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CO-OPERATIVE DISCIPLINE
STRATEGIES for SUCCESS ..focus on learning
   SIGNIFICANT "7"
1. Strong perceptions of personal capabilities." I am capable."
2. Strong perception of significance in primary relationships. "I contribute in meaningful ways and I am genuinely needed ."
3. Stong perception of personal power of influence over life." I can influence what happens to me."
4. Strong intra-personal skills. The abiluty to understand personal emotions , to use that understanding to develop self-discipline and self-control , and learn from experiences.
5. Strong interpersonal skills. The ability to work with others and develop friendships through comunicating , cooperating, negotiating , sharing , empathizing , and listening.
6. Strong systemic skills . The ability to respond to the limits and consequences of everyday life with responsibility , adaptability , flexibility , and integrity .
7. Strong judgmental skills . The ability to use wisdom and to evaluate according to appropriate values.
CLASSROOM MANAGEMENT STYLES

Hands on
Hands off
Hands
Joined
Limits without freedom
Powerless
Influence
Teacher in
charge
No one in charge
All in charge of own behavior
No choices
Too many choices
Structured choices
Command and demand
Wish and hope
Invite and encourage
Demand obedience
Invite irresponsibility
Foster responsibility
Little respect for students
Little respect for teachers
Mutual respect
Teacher-student: Climate tense and fearful
Climate unstable and chaotic
Climate orderly and relaxed
Result: defiance and hostility
Confusion and chaos
Cooperation and collaborate

THE CODE of CONDUCT
   I will complete my task/ assignment
   I will respect others.
   I will prepare for learning
   I will maintain a safe school
   I will not prevent the teacher from teaching
   I will not prevent students from learning

THE THREE C'S of ENCOURAGEMENT
CAPABLE
CONNECTED
CONTRIBUTING

HELPING STUDENTS FEEL CAPABLE..................
CONFIDENCE BUILDERS
   Focus on improvement
   Notice contributions
   Build on strengths
   Acknowdede a task's difficulty
   Set time limits on tasks
   Show faith in students
ACKNOWLEDGE ACHIEVEMENT
   Applause
   Clapping and standing ovations
   Stars and stickers
   Awards and assemblies
   Exhibits
LEARNING IS TANGIBLE
   "I can" cans
   Albums and portfolios
   Checklists of skills
   Flowchart of concepts
   Discuss yesterday , today , and tomarrow
MAKE MISTAKES is O.K.
   Minimize mistakes effect
   Discuss mistakes
   Equate mistakes with effort
SUCCESS
   Analyze past success
   Repeat past success
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
HELPING STUDENTS CONNECT
ACCEPTANCE
   Students cultural differences
   Disabilities
   personal style
   Accept the doer , not the deed
ATTENTION
   Greet students
   Listen
   Teach them to ask for attention
   Attend school events
   Recognize birthdays
   Send cards , massages to absent students
   Individual conferences
APPRECIATION
   Appreciate the doer , not the deed
   Use three part appreciation statements
   Give wtitten words of appreciation
AFFIRMATION
   Affirm the doer , not the deed
   Enthusiastic
   Acknowledge positive traits verbally or in writing
   Be a talent scout
AFFECTION
   Give affection with no strings attached
   Show kindness , and it will multiply and be returned
   Show friendship
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
HELPING STUDENTS CONTRIBUTE
ENCOURAGE STUDENTS' CONTRIBUTION TO....................
STUDENTS
   * Circle of friends
   * Peer tutoring
   * Conflict resolution
   * Peer recognition
THE CLASS
   * Invite students to help with daily tasks
   * Request students curriculum choices
   * Appoint recorders
   * Involve students in building the learning environment
THE SCHOOL
   * Schedule work service periods
   * Appoint area monitor
THE COMMUNITY
   * Adopt a zoo animal
   * Promote volunteerism
   * Acknowledge random acts of kindness
   * Contribute to community drives
THE ENVIRONMENT
   * Recycle
   * Clean up the neighborhood
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
DOING TO
WORKING WITH
coercion
punishment
rewards
(Methods)
mutual problem solving
caring community
engaging curriculum
behavior
(Focus)
motives
values
compliance
( GOAL)
commit to good values
concern
empathy
probem solving
power
(Message)
cooperation
teacher firmly in control
(Climate)
Classroom belongs to all
Unpredictable
distraction from lesson
( Conflict)
teachable moment
this is the lesson
Teacher demands accepted uncritcally
(Signs)
Emphasis on kids
student to student discussion
MISTAKEN GOAL CHART


CHILD's GOAL
IF PARENT
TEACHER FEEL
TENDS TO REACT
IF CHILD is
RESPONSE IS
CHILD BEHAVIOR IS :
WHAT CHILD NEEDS
Undue attention
Annoyed
Irritated
Worried
Guilt
Reminding
Coaxing
Stop temporarily then resumes disturbimg behavior
"I'm only imporatant when I'm keeping busy
Notice - me
Involve me
Power(to be the boss)
Provoked
Challenged
Threatened
Defeated
Fighting
Giving in thinking you can't get away with it
Intensifies behavior
Defiant compliance
Feels he won
Passive power
I only belong when I' the boss or in control
Let me - Help
Give me Choices
Revenge
Hurt
Disappointed
Helpless
Dispair
Inadequate
Getting even
Taking behavior personally
Retaliates
Hurt others
Gets even

I don't think I belong so I'll hurt others as I feel hurt.
Help me - I'm hurting
ATTENTION SEEKING STRATEGIES
NOTICE THE APPROPRIATE BEHAVIOR
Use proximity praise
Use compliance praise
Make recordings
Give a standing ovation
DISTRACT THE STUDENT
Ask a direct question
Ask a favor
Give a choice
Change the activity
DO THE UNEXPECTED
Turn out he lights
Play a musical sound
Lower your voice
Change your voice
Talk to the wall
Use one-liners
CLARIFY the DESIRED BEHAVIOR
State Grandma's law
Use "target - stop -do"
MINIMIZE THE ATTENTION
Refuse to respond
GIve the EYE
Stand close by
Use name dropping
Send a secret signal
Give written notice
Use an "I' message
LEGITAMIZE the BEHAVIOR
Create a lesson from the behavior
Go the distance
Have the class join in
Use a dimimishing quota
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
STRATEGIES
Modify the Instructional Methods
Use concrete learning materials
Use computer based instruction
Teach one step at a time
Teach the 7 intelligences

Provide tutoring
Extra help from teachers
Remediation programs
Adult volunteers
Peer tutoring
Learning centers

Reframe the "I cant's"
State your belief in their abilities
Stage an "I can't funeral "

Encourage positive self-talk
Post positive classroom signs
Require 2 "put ups" for evry "put down"
Encourage positive self talk before tasks

Teach Procedures for becoming "unstuck"
Brainstorm ask for help gambits
Use sequence charts
GRACEFUL EXITS
ACKNOWLEDGE STUDENT'S POWER - a Student refuses to complete an assignment . Teacher responds," I can't make you do the work , you have the assignment - it is your choice." The expectation has not changed thought the teacher has chosen not to fuel the confrontation and create a power struggle.
REMOVE THE AUDIENCE- When a student demomonstrates inappropriate behavior which does not require immediate action from the teacher , the intervention can be to remove the audience's sttention . The teacher can make an important announcement or begin a new activity to redirect the attention of the class from the student misbehaving.
TABLE THE MATTER - A student has chosen to push our buttons . To deesscalte the situation , the teacher may respond by discussing the matter at a later time or using the gripe box in the clasrrom. The student is directed to write the complaint and place it in the box.
SCHEDULE A CONFERENCE- Keep a clipboard handy with the time available for student conferences. When a student signs up to challenge you , indicate that he may sign up for a conference to discuss the issue.
AGREE WITH THE STUDENT- A student staes that you are the worst teacher. The teacher responds , " You may be right , now open your book to the lesson. The student will realize that he is not able to engage the teacher in a power struggle that the teacher refuses to join.
CHANGE THE SUBJECT- We can respond to verbal attacks by changing the subject. The teacher can talk about the weather instead of responding to the comments. When the teacher is persistant , the student realizes the teacher will not argue with him. Lecturing will only escalate the confrontation.
STATE BOTH VIEWPOINTS- The poutline for this technique is " To you_________________________, to me_________________"For example , To you the science experiment seems foolish , to me it is imporatant concept you need to know..If the student continues to argue , specify the difference between understanding and agreeing. The student dos not have to argue our viewpoint - that would extend the power issue.
REFUSE RESONSIBILITY- When astudent provides excuses for not meeting expectations , acomment such as" I know you can figure it Out" does not provide the student with additional justification to argue.
DODGE IRRELEVANT ISSUES- Atudent may begin arguing about an assignment and then irrelevant issues to confuse the situtaion. Use a simple response , such as , "That is not the issue , the issue is_____________.
DELIVER A CLOSING STATEMENT- This technique use one line statements to indicate to the student that the confrontation has ended for us.
As with all graceful exits , particular attention must br given to paraverbals and kinesics. Sracasm is not acceptable.EXAMPLES:
"You've mistaken me for someone who wants to argue." Are you finished" "Unless you have something new to add , I'm finished with this conversation."
************************************************************************************
INVITING and DISINVITING SIGNALS
Personal behaviors....................................................................
INVITING
DIS-
INVITING
Relaxed posture
Thumbs down sign
Lend a book
Interrupting
Smiling
Look at watch
Patting a back
Shake your finger
Open door for someone
Slamming door
Friendly wink
Use ridicule
Share lunch
Turn back on somebody
Being on time
Cutting people short
Send a thoughtful note
Make fun of person
Share an experience
Hit someone
Accept praise
Be obscene
Give wait time
Lauugh at misfortune
Notice new clothes
Chew gum loudly
Wait your turn
Being late
Extend a hand
Sneering
Express regret
Insulting
Learn names
Break a promise
Offer someone a chair
Use sarcasm
Remember important occasion
Shoving ahead
VERBAL COMMENTS>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
INVITING
DIS-INVITING
Thanks
It won't work
Good morning
Call back
We missed you
I don't care what you do
I like that idea
Don't disturb me
Welcome
You outa know better!
I think you can
How could you?
That's OK
That's stupid
Please come in
What you again?
May I help you
Knock it off !
PHYSICAL ENVIRONMENTS>>>>>>>>>>>>>>>>>>>>>>>>>
INVITING
DID-INVITING
Fresh paint
Bad smells
Lots of books
Bare walls
Soft music
Long line
Attractive pics
Cold room
Clean floor and windows
Peeling paint
Books and mags
Nothing to read
Bright hallways
Dark corridors
Clean aromas
Sticky floors
Candy jar/candy
Dead plant
BUTTON PUSHERS
Directions : The following statements are typical of students of different ages. Assume they have said each of them to you after an unpleasant classroom confrontation. Write at least one graceful exit for each statement;
1. I don't know why I have to be in this dumb class anyway.____________________________________________
2. You're the meanest math teacher I ever had________________________________
3. Who ever said that you know how to coach?__________________________________
4. I can't learn anything the way you teach___________________________________
5. This class sucks_________________________________________________
6. I sure wish I didn't have to be doing this stupid science experiment right now__________________________
7. I can't wait for the bell to ring. This class is driving me nuts___________________________
8. You'e not being fair=nobody else gives us weekend homework___________________________
9. I told you I'm not staying after class just because I was 10 minutes late________________________________
10. You can't make me redo this report just because the paper got messed up on the bus.____________________________________
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
CONFLICT RESOLUTION CONTRACT
Step 1 . Define the problem objectively_____________________________
STEP 2. Describe the feelings of student and teacher
Student feelings____________________________
Teacher fellings____________________________
Step 3. Declare the needs of student and teacher
Student needs_______________________
Teacher needs_______________________
Step 4. Discuss and evaluate potential solutions
Solution 1:_____________________________________
Advantages                                            Disadvantages
1.                                                             1.
2.                                                             2.
3.                                                             3.
SOLUTION 2:___________________________________
1.                                                             1.
2.                                                             2.
3.                                                             3.
Step 5 Decide on  a plan______________________________
Date effectiveness to be evaluated:________________________
Step 6. Determine effectiveness. Plan working ?___________ NOT_______?
Modifications needed______________________________________
Student signature_____________________________
Teacher signature____________________________
Today's date____________________
Evaluate and follow up on (date)__________
<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
Students Talking While Others Are Talking Or Teaching
Using the Six Hats allowed my class to look at the problem from different angles. Use 6 pieces of chart paper (and the 6 different colors of felt pens) as you apply each hat.
White Hat: state the facts
- students are talking when Mr. Cernicky is talking
- there is noise so that others are distracted or can't hear
- students don't know what to do after Mr. Cernicky has given directions
- many students get silly or off task
Red Hat: states the emotions
- Mr. Cernicky feels offended
- Students are frustrated because they can't hear directions
- Those talking enjoy joking around and being heard
Black Hat: negative aspects
- time is wasted
- learning is compromised
- those who legitimately have the floor feel that listeners don't care about what they are saying
- chaos in the classroom
Yellow Hat: positives of the situation are examined
- everyone gets to say what is on their mind
- it can be fun
- you don't have to wait until you speak and therefore don't forget what you what to say
- not just the "smart" kids get to speak
Green Hat: creative ideas that come with seeing the problem in a new light
- Mr.Cernicky will be more aware of the amount of time that he "talks"
- Mr. Cernicky will try to include interaction from many different students, not just the "smart" kids
- students will work on resisting the need to say everything that comes into their mind. They will ask themselves if this is "on topic" and"if this needs to be shared at this time. There needed to be further discussion on "how" students would work on this problem.
- students will think about whether their comment will interfere with other people's learning
- we will keep these charts up so that we can refer back to the learning of this moment and reassess how we are doing.
Blue Hat: Sum up what is learned
- Mr. Cernicky learned that he needs to limit the amount of time he uses "Talking" as a form of teaching
- Mr. Cernicky needs to involve all students in discussion. He needs to look for the one who rarely offers comments or is quietly waiting to be picked to answer.
- Mr. Cernicky needs to realize that some students need “think time” before they are ready to contribute to a discussion. Allowing time for these students to think is important part of class discussion so they don't tune out.
- students now realize that when they talk when others are talking it makes the person talking feel like a fool or unappreciated.
- students realize that just to “get the laugh” of the moment, they are jeopardizing other people's learning
- students learned that speaking whenever you want show a lack of self-discipline and that not everything that goes through our minds is worth sharing.
- teacher/student needs to revisit this topic and check how we are doing
CLASSROOM PLEDGES
Today I will do my best to be the best.
I will listen.
I will follow directions.
I will be honest.
I will respect the rights of others.
I can learn.
I will learn.
You see, I know it's all up to me.

R I am a RESPECTFUL student who treats everyone and everything kindly.
A I am a ACCOUNTABLE student who comes to school ready and eager to learn.
R I am a RESPONSIBLE student who acts and works cheerfully and carefully.
E I am a student worthy of high EXPECTATIONS because I am on my way to success.

The Learners Creed
I believe in myself and my ability to do my best at all times.
Just for today:
I will listen
I will see
I will speak
I will feel
I will think
I will reason
I will write
I will do all these things with one purpose in mind:
to do my very best and not waste this day for this day will not come again.

Court
One great way to monitor discipline is to involve your kids in the process. I work with older kids, so their need for "justice" helps contribute to its effectiveness. I hold Court once every two weeks. Kids are required to "dress for success" on the day of court. Otherwise, they are held "in contempt of court."
Here's how it works:
Judge = teacher
6 officers (they give out tickets as needed)
1st ticket = warning
2nd ticket = last chance
3rd ticket = see ya in court (sometimes, they receive this one automatically, depending on the severity of the crime)
1 Chief (keeps a running list of the tickets; the officers give the tickets to the Chief. He or she writes down the specifics and then writes this on the white board when we are ready for court so the cases can be called out during court.
6 jury members (they take notes during court then deliberate and come up with sentences. Sentences MUST be approved by the judge)
They ask: who? crime? witnesses? officer? attorney? comments? in the form of a sentence
(it is explained that when they deliberate, they are to make sure that the consequence fits the crime... examples: 1. if the crime was against a person, then the sentence must somehow "pay back" that person... i.e. being a maid for a day; or 2. if the crime is talking in class, the consequence is isolation-sitting by one's self)
2 prosecuting attorneys (they are to defend the rights of the class as a whole)
2 defending attorneys (they, obviously, defend the accused. They are "hired" by the defendant. If they are not "hired" they do not defend. In some cases, defendants end up defending themselves because they don't make arrangements for an attorney. An attorney needs time to prepare by
taking notes, talking with witnesses, getting all of the details.
1 bailiff says, "All rise for the honorable Judge....;" swears people in and keeps a running list of any kids that are in the audience that are talking during court (those kids are then found "in contempt of court and receive a ticket to appear in court the following court date)
1 court reporter (takes notes in court of all proceedings - also runs a tape
recorder)
I have been subbing for the past four months, and have gotten my classroom management skills down pretty good, but today I was subbing in the 2nd grade and something came up that I wasn't sure how to handle. Could you give me some feedback on how you handle tattling? What has been effective for you? Some ideas on how I can handle this matter, especially in the lower grades would be greatly appreciated!! -Cathy [LadyPnthr]

Some of our teachers had a tattlebox. It was a covered shoebox with scraps of paper by it. Students were directed to the tattle box when they tried to tattle to the teacher. They were to write the problem down and put it in the box. The teacher had a set time to go through the tattlebox. Now, a few of these teachers were kindergarten teachers. By the end of the day, she would ask the children who wrote them to "read" them. Of course, most of them couldn't read what they had written and had forgotten what had happened! Not much time was spent on tattling. For older children who can write, maybe you could address these tattles the first few minutes of recess time. Perhaps missing a few minutes of recess would motivate some of them to reduce tattling. -Marcia [ncnyga]

Lots of people have great ideas on how to handle tattling and I got a few off this list I think are great. I do, however have a theory about tattling especially at the second grade level. Second graders seem to be the worst, or is it that they are the best tattlers in the world. Tattling is extremely important to a second grader and I often just tell them, "Thank you for telling me" and ignore it. Sometimes it is something out of my control and I tell them I will look into it. I'm not convinced that squashing tattling completely is the right thing to do. I have come to the conclusion that at second grade something is going on developmentally. The children are highly aware of what you have set down as a rule and are becoming aware that so many children are not following the rule that you set up as a rule. I think they are really dealing with the issue of "you said this is a rule and we should all follow it...but I see so and so is not following it, and when I tell you, you get after me for telling you, so exactly what is a rule. Is it a rule if you don't get caught. Which rules are the ones that we really have to follow all the time and which rules are only sort of rules." As they go through this process of tattling, they are developing a sense of what a rule is and that we definitely do not follow through every time a rule is broken. I think they are getting a sense for what are really rules (better not hit someone ever, and verbal abuse is not too good, but one can get away with it a lot...) and which ones are just guidelines that we use to keep our classes fairely quiet--the children eventually learn what your limits are, just how much talking is allowed during quiet work time, walking in line, waiting for the assembly to start, what ever. I think tattling definitely helps children develop this sense.
Unfortunately, as a child I did not learn that I could just tattle to get someone in trouble, so I have a tendancy not to see that angle in tattling. When it becomes obvious that a child is doing this, then I deal with that child. Basically I use the rule that there is a difference between telling and tattling. You tell if someone is in danger. I liked the suggestion that someone on the list made: are you telling me to get someone into trouble or out of trouble.
I think tattling is a developmental necessity and it seems to get its worst in second grade. I'm not advocating that you let children tattle all they want, they will drive you crazy, but I think we should all think about what is going on in a child's mind when he or she is tattling. Some of them really do not understand why you are ignoring the fact that little Johnny is breaking your rule, especially if you caught them breaking it yesterday--they probably don't even know that they were yelling across the room and the other child was whispering to a neighbor, you had said no talking during quiet work time. -kdbusy

I just established a tattle box. I have the child write down his/her name, the date and the tattle and then put it in the tattle box. Now when (always the same few) start to tattle, I just say write it down. I tell them I will read them and if necessary (ie it is something they should tell me) I will get back with them. It has cut the tattling down to only the important things like: someone is sick or someone could get hurt. Hope it works the rest of the year. -Linda Patton

In my classroom, my students aren't allowed to tattle unless there is REAL physical or emotional threats made against the one who is tattling. I tell my students to use their words and talk to each other. The tattler is supposed to tell the threatener how he/she feels. The intent is to get feelings out in the open and get the problem solved without involving the teacher. I also have several students who feel the need to tattle no matter what. I tell them to go to Mrs. Crabtree (my stuffed "teacher" bear) and tattle to her. I tell them she will listen. After a while, the tattler feels a bit ridculous talking to a stuffed bear and stops tattling. Works for me. -Lisa [disbrow]

Maria Montessori found that children tattle because they are trying to figure out the difference between right and wrong so they have to question every thing. Between 1st and 2nd grade is prime time for that stage of development. They are only wanting you to confirm their assumption that the thing they are tattling about was wrong or a bad thing to do or say. It is not necessary to impose punishment on the person they are tattling about or to confront the other party immediately, they just want confirmation or not. I try to let the child know that I feel they are justified in being upset or not and tell them I will take care of it later, thanks for telling me. -Vanessa Osborne, NC/Grade 5

Try a tattlebox! Cover a shoebox or an oatmeal carton and put a slit in the top. Leave some pieces of paper near the tattlebox. When a child comes to you to tattle, tell them you don't have time to listen right now, but if they write it down for you, you will read it later (sometime like recess.) Now you know, your first graders are not going to be able to write the situation down very well and many are not going to bother. When your class is getting ready to go out for recess, you set everyone down and pull out the tattles. You will need to ask the children what they have written and most will have forgotten! I hope your tattling situation subsides. -Marcia in Atlanta [ncnyga]

I spend a lot of time discussing the difference between "tattling" and "informing." The kids' dictionaries define tattling as "telling secrets." This kind of surprises them. We also talk about how tattling can be a form of ridicule since they don't tell if their friend was running up the hall, but they are quick to tell me that someone else was running. When talking with them about tattling, you need to be sure to tell them the items that they need to tell you. It's not tattling if someone kicked them in the bathroom! Today one of my students couldn't wait to tell me that the principal had spoken to another student. One of my former students came down the hall and told my current student, "Mrs. Duffy doesn't like tattling!" That made quite an impact. Carol Duffy

When I taught first grade someone told me this and I never thought it would work, but it did! Hopefully you'll have the same results. I had a sign on my desk that just said "Is it T.N.K.?" The letters stood for true, necessary, and kind. Once I got the students used to the TNK meaning when they were about to tattle I'd just ask, is it TNK and most would go through the thought process. If the first two didn't get them the kind one always did. The tattlling reduced DRAMATICALLY after that. Of course, the real important thing I always found out since they just told them to you anyways or you could tell tht it was important before they started the TNK process. -Susan [Gr8Tunes]

A couple of things I've used in the past include: 1. Tell the tattler, "Are you trying to get someone in trouble or out of danger?" The younger students understand that! 2. We also used "M.Y.O.B." or "mind your own business"--my students loved it because it was like a secret code. All I had to say was, "M.Y.O.B." and they loved to spell it out. There will always be students who tattle more than others, just be patient with them. Talk with them on an individual basis about the difference b/t tattling and informing. I would let them know how tattling is a way of getting a friend in trouble, how we don't want to do that because we wouldn't want our friend to do that to us, etc. -Amber Price [TchSkool]

I don't know if my idea will stop the tattling altogether but it has cut down what I have to hear. I have a tattle box with a note pad beside it. I instructed my students that from now on they can only tell me when someone has been hurt, the rest must be written down and put in the tattle box. Now every night before I leave the room I get the tattle messages. Some of the messages are really fun to read because as second graders their spelling is quite poor--hence some real unusual tattles. By the way, my partner said I would need an appliance box for my tattle box!! -Vi--Second Grade teacher

I have dealt with this in the past with my sixth grade students. I talk with my kids from day one about respect, treating others kindly etc. The first time there is a put down or tattling to get someone in trouble I conference with the kids. I let them know that I simply will not tolerate disrespect for others. I also stand firm if I hear from parents so they know that I will not entertain bad mouthing about others. One other thing that I do is to hold class meetings where we discuss things that are bothering us out in the open and try to resolve conflicts as a class. The meetings help so that kids do not gang up on one or two others. Be serious, and involve the principal right from the get go and that type of behavior will diminish. It has worked for me. Oops I forgot one other thing that I do each year with my sixth graders that seems to have a positive impact. I make a big heart out of construction paper. Then, I talk to my kids about self-esteem and hurting each others feelings. I model what it feels like to have your feelings hurt by talking about a day in the life of a sixth grader. Everytime someone hurts their feelings I rip a piece of the heart off. By the end of the discussion the heart is in pieces and we try to put it back together again but it is never the same, just like we are never the same after having someone hurt our feelings. I then hang the heart on the board for the remainder of the year as a reminder. -Patti [seaoats]


PLENTY of TROUBLE with KIDS
BACK TO SCHOOL , 2003

CHILDREN HAVE ALWAYS HAD PROBLEMS , WE JUST HAVE NAMES FOR MORE OF THEM TODAY

DISCIPLING PROBLEM STUDENTS
Here are a few things that will help cut down on discipline problems:
1. Have a few clear rules and state them in positive terms. For example,
rather than saying "Don't call out," say "Raise your hand to speak." Make sure any
rule you have is strictly enforced.
2. Keep talking to a minimum. Give kids a lot of fun filled games that teach
and promote fitness.
3. Plan carefully and have an alternate plan in case something is not
working.
4. Have a clear picture in your mind of how things should progress. If things
are not working, stop and practice until the children understand what needs
to be done. Very often inexperienced teachers let a few things go wrong and do
not step in immediately. This behavior will lead to more and more things going
wrong until everything seems to spiral out of control. If this happens, it is
not too late. Just start over with the basics.
5. Play small sided games, offer individual movement challenges and use a
lot of equipment. Avoid playing games that pit half the class against the other
half. These kinds of games will create discipline problems.
6. In the days of cell phones, it wouldn't hurt to make use of them. Have
your cell phone handy and make sure you have any problem student's guardian's
cell phone number. There is nothing like an immediate call rather than the threat
of saying I am going to call.
7. Even if many children in a class are misbehaving, do not yell at the
class. When you yell or even say things like: "This class does not know how to
listen," you are telling the kids who are listening that they are doing something
wrong. Moreover, no one really knows who you are talking to. Better to speak
to an individual. Single out someone who is doing something wrong even if
others are doing the same thing. Everyone will stop to see what will happen. The
best the child can do is say "but I wasn't the only one talking, pushing, not
following the rules, etc." And of course you say "Were you talking?"
"What is the rule about talking when someone else is speaking to the class?"
Others doing something wrong is never and excuse.