Hi all. I need some help. My third period class is not going well. There are a variety of levels of students in there from newcomers to people who placed out on their exam. I currently tier my activities and give students highly differentiated instruction. Some of the problems I notice are thus: lack of consistency. Sometimes I'm not as quick as I should be in dealing with behavior problems. I've stepped that up a lot, but now it just gets the kids mad when I talk to them about a problem. People are off-task a lot. They don't focus, they don't understand, no matter what I give them they say it is too easy.... I know why they don't focus. I need to keep them more on task and get to know a little bit more about them. I haven't connected with all of them as well as I would like. Here are some of the ideas I have implemented to fix these problems: Giving the class tallies. One tally represents one minute that they have to give back to me and stay in class for on Friday. This failed because I had no help from anyone in rounding up my class for a Friday tally session, since I teach them third period and lunch is period seven. By then, some of the chronic troublemakers, who do have permission to leave school for lunch, had left and were "in hiding." I gave them points toward minutes of free time that they could potentially earn on Friday. However, they didn't make it through the week before I had to take the free time from them. Plus, they were loud, and got disciplined by the dean before the period was over. The downside to that idea is that the class was too loud, so it didn't carry over to the next week, because I didn't want to get scolded by the dean again. I have been sending some of my chronic troublemakers out. The dean came back with one of them today and said that I can't send them out because there is no one in the alternate setting room to take them. They got put back into my class and then I got in trouble for it. I also called about 9 people's homes yesterday. Then, I came in today and differentiated my lessons to teach newcomers nouns, intermediate students conclusion sentences, and advanced students who placed out continued writing the essay. I put all of the work in a basket, read the names of the people who were to get each level of work, and then handed out the work to them. My goal is to have them walk up to the basket and get their work when I call their name. Do you guys have any suggestions? I am not quite at my wit's end, but I really want to make sure this works. I'd also like to have less anxiety. My anxiety is at the point where I don't know how much longer I'll be able to handle it, honestly.