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jGR Explained – Paul Kirschling’s Version – 2
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9 thoughts on “jGR Explained – Paul Kirschling’s Version – 2”
This is great. I love his explanations. I just made a poster but I want to make another one with his explanations. I love the part about putting on make up and cleaning out their purse, I have SO many girls that do this. It drives me crazy.
OK but the poster won’t change the behavior – you will. The poster merely backs you up. My advice, I know you didn’t ask for it but this is a crucial point with jGR, is that you act in every instance. You cannot ignore those behaviors.
I stop teaching and wait. I often play the Bad Cop (jGR)/Good Cop (me) card where I explain that this chart represents not desired behaviors from students but required behaviors, and that I will not be doing my job and could therefore lose it if I don’t enforce that rubric.
I don’t care if is true or not that I would lose my job over that, because I would never want to teach a child who was putting on makeup, because it is so absolutely contrary to everything that I think about the way children should behave in a school. We must teach children how to show respect for us, and the way to do that is to enforce jGR (where we had no real way to do it before).
I just had my worst class. The kids are LAME and I am afraid of them and their blasé attitudes to my class. I need to call home, I need to do something. I am ready to cry. A part of me is not happy with my PQA in this class and I try and do it but they are so lame. A part of me thinks that I should just give them a book and stop teaching them because they do not deserve me. But, there are some that do deserve me and are rockstars in the class. Today has been emotionally draining for me.
Karen, deep breaths chica…we are sending support your way! Tell me what you mean by lame…are they not responding? Being passive-aggressive? Smart-alecky? Exactly what is, or isn’t, their response?
with love,
Laurie
What Laurie said. Also, what makes you afraid of them? (Certainly not physically afraid, I hope.)
I know that fear. It’s like they have control. They won’t play. They brazenly look at us while we hang out there trying to get the PQA going and they enjoy our squirming bc one of the great drawbacks of this method is we have to take risks in order to get the conversation going. I have two suggestions:
1. Use the Classroom Rule poster – laser to rule #5 – Do Your 50% – and remind the kids about that, but the new part we have this year is you can take their lame asses and evaluate them for that day as a quiz grade. Lame kid gets a 2, which is in my system a 40% and that is weighed at 30% of lame kid’s grade. Lame kid just won’t stop being lame unless he is rewarded with a lame grade and then oops voila all of a sudden you have lame kid engaged! How about that!
2. Stop PQA and stories. Go to Read and Discuss. Screw that. They don’t want to play? They can read.
3. One other thing you can do and this is most effective is to always bring lame kid into the PQA without his permission. This is a major tool in PQA. I have developed a habit over the years. It is kind of bad ass. I sense, as I am explaining what the structures mean, who is the lamest kid in the room. I’m scoping lame kid out – trying to find the worst and lamest kid in the room that day. Then, after we gesture and it is time for the PQA to start, I start out on that kid, as per:
“Class, Jeremy wants to be Cinderalla for Halloween!” (circle that) I keep at it until the kid starts answering questions. I hammer the kid with that fact. The class gets into. Cat calls happen on Jeremy. This makes me happy. Yes, it makes me happy, get over it. I call this the Annoying Orange technique. I speak their name with an American accent but the other words in French, like “Jeremy! Hey Jeremy! Jeremy! Jeremy do you want to be Cinderella for Halloween!”
Here is a link:
https://benslavic.com/blog/2012/10/03/annoying-orange/
What is really happening when I am being Annoying Orange? I am telling little lame ass Jeremy that HE WILL NOT BE LAME IN MY CLASS BC I WILL SHINE THE LIGHT OF MY INDIGNATION (housed in cheerfulness) ON HIM BUT I WON’T LET UP ON THE KID. Almost always, after enough of being peppered by the questions about him wanting to be Cinderalla for Halloween (bc I SAY SO), his shoulders slump and he smiles and gives in and pays attention. Of course, this is not done with certain kids who are at risk in some way – you know what I mean.
I just saw all of these replies. thank you all so much. My kids are lame in the sense that they are so cool, too cool and for some reason I am intimidated by…mean girls! I cannot believe it. I am a grown woman and I am afriad of mean girls? WTF? I will work on the annoying orange. This is a great idea Ben. I think that I need to do a few things. 1. breathe 2. pray 3. be the annoying orange 4. stop letting the mean girls and hyper girls rule.
I LOVE THE ANNOYING ORANGE!!!!
I’m reading Alfie Kohn and I like the fact that this has the kid describe his own behavior without actually making any judgement. Well, there’s the grade, but is it really necessary? In an ideal world?
Dear Ben,
You wrote above: “OK but the poster won’t change the behavior – you will. The poster merely backs you up. My advice, I know you didn’t ask for it but this is a crucial point with jGR, is that you act in every instance. You cannot ignore those behaviors.”
:o)
This is the entire piece in a nutshell. This is the crucial point with classroom management. First, clear expectations for the teacher and the student. Second, making every moment count. Third, respond to the behavior not to the student. Fourth, the courage and faith to do all three even (especially) when it is hard to do.
Hugs,
with love,
Laurie