How to Deal with a large out of control first grade class?!

Discussion in 'Behavior Management' started by SCTeacher23, Aug 23, 2010.

  1. SCTeacher23

    SCTeacher23 Comrade

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    Aug 23, 2010

    Last week was my first year teaching in a first grade classroom. I have 30 students. The class is completely chaotic - to the point where I can barely teach! I would say about half the kids are bad and have the kids are well behaved. The class gets so out of control all the time. Most of the kids DO get upset when I tell them they are misbehaving or I reprimand them, but still nothing works. For my behavior plan, each student starts with 3 froggies. When they misbehave, they lose a frog and they continue to lose their frogs. If they improve, they can earn back a frog. If they have a perfect week of 3 frogs, they can choose a prize from the prize box on Friday. Their parents also will get a record of how many frogs they had each day. I also have "Caught Being Good" Tickets that studenst get if they are behaving exceptionally well. I also have a class reward chart where they get a sticker on their chart if the class behaves well as a whole/does something good. I also have charts like that for each group - where if a group does well, they get a sticker for their group chart.

    Anyway - none of that works for a lot of the kids. It is literally anarchy half the day and if I take their frogs or implement any of my behavioral plans, they still are loud and crazy. Sometimes, if I move a child to another table/desk, they just walk right on back to their original seat. Many children just don't listen! If I pull a child out of line, they go right back into line! My P tells me that it's not my fault and it's just an out of control bunch.. but I can't even teach! He claims it will get better, but I don't know what to do. We can't get through ANY activities. Apparently, last year in Kindergarten, the teacher had no behavior management and it was pretty much a free for all.. so I think that is part of the issue. And that there are SO many of them! Anyway, it is really hard and miserable. I go home in tears and I almost want to cry AT school. Any advice at all???
     
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  3. TamiJ

    TamiJ Virtuoso

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    Aug 23, 2010

    One of the problems is that you have 30 of them. I only have 11 kids, and I could not imagine dealing with what you are dealing with. Can you demand an aid, so you can split them up and work with half of them or something? Or, request parent volunteers? As far as your system, have you tried things like points for extra recess time, or free time, or even "sit where you want"? I am really sorry you are having such a hard time, but it sounds like the real problem is that there are 30 students. Sorry that I can't really help.
     
  4. MrsC

    MrsC Multitudinous

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    Aug 23, 2010

    I have no experience with this grade level, but feel I need to at least offer some support. How long have you been in school? It sounds as though these little darlings need some time, and continued consistency to get used to the routines and behaviour expectations you have. Continue to reinforce your expectations, build in lots of opportunity for your students to move during the course of the day and things should improve given some time.
     
  5. SwOcean Gal

    SwOcean Gal Devotee

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    Aug 23, 2010

    When I was ST in first grade I started caught being good- but it meant I would write the names of those who were being on their best behavior up on the board for all to see- at the end of the week or sometimes two weeks I would let them pick a reward from my index cards (all free- no physical rewards) including lunch with the teacher- which mostly the entire group picked this was at the end of the year. (In K we had to earn hearts- five hearts to earn free time because the kids made our hearts go pitter patter!) Earlier in the year they need some expediency! I would write good notes home or make a good phone call home- those were some choices from my index cards. Some students at first needed to have a physical reminder if they were not being their best- so occasionally I would have a lose five minutes group on the bottom right. That meant they would lose five minutes of recess/whatever.
    I also had a kindness jar which all students could add to for whatever reason and we would work towards a class reward. Finally, I had a token system. Each student had 5 tokens with their numbers and each time I caught a student doing the right thing or I really needed to get the kids attention I would pull out my token bag and place a token in it for someone doing the right thing or I would call someone and tell them to place their token in the bag. Then when I needed a helper I would pull out of the bag. Sometimes it would be someone to sit in the author's chair or it would be someone to pick our music and movement activity or a brain break idea or a story whatever!
    I also had the rules written and posted- we referenced those daily. Some mornings we would start writing in our journals the rules and then they would write which rule they were going to work the hardest on that day and how they would do that.
    For consequences we rarely had students sit out from recess, but that was simply to complete work- it was not behavioral and it was only on days we had indoor recess- so they missed sitting in silence for an educational movie. If they were disruptive during circle they went to their seats to think about it- they got a 30 second think and then came back ready for group. Those who could not sit at circle sat on a mat to clearly define their space and were assigned seating.
     
  6. Unbeknownst

    Unbeknownst Cohort

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    Aug 23, 2010

    Consistency is the key.

    My 8th period class is your 1st period class, just older and 22 people instead of 30.

    I stuck to my guns. I told them what I was going to do, and then I did it. Over and over and over again.

    Finally they understood. I couldn't snuff out the talking completely (just the first day), but they were IN their seats, PAYING attention, and DOING what I asked.

    That's all I could ask of them.

    (As an aside, I kind of feel bad for these kids. I think all these kids were stuck in this class to get them out of the other classes. They have many more kids than the rest (22 rather than 10), and they are a completely different demographic makeup than the entire rest of the classes. All we can do is be the teacher that expects something out of them and create as much order as we can.)
     
  7. schoolteacher

    schoolteacher Habitué

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    Aug 23, 2010

    First I would recommend taking a look at your classroom set up. Are the students arranged in groups? If so, I would change them to rows, so that they are all facing front. This will cut down on distractions, and they will focus more on you than on each other.

    Next I would take a look at your behavior plan.

    You are focusing on misbehavior, which will in turn lead to more misbehavior. Try instead to focus on good behavior. Start out with 0 frogs, and when a student does well, they gain a frog. Because this is the beginning of the year, and because it is so chaotic, I would suggest using lots of frogs, rather than just three. Let students earn many frogs, because in this way they will have role models of good behavior to look at all day.

    Don't take frogs away, though. If someone misbehaves, give them a consequence but leave the frogs alone. The misbehaving student can continue to earn frogs and redeem themselves. In this way, your focus, and therefore their focus, will be on all of the good behavior they are witnessing.

    The fact that these chldren get upset when you tell them they are doing something wrong is a good thing. Your situation can be turned around, but you need to focus on what they are doing right. Also, give a narration of those who are doing the right thing. "Aniyah is sitting up, waiting quietly for the papers to be given out. Aniyah gets another frog."

    "Louis is facing front in line with his hands by his side, Xavier is right behind him waiting quietly." You can do this type of narration all day, pointing out all of the well behaved students.

    Students will respond to this type of behavior system, because it publicly acknowledges them for acting responsibly.

    Good luck!
     
  8. Loomistrout

    Loomistrout Devotee

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    Aug 25, 2010

    Forget the froggies, jars, and other token systems. They will not work because the kids do not take you seriously. They are testing to find out if you are, indeed, a teacher or a fake.

    Why is it kids will act one way for one teacher and completely different for another? A friend (first grade teacher) describes her class much like yours. She does the tokens, time-outs, revoking privileges, calling parents, office etc. At times, these work but temporarily. After a day or two it's business as usual. She exchanges her class (math/LA) with two other 1st teachers two hours a day. According to her aide (she travels with class) the class never acts up in Mrs. P's room (one of her colleagues). My friend attributes it to the notion Mrs. P must scare them to death (although she has never observed to find just exactly what Mrs. P is doing).

    The stereotype if you have good discipline you must be mean and not smile until Christmas is false. What research has shown is effective teachers - in terms of time on task and cooperation - are anything but drill sergeants. What they are able to do is convey to students they "mean business".

    If you are serious about classroom management and want to get discipline off your back get your hands on Fred Jones' Tools For Teaching. It has an underlying theme, "You will never control a room full of squirmy kids until, first, you learn to control yourself" - FJ.
     
  9. TennisPlayer

    TennisPlayer Cohort

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    Aug 25, 2010

    I agree about focusing on the good behavior and earning something special or at least praise. I've subbed in schools where I felt I was just doing behavior management most of the day. It took a long time to get a class of K kids to really hear me and sit down for instructions at a few different schools- they were all over the place like cats! Use a bell or something that they can hear when it's noisy and practice ringing it and getting their attention. Be calm and assertive!
     
  10. EMonkey

    EMonkey Connoisseur

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    Sep 3, 2010

    I also would recommend focusing on the positive behavior. I have used Tools for Teaching with first graders and it works well. You might also work on defining the behavior the children are using so they can define their own behavior. I also would agree with the adding and not taking away the earnings if you do an individual reward system also.
     
  11. cutNglue

    cutNglue Magnifico

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    Sep 3, 2010

    Also, you may want to really drill procedures, procedures, procedures. Adopt the word "friends" from the Kindergarten vocabulary. "Okay, Friends, we need to talk about how we line up. I know we can do it. Tom, come show us what the line leader should be doing. Suzy, let's join behind Tom. Notice how Suzy is looking towards the teacher and not talking? Fantastic, Suzy! You are showing excellent line behavior. See class. It's easy. This is exactly what I'm talking about. Okay, which Friend do I want to invite next? Arnold, you are being nice and quiet and I like respectful behavior. Can you join in behind Suzy?"

    Go through all your procedures like this and really practice, practice, practice. Explain why you have some of your procedures. It is worth it to take several days to do this instead of fighting it all year long. Go through everything including handwashing, bathroom, hallway, pencil sharpening, etc. Make games of it. "Okay, I like eyes on me when we are walking in the hall." Give them a buggy eye look and stare them down and make a game of it. "Yep, I knew you could do it." Play some games that require following directions and turn taking. Select a few Friends to demonstrate. Then elect another group to try. Do it with control and teaching. Don't let them all try any activity at once. It's about how we can show we understand what to do.
     
  12. cutNglue

    cutNglue Magnifico

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    Another thing I like to do is cheers. I pick a good job cheer for the day (I have cards that were given to me by a workshop) such as the "round of applause" and then when Suzy does something, Friends, let's give Suzy a Round of Applause for "insert a specific praise." The whole class gets in on the action and feels good because they are moving and nobody gets left out but Suzy gets the personal recommendation. Plus if the cheers are goofy, then sometimes they do the stuff just to get you to do the cheers. My class liked the snap crackle pop cheer (snap, rub your hands back and forth and then clap). If you can find some online, you can pick a new one each day.
     
  13. MichellesEdu

    MichellesEdu Rookie

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    Oct 12, 2010

    An overall "good" class is based on CLASSROOM MANAGEMENT. Many teachers believe that kids at a young age do not understand the idea of respect, however I strongly differ and think that if children are taught the importance of respecting teachers and each other, they will behave much better. Instead of scolding them for their bad behavior infront of their peers, it would be much more beneficial to take time from their lunch and recess to speak to them on an individual basis. A lot of kids act out so much more when they are reprimanded in front of their peers, so one one one time is a must. And cooperative learning is also essential. You could situate the positions of students by level of learning. You could put the misbehaved students in groups of those who are more behaved and learn in a faster pace. By throwing all the misbehaved students in one group is a recipe for disaster. Also, your doing great by actually communicating with parents. It might be beneficial to have parents of misbehaved students coming in from time to time to make it apparent to the particular student the effects of their behavior.
     
  14. TeacherApr

    TeacherApr Groupie

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    Oct 12, 2010

    I feel your pain. I currently have over 30 kids and my 1st grade coworkers are also dealing with 30+ at their level too.

    The one thing that I have found is that if you have the room to take the students out of groups then do so. Maybe even set mini goals for them as well. If they do x,y,and z they can get an extra recess or a 10 min "free" time.
     
  15. MichellesEdu

    MichellesEdu Rookie

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    Oct 13, 2010

    I think it is a great idea to actually have set goals for the students. Maybe post them on the board in the beginning of class and as each goal is achieved; put a check next to it. If these goals are not achieved, maybe instead of rewarding students, actually take awa from their recess.
     
  16. PowerTeacher

    PowerTeacher Comrade

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    Oct 13, 2010

    Check into Whole Brain Teaching. The classroom management component is solid, easy and fun to use, and integrated with some very effective teaching methods. All free by the way.
     
  17. miss_ali1984

    miss_ali1984 Companion

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    Oct 15, 2010

    I have the same situation, but with 22. Mine are still out of control, but less so because I wear them out.

    For example, if we are starting an activity and I say, "Quietly take out your scissors," then they start talking. I say, "Put your heads on your desks and put your scissors away." Then we talk about what happened and try it again. We do that AGAIN AND AGAIN until students can do it without a sound. You won't get to much content for a while, but eventually it'll be better.

    Also, be aware that there are tonesetters in your classroom. When they're crazy, the class is crazy too. If it gets bad enough, I take action with the tonesetter to show the class I mean business. Sometimes it's okay to call someone's mom in the middle of the day and have them talk to their daughter/son. When it gets to the point where you can't teach, something has to be done.

    That being said, you do have to have a great management system in place and STICK TO IT. Especially in large groups, students react negatively to any change.
     
  18. Momma C

    Momma C Comrade

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    Oct 15, 2010

    :love: Wow! My prayers go out to you. That's why I teach 8th grade. I have great admiration for those of you that teach the little ones. :wub: But even with half grown kids, I still have to go over, and over, and over the rules. Some days it seems all I do is review the rules. Listen to your A-Z coharts, sounds like good advice. :dizzy:
     
  19. massteacher

    massteacher Companion

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    Oct 15, 2010

    I feel your pain. We have 27 kids (in a co-teaching environment), so there are two of us in the classroom, which is extremely helpful. Whoever is not teaching, is assisting with the kids (well, one in particular). Ours are the worst during whole group instruction at the rug, during meeting etc. We have two children who are impulsive, and the minute one says something inappropriate, about half of the class is laughing and takes about 30 seconds to calm them back down..but it seemed like the constant interruptions, etc.

    We follow responsive classroom, and have a "take a break" chair, where the students go and think about why they had to go there and what they can do to fix it. They come back when their body feels calm.

    Also, we have the kids earn points, that don't really translate into anything. When they are all helping one another and engaged, they get a point. When they get crazy, we erase their point and put it on the teachers side.

    We started to get really strict last week because the kind reminders about talking out, 3 lessons on ignoring distractions, and the laughter were out of control. More time was spent on redirecting rather than teaching. It wasn't fair to the kids that are doing the right thing. We now give a child a break (and have set up each table to be a break spot..we have 7 areas in our class where the kids can sit), and they all have to sit in a spot where they are facing us. We made a chart of kids names, and tally how many times they are sent to break within a period. If it's more than 3 times, then they have to make a plan to talk to us during lunch or another time to practice the rules, since it seems they need help remembering. (They don't like that, and it usually only lasts a couple of minutes, unless they have several breaks). We feel like this will be good documentation too if we need to talk to parents.

    Now we are sending kids for breaks, (this means everyone) for any little peep that comes out of their mouth during instruction. We've had 8 kids in breaks at once, (but they are still able to look and are still engaged in the lesson). Our class has been much more in control, as we are nipping any little thing in the bud now. Now they are calm and we can actually do the fun things without them getting out of control, whereas before we couldn't even try it because they would get silly the minute we would start and we would have to stop after multiple attempts at calming them down. About half of the class at least has been in take a break at least once. That is how strict we're being about it, so they know that we are serious about what we expect from them during instruction. This is how it works:

    1 break: The child can choose when to come back to carpet
    Break #2: Teacher needs to meet with student to discuss behavior and make a plan of what they can do better
    Break #3: Now they need to make a plan with teacher during snack/lunch/free time to practice the rules

    We tried the ignoring, we tried saying we will pick on friends with hands raised, we positive encouraged each child any time that we saw them doing the right thing..and spend a lot of time telling them to work together. Our problem was the energy in our room, and the kids really feed off of eachother's energy. We have about two that are impulsive that are constantly trying to be a class clown and trying to get the kids attention, and 8 kids that can get swayed over to the edge. Anyway, long story short, this system seems to be working well now, and the kids seem happy, and we're happy. They got about 8 points today for working as a group, and also had extra time left over so we were able to play a fun game.

    Ok, I'll stop now. Good luck! :haha:
     
  20. Em_Catz

    Em_Catz Devotee

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    Nov 5, 2010

    :yeahthat:

    Great idea Tami. To piggy back off the idea of getting some help, we get a letter each year from the local university asking if any of the teachers are willing to take on a student teacher to assist with their class and get credits. If you can't get any other volunteers, that might be a good suggestion because even if the university student is not as experienced, it really helps to have two pairs of eyes, especially with so many students.

    i'm sorry i cant be more helpful other than to extend my support and empathy because I have had an awful class like this that made me want to cry on a daily basis and even when i got on the phone to call their parents, they would keep acting up and yelling and hollaring
     
  21. Super2ndGrade

    Super2ndGrade Rookie

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    Dec 17, 2010

    It must be a combination of the careless kinder teacher and the large class. My classes are smaller, the most about 20 kids. Like the earlier poster said, request aid or parent help. I'm sorry I can't be much of a help!


    Nothing is hard. It is challenging.
    -my 3rd grade teacher:)
     

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