Classroom Management HELP

Discussion in 'General Education' started by Ms.Holyoke, Aug 29, 2018.

  1. Ms.Holyoke

    Ms.Holyoke Connoisseur

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    I need some advice about using manipulatives in the classroom. I am required to use fraction tiles to teach fraction division next week and I am freaking out!! I have no idea how to handle this with my difficult class! I was talking about this to the English teacher on Friday (who also switched from groups to rows because of the same group) and he wasn't sure either.

    The math coach is modeling the lesson for me with my higher class of 26 students. I wish she could come in to my larger morning classes but she is unable to. I am really grateful that I get to see the lesson modeled once so I can teach it to my morning classes the next day.

    I am just concerned because every single person needs a set of fraction tiles. That's a lot of materials and I know they will end up falling on the floor, causing chaos. I also remember that the last time I gave markers to the kids, a few kids threw them around the room. The class has gotten better managed since then, however, they are still not as well behaved as my other classes. My mentor said that sometimes the classes like my tough one actually end up doing a great job with fraction tiles.

    My questions are:
    -How do I pass out the fraction tiles to all of the students? Should I call one person up to distribute them to the row?
    -How do I handle kids throwing things? My plan might just be to observe/watch and give the kids a fraction tiles printout if they throw things (where they have to draw it out by hand.) That's what my mentor suggested too. The problem is that if I'm working with kids, they might throw the ties without me seeing.
    -My mentor suggested that I also teach the "hands off" procedure so their hands need to be off their tiles when I say "hands off."

    I was talking to the science teacher who has most of the kids in this class at the end of the day. She has been giving detentions to almost the same offenders that I have for talking during class. I gave one girl a final warning at the end of class Friday and said that her only two options right now are detention and a phone call home or doing better on Tuesday. The behavior isn't terrible but it's unacceptable that I have to stop more than twice a class because the same girl is talking. I think this "scared" her enough and most of the other kids are at least doing better behaviorally in that class. I'm a little frustrated because I feel like I am constantly "yelling" at this class. I obviously don't yell, but it's constantly saying "We aren't meeting my expectation, we will try that again" over and over again. The english teacher told me that it is similar in his class. We switch groups so my first group is really well behaved for me and not for him. His first group (my tough class) is better for him (but still not great) and tough for me. Everyone tells me that the second class of the day is always the worst behaviorally.
     
  2. TrademarkTer

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    I would probably make the ENTIRE CLASS draw out the first one by hand so they can see how terrible it is. Then give out the tiles, and tell them they're doing it by hand if they cant handle the tiles.
     
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  3. LouiseB

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    You are just going to have to do this "yelling" with this group until they shape up. They know that your attention is off of them especially when there is a large group! I would give everyone the tiles with the expectation that they follow directions and rules of the classroom. Do not tell them not to throw tiles because now they realize that you don't want them to throw tiles! Anyway, I would tell them that as 6th graders they are well aware of how to handle manipulatives with a reminder that they have been in school for 6 years or more and this should not be new to them. Then have your container ready to pull their tiles and you put in the box. Hand them some boring worksheet to do. You do this for a couple kids and they will step it up. Also even though this should be the teacher, I would ask someone who is in the know to help a student. Be vigilant in that the partnership will work. This way you can continue to monitor the off task students. I know that this stinks because as teachers we want to help those who need the help but you really need to get the discipline under control.

    I would watch how the mentor teaches with tiles and pick some particular things that she did that really made a lot of sense to use in this rough section.

    I like the "Hands Off" when given. Again, if a student isn't following directions, then away go the tiles!

    Now admin is saying that you need to use manipulatives and you are giving students opportunities to do so. The students just aren't following directions.

    You may get a group who think it is "funny" to not follow directions during this instruction but then use that detention that you have! Call home to parents. Even if parents do not respond, document this so that you can say you tried. This is especially true if admin gets involved.
     
  4. LouiseB

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    I like the idea that Tex had. Then when you pull tiles away, they will know how awful it can be!
     
  5. Ms.Holyoke

    Ms.Holyoke Connoisseur

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    ^
    I think that would take the whole class too long and be a waste of instructional time because I honestly believe that most kids would not throw them. My math coach also says she does "fraction tile norms" and she tells all of the classes not to throw them, etc. so I'll probably tell them that and take them away permanently (for the whole unit) if I see anyone throwing them or not taking their hands off when I ask. I need to figure out how to pass them out though. I could just call one person up from each row to get tiles (so that would be 8 groups total) but I also have no empty desks or anything to stack the tiles before the day starts.

    My admin has been supportive so far. I wrote up behaviors for a few kids that were talking and didn't listen to redirections. I wrote up one kid twice for disrespect because he told me "he didn't know why I gave him a damn detention." My VP came to my room to talk about it and said that with my class size, it doesn't make sense to try stations/differentiation and that my coach should come in to co-teach occasionally. I also gave her 3 names of very low kids and she will try to get them intervention. It probably won't happen but at least I documented that I asked for help for these 3 kids. My VP also talked to all of the kids I wrote up, even though I checked off that I don't need admin action and the report is for documentation only. I have heard mixed things about our admin but I've had a good experience so far with them (especially compared to the school that I student taught at).

    I will say that the good thing about the fraction tiles and being required to use them is that my math coach has lessons already planned and I don't have to plan the one she is modeling. :)
     
    Last edited: Oct 7, 2018
  6. LouiseB

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    I'm not sure what you mean by "taking too long". What would take time? Honestly no one can expect you to teach without some order in the classroom. I hate to say this but you can only teach those who want to learn. The others have excuses and I really don't mean forget about them but I can tell that those few students are taking ALL your time. It is time away from those who are doing what they need to do! Yes, you need to do something about behavior but don't let them consume you. Think about the kids that are doing the right thing!

    As for passing tiles out, use some type of boxes, even shoe boxes if you don't have anything else. Put what tiles are needed and have kids pass them out. I have no idea if these are sets or what. Even use zip lock bags to organize. Whatever you have that would make passing them out and picking up easier.

    Maybe you will get some help from the mentor for this class period! That will be good.

    Documentation goes a long way for admin. Keep doing that. You just have a very large class. There is no way to be everywhere and be everything to everybody. Just keep doing the best you can. Is there anyway to have a smaller class size? You said the other was 10 students less and that is a higher functioning class.
     
  7. Ms.Holyoke

    Ms.Holyoke Connoisseur

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    ^
    I meant having everyone draw out fraction tiles would take too long. I might just give a print out to kids who can't handle the tiles. The tiles come in a tray for every kid so I could have one kid come up to get tiles for their row or something.

    My school tracks extensively (for EVERY subject) so while I teach all of the same level, my last class is smaller and has higher students. They're in lower level math but honors English/Science and they're a much higher group. It makes no sense but that's the way my school is.

    I agree that I can only teach those who want to learn. But there are kids taking away from the learning of others and it has gotten better and I hope that it will continue to improve. My mentor said that this will always be a class where I have to be on them all the time. The science teacher told me that she is planning a different activity for this group next week...I'm glad it is not just me!
     
    Last edited: Oct 7, 2018
  8. heatherberm

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    My first year of teaching I had a group who I *dreaded* using science experiment materials with so I feel your pain. I agree with most of the advice you've gotten so far - be very clear with the expectations, clearly teach some kind of "hands on/hands off" prompt, explain that students who can't follow the expectations will use paper tiles instead, and then follow through with taking the tiles from those who can't meet the expectations. Having a good alternative (paper) for those who can't use the real thing is a bonus so definitely don't be afraid to go that route if/when needed. I personally think you have to give them the opportunity to prove the can handle it though, especially for those kids who won't be a problem.
     
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  9. Ms.Holyoke

    Ms.Holyoke Connoisseur

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    I agree that I need to let them prove that they can handle it. The class has gotten better (because I've been more strict) so I'm hoping they'll surprise me!
     
  10. Loomistrout

    Loomistrout Devotee

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    Canceled
     
    Last edited: Oct 8, 2018
  11. otterpop

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    How did it go?
     
  12. Ms.Holyoke

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    The fraction tiles lesson is on Friday for them. Today was average. It’s still not as good as my other classes + I need to keep reminding them, waiting, etc. It feels like I am always yelling at them. It’s getting ridiculous at this point. I’m refusing to slow down or waste time anymore though so we are on track with pacing at least. It is still better than a few weeks ago.

    I would say that transitions are the worst. Like if I erase the board, they start talking. If I’m passing out papers, it starts again. Obviously some talking is fine but it shouldn’t get so loud!! I’m trying to minimize any down time but sometimes it’s tough. The other challenge is classwork because they can get off track...we’ll see how tomorrow goes.
     
    Last edited: Oct 9, 2018
  13. LouiseB

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    It is just going to be this way unless you are able to just stop all talking. This group just can't handle any unstructured time, even erasing the board. Maybe you could add time after school for all the time they waste. I know you can only stay certain days or kids can only stay certain days but I believe this won't stop until there are some consequences. The consequences have to be something that the kids won't like. Good luck!
     
  14. Ms.Holyoke

    Ms.Holyoke Connoisseur

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    I did give two detentions today for repeated talking and laughing. I need to start keeping track of names on a sticky note again because I got away from it.

    I'm a little frustrated because there is a sped teacher at my school who I think disapproves of giving detentions. She was saying that she likes to do positive rewards, ex. "If you don't laugh/talk in class for the whole day, you'll get school $$." I would love to do that...however, I can't find any time to talk to kids individually. Even in the beginning of class, I have all of the kids trying to ask me questions and I don't answer any because I have to watch them to make sure they are working on the Do Now silently. They are such a needy group. I think sped is different because there might be more extreme behaviors but handling them is obviously different in a smaller setting compared to a larger setting. The science teacher teaches all of the same kids as me (except a few less kids) and she gives detentions for talking too. We were talking about how some of the same kids were racking up detentions with her too. It is ridiculous... Her class is still probably better managed than mine because she's very strict and she has a lot more experience.

    I don't know how to have no unstructured time. Even now, I pass out handouts during the Do Now, have responsible kids pass back work, etc. but how can they not handle erasing the board?! Like obviously there can be some talking but there shouldn't be so much that I have to talk loudly to get their attention. I wonder if I need to explicitly say "when I'm erasing the board, how loud should it be?"

    It's interesting because I don't think these kids particularly dislike me. Obviously, I could do better on the relationship building but I had to watch their science class for a few minutes in the afternoon while the teacher was fixing the copier. They were all asking how my day was, etc. and I of course had to remind them to work on the Do Now silently for the second time today. LOL

    It is interesting that my first period class gives me very little trouble but they are tough for 2 other teachers. It definitely has to do with time of day.
     
    Last edited: Oct 9, 2018
  15. TrademarkTer

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    This is going to sound like a bizarre suggestion, but I'd probably get rid of Do Nows.

    I've mostly gotten rid of them unless I have something really important I want them to do.

    The kids need a little downtime between classes to chat. Particularly in middle school. Let them socialize a little bit until the bell rings. Once the bell rings, then it's down to business. Maybe they can get some of it out of their system between classes.
     
  16. LouiseB

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    I was thinking that maybe a reward for working would be some down/talking time at the end of the period. Yes, I know we need to teach bell to bell but maybe the talk time could be a reward (positive.)
     
  17. Ms.Holyoke

    Ms.Holyoke Connoisseur

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    I wish but we are not even allowed to dismiss before the bell. They are required to be working until the bell and admin walks through a lot...so I would get in trouble. :(

    I think that it part of the issue. These poor kids take 7 classes a day and they have 70 minute math/ela back to back. So they're coming to me after 70 minutes of English. They're still in 6th grade but they get no recess or anything. Some of the kiddos don't even have gym this semester. It is a lot for them coming from elementary school which I think is part of the reason. :( Even if the reward is a game, it has to be standards based.
     
  18. Ms.Holyoke

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    I don't even expect the kids to come in and start their Do Now. In all of my classes, I have 5 kids that start right away, but I usually get their attention, go over the agenda, announcements, and then have them start their Do Now. They do have a few minutes to socialize and chat which is fine by me. It's really good for review and I use the time to pass papers back, pass out any handouts, check hw (if any) and take attendance. The Do Now is actually one thing that is going pretty well in this class. I'm still not sure if everyone is actually doing it though but I think most are.
     
    Last edited: Oct 9, 2018
  19. ms.irene

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    This is not your fault, but I think it is so sad to think that this is what school has become. Sixth graders are still children....they need to play and use their bodies. I wonder if, once you have things under control, you could incorporate some games using movement or even throwing something (not at another student, obviously). I have had kinesthetic classes that loved trashketball as a review game.
     
  20. Ms.Holyoke

    Ms.Holyoke Connoisseur

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    Agreed---it is crazy. I actually really want to do fun activities like stations and games but I'm worried that they won't be able to handle it. I feel like at least now the class has gotten more under control compared to when I first posted about this class.

    Today was better. We worked on quiz review and we are finally able to have a silent Do Now after I remind them once. (I ask them to start silently, they talk, and then we try again which works..) Kids were also well behaved during the quiz.

    I am having difficulties with one student in particular. He is demonstrating a lot of work avoidance (asking to go to the bathroom as soon as he comes in, etc.) and other kids understandably don't want to work with him. He is low however he doesn't even do things like copy notes from the board. His mother apparently thinks he is a genius and is not being challenged enough. He is supposed to come to extra help Wednesdays but he doesn't come.

    Anyways, today he and another boy were repeatedly talking during the test, laughing, and turning around. He didn't get his Do Now binder out when asked, etc. and redirections did not help him. I was glad that the rest of the class did not get off track because of their behavior but it was still ridiculous. I'm 100% sure it was because of work avoidance/not knowing how to do the test. I wrote up a behavior report for it.
     
  21. Ms.Holyoke

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    Also, my math coach is modeling a lesson for me tomorrow with my high group of kids. I'm glad to see her modeling the lesson, but she disapproves of me putting the kids into rows from groups even though I have them turn around to work with a group almost every.single.day. My team teacher also moved his desks into rows because the talking was just way too much. I feel like the focus has improved for all of my classes when I'm teaching a lesson or we are having a group discussion. (For all of my classes except my tough one.) I also feel like sometimes working with a partner is beneficial too because no one ends up getting "lost." She was talking about how I shouldn't punish my classes who can work in groups just because one class can't. But I also can't have kids move the desks because that would waste time. So am I supposed to do it in the 3 minutes between classes?? And she said that even for the class who can't work in groups, there still might be some kids who benefit from groups. However, we were wasting so much time in groups because of behavior. My mentor agreed when she observed me that groups would not work for my tough class. At the school I student taught at, the instructional coach modeled one strategy that my mentor could use which was really nice.

    So anyways, tomorrow before she models the lesson, I have to move ALL of the desks into groups and make new seats on sticky notes for the kids. I feel like the point of modeling a lesson should be modeling a lesson that I would do in my classroom, not a lesson that I wouldn't be able to do in my classes!
     
    Last edited: Oct 10, 2018
  22. TrademarkTer

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    That math coach sounds like a piece of work I'lll tell ya what. And how convenient for her that she's teaching your high class, rahter than your troublesome class. To be honest I'd probably be hesitant to keep seeking help from her given how judgmental she seems.
     
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  23. Ms.Holyoke

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    I really wanted her to come and help me with my tough class but she has meetings then. My vice principal also suggested that she come model stations for me so we can each take one group but I haven't heard anything from her about it. I think she would have modeled for my tough class if she could so it sucks that she wasn't available.
     
  24. Ms.Holyoke

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    ^
    That class was horrible today. I need to move seats again. Anyone who sits near the back misbehaves and I have a lot of good kids who need to sit near the front to see the board. My math coach modeled the lesson which was good to see but I don’t know how the tiles will go for my tough class. I know I have to be more strict with them but everything is tough for them. All of these kids have detentions with other teachers so some of them haven’t even been able to come to mine. It is ridiculous. My coach basically told me that if first grade teachers can handle 33 kids using manipulatives, then I should be able to do manipulatives and stations with them.

    I literally cried the whole way home. I’m really tired and this class is making me hate my job. I have thought of quitting so many times today...

    Today I had kids literally shredding paper and leaving a mess. Talking and laughing when I’m teaching, etc.
     
    Last edited: Oct 11, 2018
  25. LouiseB

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    As someone else said, I think you should be asking someone else for help. I think your math coach is unrealistic! She is making you feel worse when things are going in the right direction. Does she even realize that you are a new teacher?

    It appears that your vice principal seems the most supportive. Maybe talk with them more?
     
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  26. Ms.Holyoke

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    ^
    I might be at the point where I am referring repeated behaviors to them. On the behavior form, I have been just documenting and not requesting action. I can ask her to meet again to talk about the class or ask her to observe and give me feedback. The issue is that the kids are really good when admin is in the classroom so it's not an authentic picture.

    I told my math coach that I am a new teacher but she kept saying that inclusion classes have worse behaviors than I am dealing with and that elementary teachers do stations/groups with my class size. My mentor told me that she thinks I should keep them in paired rows.
     
  27. otterpop

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    I'm so sorry.

    Don't give up! You will get through it, even if it is the hardest thing you've ever done. It will get easier. It won't get easy, but it will get easier as you learn what works for you. Keep trying. Target one area for improvement at a time. You mention shredding paper. Maybe that's a good place to start? Deal with one problem, get a hold on it, then move on to the next. Don't tackle everything at once! That's a direct route to burnout.
     
  28. heatherberm

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    Don't be afraid to ignore your math coach on certain things either. It is *really* hard to do, especially as a brand new teacher, but you're the one in the class every day. Be open to suggestions, of course, but if you know groups instead of rows are going to be an issue, don't be afraid to stick to your guns.
     
  29. Ms.Holyoke

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    Thank you. :) I decided to take a night off from doing work today which was nice.

    For the paper, I am going to write down names of people with paper around their desks during the exit ticket and make them stay until they clean everything up. Hopefully, they will get tired of this after a few days.
     
  30. Ms.Holyoke

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    Thanks...I just feel like I need to get classroom management under control before I think about the content and my other kids do work in groups by turning their chairs around! It was frustrating that I needed to move the desks just for her lesson and move them back & to be told that 1st grade teachers do stations, etc. I think I am just going to stick with what I think is best and hope for the best. I need to be more strict with detentions still. The science teacher is very strict and it works for her.
     
  31. rpan

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    Classroom management is really the key to effective pedagogy so I agree with other posters that you should ignore the instructions that don’t work for you and keep working on maintaining strong classroom management. The math coach does not know your students like you do so really any advice that comes from her or anyone is a generalisation and you need to take the advice that will work and ignore the advice that won’t.
    I think something that may help you is to observe this class with another teacher, possibly the science teacher, since you say she has this class under control. Chat with your vp and if you need cover for one of your classes so that you can go observe, then it’s something that she can arrange to help you out.
     
  32. Ms.Holyoke

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    Thank you all for the advice and the support!

    I liked the idea of focusing on one thing at a time. Today, my focus was the paper shredding. I told the kids that I would do “desk checks” during the exit ticket and student with desks with paper around them would be required to sweep after class. My two kids notorious for paper balls didn’t shred paper and my room was clean after. I had one paper balls and the kids told on the student and she picked it up.

    On Monday, my focus will be how they enter the class(which has been getting worse and worse). I’m fine with them talking but they should get right to their seat imo. We have a new seating chart so I’ll have them line up and find their seat right away. I’ll also remind them of the desk checks as well.

    The fraction tiles did’t go badly. I modeled how to carry them and I had the four good kids carry them. It was actually a lesson that the low kids could actually do which was good and no one threw the tiles. I even let them “explore” for 2 minutes (play with them) and that worked well and no one threw anything. However, I had a few kids absent which likely made a difference.

    The kids did lose focus around 50 minutes so we need to work on staying focused and getting our work done.
     
    Last edited: Oct 12, 2018
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  33. Ms.Holyoke

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    So my plan for Monday is to have the kids line up and give them a copy of the new seating chart. The English teacher prints seating charts for them with the widows and front of the room labeled and the kids were able to find their seats. I might let them in two at a time and wait for the kids to find their seat. Does this work?

    I'm honestly considering having them line up every day. Technically, we are not supposed to but the kids have been entering the room worse recently. This has not been an issue until now but they are not walking right to their seat, etc.
     
  34. rpan

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    Oct 13, 2018

    Lining up is not a battle I personally would pick. If they don’t want to line up quickly, then it’s a battle you have to fight before the lesson even begins. If kids start the lesson off on a bad note, then sometimes, they care less about their behaviour. “I’m already I’m trouble, so I don’t care if I get into more trouble”.
    Give the kids a copy of the seating plan as they come into the class, and tell them, as you are giving them the seating plan, that they need to be seated by the end of the timer. (Have a timer on the board visible). Do this the first day, then on subsequent days, just put the timer on and let them come in on their own, but knowing they have to be seated before the end of the timer.

    Having a difficult class stay focussed for 50 mins is actually a really good thing and not easily achieved. This could be about the time you give them a “break”. You should acknowledge their effort and give them every chance of success (for good behaviour) by rewarding them before things start to go south. Because then if they get in trouble on the 55th minute, then it’s like their 50mins of hard work came to naught and it wasn’t good enough to please you. If they think nothing pleases you, then they won’t even bother. But giving them a reward just before they are about to lose it, 1)acknowledges their efforts 2)builds relationships because they see you rewarding for good behaviour and consequences for bad behaviour 3)gives them a mental break that helps with focussing for the next part of the lesson. They are kids and there is a limit to their focus, especially if they are not used to being “good” and on task for that length of time. It could be 5 mins of stay in your seat but otherwise “free time” to chat, it could be 5 minutes of putting their heads down on the table for a “nap”, it could be kahoots, it could be solving a riddle, 5 mins of a video/movie, having a lucky dip reward, or something that feels like a reward.
     
  35. Ms.Holyoke

    Ms.Holyoke Connoisseur

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    Oct 13, 2018

    ^^
    Hmm...I like the idea of a timer. I wonder if I can shrink one and put it on the SmartBoard in addition to the Do Now. I could just give them a seating chart as they walk in. You're right that getting them in a line would be annoying!

    I do want to give them a break but admin is very strict about teaching bell to bell and they walk through a lot. I heard of one teacher who got a bad evaluation because she had her kids clean up too early and she had 2 minutes left and no exit ticket. So if admin is walking through while they are doing a riddle or having free time, they wouldn't like that. I wonder if I can think of a standards based "game" that would take 5 minutes. When we had a few extra minutes, I put exponents to evaluate on the board and called on kids quickly. It was really high engagement because I had tons of hands up. (9^0, 100^0, 45.6^0, and then I "tricked" them with 45.6^1, etc.). Pacing wise, we are finally in a place where this class is not losing much time and is on track with my other class. I literally have no time though because our district test is in 1.5 weeks and I have so much to cover (with all of my classes) before them. I am teaching something new every day.
     
    Last edited: Oct 13, 2018
  36. rpan

    rpan Cohort

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    You could play “round the world” with times tables. Students need to know timestables for division and fractions so it is standards related. This takes about 5mins, is super fun and this break will be productive in the long run because the kids are more productive because they have had their short mental break.

    Google PowerPoint timers and you can use that for your do now.
     
  37. LouiseB

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    Oct 13, 2018

    We are to teach bell to bell but really how much teaching is going on when kids aren't focused? With large classes and such restrictions, I'm not surprised kids are acting as they are. As rpan said, they are kids! And 6th grade at that!

    Be sure to take a mental break this weekend and unwind! Take some time for yourself.
     
  38. Ms.Holyoke

    Ms.Holyoke Connoisseur

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    ^
    So my mentor actually plays around the world with multiplication but she said that admin might not like it because it's not "standards based." Most of the teachers in my school think the expectation is ridiculous because not everything will be standards based & we would start a new lesson with 5 minutes left! I had a bin for math challenges but they were fun (things like math puzzles, etc.) for kids who finish quizzes early and my mentor told me that admin may not like that!
     
  39. Ms.Holyoke

    Ms.Holyoke Connoisseur

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    Yes I will!! :)

    It is ridiculous to me that they don't even have a recess!!

    Any other ideas for 5 min games I can play at the end of class? How does around the world work?
     
  40. rpan

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    Select a student at random and they stand up behind another student who is seated. You ask a question e.g. what’s 5 x 6 or what’s 30 divided by 5 and only the kid standing or the kid who is seated in front of the kid standing can answer. If the kid standing answers correctly first then he moves on to the next kid seated and then you ask another question. If the kid who is seated answers correctly first then he replaces the kid standing. So the kid who is standing becomes seated while the kid who was seated now gets to go around the world. The kid who makes it to the beginning wins. It’s fun as long as the questions are quick fire and most of the kids can answer. You could also throw in some fun questions in between the “educational” questions (so that every kid has a chance and not just the smart kids win all the time) e.g. which day comes after Saturday or what colour do you get when you mix blue and red or the New England football team are called the ? .

    You could also play mystery number. You have a mystery number from 0 to 100. They have to figure out what that number is by asking you only 2 types of questions, one alternating with another. Is the mystery number divisible by x followed by is the mystery number bigger/smaller than y. And you can only answer yes or no. Give them a play card that has the numbers 0 to 100 so they can cancel out the numbers that cannot be the mystery number, until someone can figure out what it is.

    If admin questions you, just give the reasons about productivity, about how it is standards based because times tables are crucial, about how it’s important for students to be engaged for learning to occur, about how young minds do need a mental break etc. They are valid reasons. And if you are keeping up with the pacing then there’s really no reason not to?
     
    Last edited: Oct 13, 2018

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