help other new teachers facing the same issues.

Question: When teaching high school students how do you handle a beligerent, unruly individual?

Answer:
It depends on several factors. However, usually there is a reason behind the belligerence in any student. Take some time to talk with your student and find out what is going on. It could be that the student feels he/she must be rude or belligerent to maintain a reputation in class. It could be the student feels unable to keep up in class and turns to acting out in order to mask his or her frustration. There may be issues going on at home, with his or her friends, with a boyfriend/girlfriend, or at work that are causing this behavior. Often it is a lack of self-esteem where the student feels that he/she is not smart, not good, not able, etc. and these feelings are turned outward in the form of misbehavior.

The best way to begin is by talking one on one with the student. This will not be easy and it will not resolve the problem immediately. In fact, more than likely your overtures will be rebuffed by the student and you'll probably be treated to more rude behavior. You will need to persevere. The one thing that really gets to every student is a teacher (or adult) who cares. The problem is that many try the "caring" route without actually caring about the student. After a couple of name calling sessions, rude actions, and deliberate attempts on the part of the student to be as annoying as possible, those teachers/adults back off. The student then "proves" to himself/herself that the teacher never really cared in the first place. This only adds fuel to the misbehavior. You cannot give up and you must believe that it is important to you to be a part of that student's life. It is the only way you will reach him/her.

When rebuffed, ridiculed, etc. by the student, you need to respond with, "I don't care that you are acting like this. I care about you anyway and I really want to know what's going on. I'm here to help." You need to reassure the student every day. Greet the student with a smile and ask about his/her day. Make an effort every day to try and get to know the student better so you understand what is going on underneath. After a while (and I don't mean a couple of days), the student will finally figure out that he/she isn't going to shake you and will begin to talk. Use those opportunities to talk to the student about class and what you can do to help.

Can the student help you? Is this person someone who has leadership potential? Oftentimes the ones with the most potential are the ones who fall the hardest into misbehavior if they are not guided and encouraged. Find out what the student likes and figure out how to bring those topics into lessons. Once the student begins to open up to you, bring your talks around to asking why the student behaves as he/she does during class. What can you do to help make class a place he/she wants to be? Don't just ask the questions - listen to the answers and try to address the issues raised. When the student sees you are interested in him/her as a person and listen to their opinions seriously, you will find yourself with an advocate within the classroom. That student who once gave you so much trouble will often become your best ally.

This is not always the case, but it happens quite often. The difference is in how you approach the student, how much you persevere, and how much of a relationship you build with the student. When the student sees that you truly care, you will begin to see a difference.

There is no quick fix to this kind of problem. I cannot tell you to use one magic strategy and make the problem go away. We are in the business of working with human beings who are independent. Each responds a different way to different strategies. However, I can tell you that by focusing on positives rather than negatives you have a much higher chance of getting the student to willingly change his/her behavior. Punishment will not work. It will only worsen the situation for you.

I highly recommend reading Jim Fay's book, "Teaching with Love and Logic." It is a wonderful book that I think you may find helpful.

I'm sorry there is no quick-fix for this type of situation, but I encourage you to develop a positive relationship with this student. It will not only help make your year of teaching better, but it will help your student become a better person as well!