I am a new Specials teacher and I have K-5 coming into my class and my biggest concern is how to keep them in check, so I can teach my lessons. These are my ideas and tell me what you all think about them. k-2: Best student of the day (maybe pick 2 kids) and they can get something out of my treasure box. 3-5: Rewards system, where if class A gets 20 points by the end of the week, I will reward them with IDK (I was thinking ice cream or chips) I know not all kids from 3-5 may care about the rewards but I want to know a good way to handle the kids that are disrespectful, so my class can run smoothly without interruptions. I just want things to go well and not having to discipline more than teaching. Any ideas?
Grades 3-5 should be able to hold it together for a specials period without a reward, IMO instead, you might consider clear guidelines and expectations with consequences for misbehavior. You didn't say what special area you teach, but a first offense might result in sitting out (PE), alternate work (art, music) phone calls home for multiple offenses.
Czacza's advice is solid. I'd try no rewards at first. If you need one, I'd actually think that the system you have for K-2 would work well for 3-5 too. I know my kids would feel proud if they won something, even if it was just a dollar store pencil or eraser. You could also have them work towards something you'd like to give them anyways - free recess once a quarter for 20 minutes, free art time, educational show, etc.
It would science and its 30 minutes for each class so, I don't think I have any control over recess, maybe field trips and dances. And as far as clear guidelines and consequences, I always have trouble with this, could you give me an example of guidelines and appropriate consequences? Would strike one be I'll talk to your teacher and let them decide the consequence, strike two??? that is where I get confused with the consequences with the older kids.
Time out away from the group works just as well for any kids in the K-4 group (can't speak for 5). An email or phone call home is also effective. As a general ed teacher, I'd rather not have a specials teacher have me decide on a consequence. It takes authority away from you, IMO.
Would putting a 3rd-5th grader like you said away from the group, maybe have them sit by themselves and work on their own or have them write me a paper on the topic we are discussing in class? Is that fair or too extreme?
I have seen specials teachers do rewards in the manner that was talked about above. Since you are science, maybe take a big word from the unit you are teaching for the term for example like Earth Science or Planets, have the kids earn a letter per class period based upon their behavior in order to work towards doing a fun activity at the end of the unit that relates to the unit being study. That way you've covered skills and completed a fun activity that might take extra planning and help. In my experience (I've taught K-3) when a specials teacher is having problems with my class, they might talk with me in regards to who is having the major problems. I will address those students individually and remind them of proper expectations, but I always allow the specials teacher to have ultimate authority in their room. I typically offer the teacher the student's parent's email or remind them that if the behavior is extreme that a referral can be written. Yes, removing the child from the group and doing an alternative (maybe not as fun) activity is an option that I think works for K-3. Kids need to know expectations and they need to know that the adult is going to follow when those expectations are not met.
As a classroom teacher, I never wanted to hear from a specials teacher about behavior problems... I was already aware of the the students who had regular issues, and I didn't see issues that occurred during their class as mine to deal with. If it happened in specials class, the specials teacher got to deal with it. I managed the behavior in my classroom, and they managed the behavior in theirs. Of course, I appreciated hearing about unusual circumstances and was willing to work as a team to solve problems, but I didn't want to be bothered with those issues that were routine, and I most definitely didn't want to be the one to take the lead in dealing with an issue when I wasn't there to observe it. I agree that you don't need rewards. If you go that route, you'll be pretty tired of spending money on treats and taking away instructional time in order to celebrate.
The music teachers usually have a collection of laminated musical note cut-outs, and gives them out at the end of the period (just before they walk out the door) if they have been cooperative. If they earn some number (I don't know, maybe 8 notes bc that's an octave?) of notes, the next time they meet they play a musical game like limbo or freeze dance. The art teacher uses cutout paint "splotches" in a similar way, but I am not sure what their reward is. If you are the science specials teacher (I think you mentioned that), yours could be a frog or a plant, etc. Hth!
Thanks for your advice everyone! I think I'm going to use what Dr. Gator talked about. Plus I'll keep the rewards for the younger kids and think of something fun for 3-5 grade to do at the end of the week. However I need to keep it educational because I am a 1st year teacher and don't want to disappoint my principal. Now I must look up fun activities for older kids.
