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10 thoughts on “Surviving January – 3”
I know I am supposed to walk silently to the rules poster and wait, but in one class that just doesn’t work. In my period 2 class I have been stopping the conversation and out loud naming behavior as blurting or side conversations or disruptive movement or whatever it is. Then I say that the behavior just disrupted the flow of language which means your grade just went down. Then I start back to the beginning of the thing I was saying, making sure to repeat whatever it was from far enough back that the kids know I am restarting my thought and I try again. I don’t know if this is a good way to do it, but so far it is making me less frustrated. Thoughts?
Oh heck yes this is a good way to do it when WBYT doesn’t work. Is this a first year class? The reason I ask is that, as I am sure you already know, in general first year classes can be “broken in” by WBYT in ways that don’t work in second, third and fourth year classes trained in the old ways by other teachers and not just by them but by kids that WE have trained without WBYT as well.
Whether this is a first year class or not, your response was brilliant. Why? Well, if you read it again carefully, what you are doing is DEMANDING a complete redo of the part of class that was wiped out by the hostile behavior. What you did and how you describe it should be etched on everyone’s mind who is doing the Invisibles when WBYT doesn’t work, for whatever reason.
I’m glad you found a way to feel less frustrated when having to redirect students, Carly. I think that’s key, finding a way to not get frustrated. Kids can be frustrating as heck. As much as it may be a chore, or a bore, to repeat the previous thing you were saying to get you back on track, that’s totally what’s needed. You can get back on track with your line of conversation AND back on track with feeling the good vibe that comes with you speaking in the TL and students actually listening.
I, personally, with my group of students, usually avoid saying things like, “You’re grade will suffer,” because it often unleashes a stink cloud in the air of the classroom. It’s almost like telling them that we are having this conversation only for your grade, not because I genuinely enjoy the experience of conversing with you.
That said, I do have a few students who do respond positively when reminded about their grades. I try to remind them about that more individually.
Agreed, Sean. If I tell the whole class about grades going down, some will act out more by asking, “Is it mine?” “Did I fail?” As if it were a badge of honor. Not all do that, but some will say they that or they’ll assume it’s them and put their head down the whole class. WBYT works most of the time with one of my classes, but sometimes I feel it’s weakening. We’ll see how it goes.
The Love and Logic program teaches that it’s okay to give consequences later on. You don’t have to give them in the moment. It’s also not necessary to warn kids of consequences. In life, consequences often come unexpectedly (for example receiving a red light camera ticket a month later).
A phrase that I use from Love and Logic is “Hmm, that was a bad decision. I am going to have to do something about that.” https://www.loveandlogic.com/
For example, I never tell students when they got a detention I just submit the detention later (for example for unauthorized cell phone use). I use the Loki Memory Method to remember to submit those detentions later on.
Good point, Greg. I often think the ideal is that consequences should be swift, but not everyone’s good with knowing how to handle something in that moment. Giving oneself some time to think about it is a merciful act. As Ben and many others talk about so often here, going easy on ourselves is so important.
Greg your observations are always so solid and useful. We’re lucky to have you here in this group.
Good topic. Case in point, at my current school, up until this year, it was on teacher’s shoulders to address students out of uniform. Essentially, we were held responsible, in our classrooms, to redirect students who take off their ties or put on a hoodie in the classroom. This caused major friction between teachers and students.
This year, finally, we have an admin that has organized a way to not have to address students about their uniforms on the spot. We just log them on a spreadsheet. Consequences come up later. It’s beautiful.
Truly, there’s more for me to reflect on here when it comes to reacting to students’ misbehavior. We often, even in high school, have to say things like, “Keep your hands to yourself,” as they do in elementary school. Nonetheless, I just love this reaction you offer above, Greg, “Hmmm. I see that was a bad decision. I’m going to have to do something about that.”
THAT SOUNDS AMAZING, SEAN. I hate enforcing the uniform policy. I rarely do it. It’s just another thing.
Fred Jones is the real deal. There was a time around 2004-5 when presentations on Love and Logic were a routine part of all national TPRS conferences. It was the “go to” way of managing kids. Just because it’s CI doesn’t guarantee good classroom behaviors. It should, but some school cultures are just toxic. Sean’s point that managing kids should not be the job of the teacher in the hallways. Don’t we have enough on our plates?
Related: https://benslavic.com/blog/personal-bill-of-rights/