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Subscribe to this list via RSS Blog posts tagged in behaviour management

Posted by on in What If?

road

When we talk about children’s challenging behavior, there are several conversational roads we take. The first, more old-fashioned and “mindless", instead of "mindful” (Ellen J. Langer) road we take is this: “He’s spoiled. His father does everything for him. They don’t’ discipline him at home.” This is a comment from a very young ECE student about a two-and-a-half year old in her classroom. “We have talked to the parents and they have him in therapy.” Not knowing all the ins and outs of the relationship of the family and center, all I could say was, “He’s two and a half? He hits, and won’t share? Hmmm. Sounds sort of two-ish to me. But has he been screened for vision and hearing? Those issues often make a big difference in behavior."

My response, on the fly, was born of experience. I once had a four who would refuse to look at puzzles and letters. His Dad was frantic that he wouldn’t be ready for kindergarten, and coached the tearful boy at home every night. (Imagine!) I asked about his vision, because his drawing was disconnected, heads and arms floating away from the bodies like helium balloons. The father was military, so they had only visited a military pediatrician. “Let’s wait six months,” they heard, time after time. I consulted with a friend whose daughter had difficulty with her eyes. The mom (who wasn’t, thank God, in the military) took her child to a terrific pediatric ophthalmologist. I recommended that the parents “got out of the service” to get more expert help. They got permission, and the boy was diagnosed with farsightedness! This boy couldn’t see up close, hence no puzzles, no letters. But lots of anxiety due to not being able to perform for his Dad. Did I mention his social skills were poor at school, and he cried in frustration over small things? Do you think his social skills improved after he got glasses? If you think no, you do not yet get the connection between the body and mind in a young child.

Another road that parents and teachers take is to label a child as having a disability without systematic observation by a teacher or other professional. Years after the boy with farsightedness, I had a four-year-old girl in my group with intense behavioral issues (pinching teachers HARD and not letting go, hitting other children). Her mother asked me almost every day, “Do you think she has ADHD?”. That is another quick judgment that parents and teachers make when they face a child who is having trouble fitting in, socially. Noting that I wasn’t qualified to judge, and, indeed, would be practicing medicine without a license to diagnose (which I tell my students, often—don’t diagnose), I suggested we go through the Child Find process to make sure we weren’t missing anything. In this case, the child passed her tests with flying colors, but the Child Find committee wisely recommended parenting classes at a reputable agency run by the school system. No more two hours of television before school. No more self-chosen bedtimes. The girl’s behavior improved.

Every child is an individual. Looking at them as problems isn’t helpful, though, heaven knows, it is terribly easy to do considering the mad pace of the average child care center. Without support from a teaching team with years of experience, a young teacher might flounder in the weeds, or continue to think that a two-year-old who hits is spoiled. End of story.

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Posted by on in Classroom Management

As I was watching my favorite hockey team the other day, I noticed something that struck me during one of the brawls that (for whatever reason) still occur in the almost every game. I was amazed as the guy wearing the black and white striped shirt held two huge athletes at bay and got them to stop fighting without even being phased. He calmly talked to both players, they released their stranglehold on one another, and the game continued (after penalty minutes were distributed, of course). I immediately thought about so many issues that I've seen with classroom management, and how this guy might have the solution.

I know what you're thinking: "what does this have to do with me, my students, or my classroom?" 

Let me explain. The ref was able to calm down two extremely angry players, and continue the purpose of the event because he didn't get emotionally charged, maintained his expectations, and focused on getting the game going again. This is exactly how we as teachers need to address disruptions and management issues in our classrooms.

Before I get to far, I want to point out that there are systems, routines, procedures, and a myriad of other pieces that go into good management, such as building relationships. For right now though, I'd like to keep talk about re-focusing students and reducing the stress level of a situation that has gotten 'out of hand'.

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Posted by on in Teaching Strategies

Without a doubt the first few days of school are the most critical ones in helping to create the foundation of good human relationships with your students. Even the most skilled teacher in the pedagogical sciences of education will be less than effective if the kids don't "like" them, yes, I said, "like them". Now I am not talking about making lots of young friends but I am talking about creating a relationship with your students that is built on mutual respect and a kinship, a kinship that forms your stove of learning. So here are six tips, teachertips, to build a strong, effective stove of learning for your classroom. 

1. Please don't go over the syllabus on day one. I know, it's expected, and that is exactly the reason I strongly advise against doing it. Your first impression, is just that, your first and only first impression, you get no do-overs, so make it magnificent. I am not here to tell you what to do on day one, you can go google that, but if you see your first day as the first blind date into a forced marriage, it takes on a more powerful significance. I used to start a video project on day one, a DV quilt, where all the students were responsible for coming up with a finish to the sentence, "America is __________" and one visual. We then patched them together for a class film that we could analyze and use to springboard ourselves into a discussion of the nation. It wasn't the tech or the fancy final product that made them want to come back for more, it was the engagement. So ENGAGE them, make them want to be in the forced marriage, otherwise you may be on the road to a difficult and long, painful divorce. If you are interested in developing your own DV quilt, check out the tutorial below to start marinating. 

 

2. Use the magic word. What is the magic word? It's their name of course! I understand it's a difficult task, especially if you teach secondary, there literally could be 150 names or more. But the point is not to memorize all of their names quickly, it's to convey the message to your kids, that their name is important, it's important to you. Make it a point in the beginning of the year that you are on a mission to learn their names, I would make a bet that if I didn't know their name in two weeks I would give them a point on their next test. It was this act, this act of good faith, that I believe, earned the respect from my students. You may make mistakes, no, you will make mistakes, but make no mistake about it, one's own name is truly the most magical word in the human language. So learn them and use them to make magic in your classroom of learning. 

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Posted by on in What If?

Recently I had the unique experience of being interviewed by a middle school student. Jacob had found me on the Internet because he was researching recess and wanted to ask some questions for his project.

Of course, recess is one of my favorite topics so I agreed to give him some time. What I didn’t know until we were on the phone was the reason behind his project.

It seems he and a friend (a student with special needs) had had a small incident on the playground during the 10 minutes or so they get to hang out after lunch. As a result, not only have he and his friend been denied recess, but the whole school is having it withheld!

I was momentarily rendered speechless (a rare occurrence indeed) – and I’m still beyond stunned. I mean, what the hell? How could any administrator/decision maker believe that that’s an appropriate reaction? That this is a logical consequence?

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Posted by on in Early Childhood

children playing music

Music makes everything better. I recently gave a presentation about this topic to caregivers and teachers in Fredericksburg, Virginia. I emphasized the tremendous importance of music experiences for young children, talked about using music and movement for behavior management, and gave examples. The attendees were enthusiastic. Many have used clean-up songs and hand-washing songs for a while. But they weren’t aware of the power of using music to elevate or calm mood, or the power of movement to smooth transitions, something my friend, Rae Pica, speaks of so eloquently on her new YouTube Channel.

I work in a quality child care center. We sing directions all the time. We make up the tunes, or use old favorite tunes with the appropriate words (to the tune of "If you’re Happy and You Know It": “Put your bottom on the rug, on the rug. Put your bottom on the rug…and give yourself a hug. Put your bottom on the rug, on the rug.” Or anything else you can think of!

I talked about what I call “waiting songs”. What are waiting songs? Why do children have to wait? In a perfect world, they shouldn’t have to, but it happens. My example to them was that sometimes the whole group is outfitted for the cold and someone suddenly has to go to the bathroom. Yes, we had them go ahead of time, but nature calls again, sometimes, and we need to accommodate. One of my waiting songs is a Raffi tune called, “Something in my shoe”. You can look on YouTube for it (but learn to sing it! Do not use a video when a live teacher is available!). At the end, the children mime, with the teacher, going to bed. So the song can be used as an activity that morphs into a settling down song before a story as well.

Wee must never waste children’s time. Having them sit still while someone “goes” is wasting their time. Asking them to join you in a waiting song gives them the opportunity to move and sing. They are practicing math skills (rhythm, rhyme, and language patterns). The steady beat of a song nurtures attention skills. Dare I say it prevents squabbling, also? It does.

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