Who Me? Discipline Problems?
Today there were some good things today and some really NOT good things. Let's just say that I was stuck with both halves of the 6th grade class for TWO periods in a row and that from the start I made them write sentences -my first mistake was punishing them and the second was making them write far too many- and at the break I didn't let them
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1)Establish rules with the class participation. Allow their input (to get buy-in)- but condense the rules down to 3 over-encompassing rules like a. Show respect b. Be responsible and c. Make good choices...
2) Don't wing it when it comes to doling out consequences. It gives students in that age group an idea that you don't know how to handle things and that you're weak/ ready to crack. You need to have a consistent idea of what you'll do in the event that a student violates a rule once, twice or three times... etc. Post the consequences and rules in the classroom so that it takes the enforcement out of your hands and places it squarely on the shoulders of the students.
My consequences go like this: 1st warning: verbal 2nd warning: visual- like write their name on the board, 3rd warning, they fill in a behavior sheet stating what rule they broke, what they should have done instead, their signature, your signature and then they take it home to be signed by a parent. They return it the following day signed. If they have one more reminder for the behavior, they have to receive a call home to conference with the parents regarding the behavior of the student. Most kids will stop a behavior once they get the idea that their parents will be aware.
In your case, I'd get help from the native language speakers to monitor the truthfulness of the written reflections/ phone calls home.
3) get administration on your side. Explain your behavior expectations, consequences, and then make sure that they fit into your consequence chart somewhere (like after having the student call home.. require the final action be a conference involving the admin. to attend as well)
4) Turn class clown behavior around by giving the student what they are looking for in a positive way. They want attention, give them the final 3 minutes of class to tell a researched joke in English. If they want to talk, do group competitions with the talkers as leaders. Find what makes them tick and use it.
5) Use a ton of whole class chants - add movements... have them rap. Teach them funny poems. You still have to do the boring stuff, but if it can't be livened, do it in small chunks with fun in between. Kids hate book work. Give them chances to make visual representations. Give them the opportunity to practice with each other. Give them the chance to make a game of it- group competitions etc.
6) Ask the kids what they think makes a good teacher. It might give you some insight.
7) Do what other teachers at the same school do. Find out what consequences they have and use the same ones.
8) Find out the policy on cell phones. I'd never allow a student to be on the phone in class, texting, calling, or even turning it on. I confiscate any cell phone that goes off in class and require parent notes to get them back. If the school allows them, talk to other teachers there to find out what they do to manage them.
9) Use physical response to find out what students know. Write multiple choice tests and give them a physical movement they can use to show you their answers. It allows you to check for understanding and get immediate feedback about how well a lesson is going. (I use thumbs up and down, sign language alphabet letters etc.)
10) Let them be the teacher researchers. As far as your art history class, make them the experts responsible for teaching groups. Assign them sections of the book to teach, show them the lesson format, require a visual and activity that is related... that sort of thing. It removes you from the spotlight and puts both the learning and teaching on their plate- and you in a supervisor's role.
11) Don't give up. It is tough, but you can pull it off. :)
If you need any more advice, or need more specifics, I'm full of ideas. Just let me know.
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With my 5th grade class, I only need to look dissapointed and perhaps pout a bit for them to get the message. I might threaten the boys with a seat change and then they whip into shape. Or, I threaten the boys with having a girl put next to them and then they look really scared (can't have that 'cuz of cooties!!). Sometimes I DO make a boy or two move seats in the 5th grade class. It's a relief to teach them after the 6th graders.
I'll spend some time tonight making a poster with all the kids' names, perhaps. Too bad I have no ruler. Is it ok to keep track of homework/participation grades (ie, I give a 5 if they DID the homework but am not sure what grade to give for no hw -a 1 I think-) on the wall? Then, maybe every two weeks the children who have come with all the hw and participated a certain number of times can get a treat (and then I keep a bag of sweeties in my desk in the teacher's room)?
Would that work? So far I've only been keeping track of which children did not do hw, listed under the date of my lesson in my book. I don't have all the hw assignments listed which doesn't help keep track of things.
My 5th graders, with the exception of one or two here and there all come with hw done. Almost always. I just automatically planned to give them all 5's for being such good students. I haven't really given much thought about grading them beyond that. Parents at parent teacher conferences said that their kids love me.
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