Happy Independence Day! (no series)

Hello readers!  In the US, today is Independence Day! So there will be no First Day of School post.  I am enjoying time with family, food, and fireworks!  Check back next week!

Classroom Management Series #2: Students finish early

As we stated in the first post of the second classroom management series, students interrupt class by talking for many reasons. 

One of the reasons students talk is because they have finished their work before the rest of the students.  If students don’t have MEANINGFUL work to do, then they will get bored.  When students are bored, they tend to engage their friends, who may not be done with their work yet and the teacher tends to be working more.  When students are off task, teachers are running around making sure students have something to do.  

Want to stop running around?

We are going to discuss some procedures that students can easily do when they finish their work.*

Procedure	Explanation
Read silently	-students read library or personal books and respond in their journals/logs  Download here Secondary Book Journal Prompt
Complete missing or unfinished work	-students get out work that needs to be complete -teacher keeps a list or file of what assignments students are missing with extra copies of the assignment (with student’s name or number on it) The Teaching Tribune
Extra practice	-keep files on concepts that students struggled with handy for students to get extra practice on made by Cindy Berenter at TpT
Positive notes	-students write positive notes to other students, teachers, or staff in the school
Teacher’s helper	-If a students has all assignments in and has done extra practice, they can be a helper -Helpers can help answer questions about the assignment or what to do next -Helpers can organize an area for teachers, hand out papers, or run an errand

To have these procedures really, REALLY work you must model what to do, have students practice them, and put them on a poster that always hangs in your classroom.  This will help reinforce the procedures and lessen the “what do I do now?” questions.   

by Poppies and Lilies

**Remember: we are discussing procedure not discipline.  Procedures can be seen as preemptive strategies to combat negative behaviors in the classroom.**

Next week we will be talking about students have a question. Post any tips you have on the topic in the comments section.  

How to Make a GREAT First Day of School (First Days of School Series)

As we continue the First Days of School series, we are going to look at making the very first day of school awesome!

Chapter 7 of First Days of School by Harry and Rosemary Wong presents ideas on how to ensure the first day of a new school year is seen as important.  They have some great theories.  I will share them here along with my own insight.  

Celebrating the first day of school by:

• making your classroom (and school) safe and inviting 
• how????
• hang a welcome sign
• clean the room/building
• greet students at the school's entrances at the very beginning of the day
• greet students at your classroom door
• clearly display your name, grade, and subject
• have your classroom organized 
• allow students to set personal goals 
• ask students to share their expectation of you and the class 
• involve parents and the community
• how???
• ask businesses to donate school supplies and to present them the first day of school
• ask businesses to donate books or other fun things for the classroom or students and to present them on the first day of school
• invite family members that drop off students to tour the school and your room
• if you have students' contact information before school starts as parents/guardians to write an encouraging note to their student 
• have an open house before school starts or a few days after school starts to show parents/guardians their student's classroom 
• write a note to parents introducing yourself and what you teach and send it home with the students
• ask parents to donate school supplies or their time to help your classroom 
• ask local business to volunteer time in your classroom to read to students, help with small groups, or talk about future opportunities 

These are just a few ideas on showing students that an education is important and that the people they see every day believe in them to be successful.  

Classroom Management Series #2: Students don’t understand instructions

Last week I shared my action plan with you.  And this week I want to start brainstorming ideas on how to combat students talking because they don’t understand directions. 

Students don’t understand directions because they 1. didn’t hear you give them, 2. can’t remember them, or 3. didn’t understand the instructions. 

When students have any of the problems mentioned above, they are more likely to reach out to a classmate, which in turns interrupts those around them.  OR a student is likely to call out to you asking you to explain them again which draws all students’ attention to you two.   

To reduce talking because students don’t understand directions here are some procedures to try in you classroom.*

Students didn’t hear you give instructions	-Use a hand signal to get students quiet BEFORE you give instructions      -Use a call and response signal to get students attention BEFORE you give instructions      - Wait until all students are quiet before giving instructions
Students can’t remember instructions	-Simplify instructions (have LESS than 5 steps)      -Write simplified steps on the board during activity      -Use pictures to demonstrate what needs to be done      -Act out the instructions      -Show an example of the completed assignment
Students didn’t understand	-Have one or two students repeat the instructions back to you      - Have a student write the instructions on the board as you say them to the class      -Walk around the room and check students as they work

 

hand signals

call and response

*What are procedures compared to discipline?  Procedures are concerned with how things are done.  Discipline is concerned with how students behave (and correcting it).—The Classroom Management Book p. 9

Next week we will be talking about students are done with work early. Post any tips you have on the topic in the comments section.  

Clothing (TEFL)

We all have to wear them…clothes.  And even if we don’t like it, we have to buy them.  So if you are shopping in a location that speaks your second language this is a good reference.  Show off your knowledge!

Vocabulary

• Shirt
• Shorts
• Pants
• Shoes
• Socks
• Belt
• Dress
• Skirt
• Underwear
• Bra
• Coat
• Hat
• Sandal
• Swimsuit
• Tank top
• Tennis shoes
• Blouse
• Button up shirt
• Tie
• High heels
• Flats
• Slacks
• Necklace
• Bracelet 
• Earrings
• Small
• Medium
• Large
• Extra large (XL)
• 1, 2, 3, 4, 5,6, 7,8,9,10…

Grammar

• I wear a size _____________.
• Do you  ___________ in a ______________?
• Do you have this in another size/color/material?

Warm Up

Play Dress Up
Procedure: Allow students to dress up in fun costumes or old clothes and have conversations reviewing previous content.  

Watch a video

Procedure: Teacher shows a video introducing clothing (Simple Clothing Items and Vocabulary in Sentences) and asks what students remember afterwards. 

Practice

Concentration

Procedure: Students are in small groups (2-6) and given a set of pictures of clothing along with a set of the vocabulary words to correspond with the pictures.  Cards are shuffled and placed face down.  Students take turns turning over 2 cards a time to match a picture with the vocabulary word.  The game is over when all cards have been matched, and the student with the most pairs wins.

Dress A Monster

Procedure: Students are given a drawing of a monster (or person or animal) to draw AND label articles of clothing on it. 

Signature Bingo

Procedure: Students are given a bingo sheet with the blanks written like (Find someone who is wearing a blue shirt. Or Find someone who is wearing tennis shoes)

Production

Fashion Show

Procedure: Teacher provides a box of old clothes or students bring in some old clothes.  Students then dress themselves (silly, like celebrities, or in themes).  Students take turns being the MC to announce what another student is wearing. 

Commercial

Procedure:  Students create a short skit (30-60 sec) to convince their audience to “buy” that specific article of clothing. 

Drama

Procedure: Students create and act out a skit about buying clothes in the store using actual props.  

Why Positive Expectations are Important (First Day of School Series)

I cannot rave enough about the The First Days of School!  I read it every summer as I prepare for the next school year.  This year is no different except I am sharing what I gain from the book with you!

*Disclaimer: This series is based on my own understanding of The First Days of School and my personal experience.  If you would like to read all of what Harry Wong and Rosemary Wong suggest please buy a copy of their book *

So last week, I skimmed the first unit (chapters 1-5) and shared what I gained.  I am taking the rest of the book chapter by chapter now.

 

Chapter 6: Why Positive Expectations are Important

There is absolutely NO research correlation between success and family background, race, national origin, financial status or even educational accomplishments. There is but one correlation with success and that is ATTITUDE.  (The First Days of School, p.35)

I love that quote.  So many people see these things as a disadvantage, especially in education.  BUT the factors above make little impact compared to the teacher’s expectation of the students. 

Expectation: belief of what can or cannot be done (Erin’s definition)

There are two types of expectations:

	Positive	Negative
Definition	An optimistic belief that what you do or who you teach will succeed	A pessimistic belief that what you do or who you teach will fail
Why?	You are aware of opportunities to help you succeed	You are looking for proof of why you failed
Examples	“You can be anything you want to be. You can even be president”	“I only give one A each year. I have very high standards”

what can or cannot be achieved <-- Expectations ≠ Standards --> level of achievement               

Please don't confuse expectations and standards because

Expectations are set by teachers

Standards are set by school, state, tests

The expectations you set in your classroom sets up your students to succeed or fail.  You decide. 

Teachers who have negative expectations will prevent a student from learning and achieving.

Students tend to learn as little or as much as their teachers expect (The First Days of School, p. 40)

So what do I gain from this?

• Remember all students can achieve no matter what.
• Set positive expectations, show them, and verbalize them.

And what did you gain?  Comment below.  

Classroom Management Series #2: The Reasons

Last week I challenged you to list your classroom management problems on this template in order to address the underlying reason why students do things.  

We tackled specific issues in the first classroom management series BUT it didn’t focus on the real reason why students were acting in that manner sooo…the behaviors were more likely to return. 

This classroom management series will tackle the core problem of the students’ behaviors and the procedures to prevent them (not punishment).     

Let’s get down to business...here is my My Classroom Management Plan.  I am still brainstorming issues and their reasons, so my list is ever evolving.    

Classroom management is not about discipline. 

Classroom management is about organization and consistency. (The Classroom Management Book, p. 8)

Next week we will start on students don’t understand instructions and procedures to help combat that.  If you have any procedures (how things are done) for giving instructions please leave them in the comment section below.  Remember procedures have no penalties or rewards.  

If there is a classroom issue you want me to address, please leave it in the comments section as well. 

The authors of The Classroom Management Book and The First Days of School do not know I am using their books and I am not benefitting from mentioning them.  However, I HIGHLY recommend reading both of these books if you are teaching.