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Home : 2003 : September : 18
You hit the nail right on the head . . . I agree wholeheartedly with your comments, but if misery loves company. I will share my story: What semi-works for me? 1. Tape Recorder: Principal, disruptive student
2. Polaroid Camera: I take pictures 2 to 3 times per week or so of my students engaged in activities then post them in the classroom – good visual for all the walk-throughs when students are engaged in seat work instead of “Centers” … or stations. Likewise, I openly take pictures of my students while they’re off-task. Following I date, write a caption, and put my name and grade along the white border then file the behavioral photo. Sometimes it works to simmer the behavior; other times it escalates it. Either way, I have proof of the behavior that "no one" else outside the classroom ever seems to see… Note: I got the camera for free … there’s a gentleman who does some type visual training for teachers; shows them how to integrate photography and visual items for different learners. If you’re interested, I can look for his information. Not much is required, just about a couple of hours (Staff training); a certain number of teachers … and the cameras are provided during the training free. 3. Writing-Connection: Turn Class Disruptions into a Cause and Effect paper. I guided my students during Prewriting (Brainstorming) – Title, Paragraph 1 – Cause (Big Problem – Class Disruptions); Paragraph 2 – Effect (List at first all things about classroom disruptions that stop your learning) … focus on one thing that bothers you most, and Paragraph 3 – Solutions to the Problem . . . Students used this information to initially write a one paragraph postcard letter to their parents, (about 5 complete sentences; some wrote a page instead) which had to include how the disruptions made them feel … most included real names because the “characters” were real people (students) and some asked their parents for advice: One student wrote to her parents saying I want to do something about the disruptions at school, but I don’t know what to do, can you help me? … The students’ writing helped me ‘vent’ indirectly because they Voiced what I felt in many respects and it informed parents and the administrator first hand. 4. Good Outcome: The students used personal Voice because they knew intimately the Classroom Disruptions’ topic they were writing about … One student wrote: I feel frustrated like someone’s talking over you or me … another wrote – I feel like he’s a wall, like he’s blocking my education … I foresee this writing sample being edited and eventually published into a class booklet of sorts. I think I’ll turn the writing into something more positive: Perhaps a comparison between classroom disruptions and a Memoir (memory of the best day in school ever, or what a perfect, fun-filled day in class looked like in the past). Even though my students need tremendous work with their Writing, to date the disruptions piece of writing serves as the best product from them yet! 5. Cry for Help – Attention-Seeking Behavior: I won’t ramble much more, but “If Misery Loves Company”: a. Daily Struggle: Like the writer's husband, I struggle daily with the aforementioned disruptive student. He sings, raps, mumbles, yells above me, taps on his desk, defies rules, walks around, plays on the playground when told not to ... when redirected states, "I don't care (even to the principal);" Ima tell my mama; or you gettin' me in trouble, all you gon’ do is call my momma or words to that effect – at any given moment while I attempt to teach (even in the absence of me saying anything about calling his mother). I generally pick up the phone, leave a message (rarely if ever get a return call from mom, but grandfather tries). I then proceed with teaching. Other times, I call an administrator (who removes the student at times long enough for others to learn)! b. Choice: ... Sure I even have a list of positive things to say when he says the negative, like “I don’t Care” whereby ideally I should empathize and respond “I see that ____ seems to be bothering you, how does that make you feel? Or it seems like you really have concerns about ___________ . In the moments of turbulence, well I can honestly say that I resort to … you have a choice: You may choose to do the activity, assignment, etc. or choose to earn a failing grade … then I proceed to help others. Eventually the student comes around, but it’s a day-by-day … sometimes, ½ day-by- ½ day progression until the behavior reaches it maximum state. Other days it’s a constant near-minute-by-minute cry for attention!/annoyance! 6. “The Law”/Dichotomy: Is Following the Law Right and Wrong Too? … I know . . . the Texas law – Texas Education Code states in part that I have a right to request removal of a child who is so unruly that he disrupts the learning environment and interferes with my ability to teach. But – having traveled down that road last year … whereby the administrator reluctantly removed the child (in part due to parent’s mutual agreement – that’s another story); the student moved next door to a male 4th grade teacher, but his behavior remained unchanged. Now I can’t help but wonder if enforcement of the Texas Education Code is the right thing to do – while it gives me piece of mind; it also makes me feel a sense of failure as an educator as though I have some moral obligation to try harder to reach the troublesome kid whose grandfather tries … and who on two occasions this week called me at home (even though I have a Homework Helpline message) to ask: What did we have for homework again? . . . 7. Empathy! . . . Just hang in there is all I can say and “Try Hard to Find One Good Thing about the Disruptive Student(s)” … Mine is a work in progress each day! When all else fails, click on Proteacher “Vent” or “Vent II” and let it out . . . read what others write and it may help put in perspective that your husband’s classroom disruptions – like mine – aren’t that bad after all! You're Not Alone!
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