One thing that's been on my mind in regard to a couple of my students is working on interacting with them in a positive way even when they are not paying attention and zoned out. It seems like no matter how many games we play or stories I tell or how many times I call on them or incorporate something they are interested in into the lesson, they still zone out and "turn off" during math. I honestly think they're just tired. One of my goals as we continue this semester is to try to find a way to keep them focused on math, engaged, and eager to participate.
Tuesday my students were unruly. My teacher got visibly frustrated for the first time this semester. It seemed like every routine they should have been going through with ease, they completely forgot. Numerous times they had to sit down and line up again, or return to their seats and walk to the carpet, or put the white boards back and sit down again. The list could go on. Maybe it's because they were anticipating a day off on Wednesday? Anyway, it was interesting to talk to my cooperating teacher about days like Tuesday. We talked about ways to avoid annoyance, like moving students who are annoying you out of your direct line of vision. We also talked about practicing routines and expecting a certain behavior from students without settling for anything less. It was a good experience to talk with her about it and be a part of the chaos in order to practice dealing with it appropriately.
Wednesday we had a day off for Lincoln's birthday. Thursday I taught writing while my teacher was at a meeting. My students had had a rough morning (actually a rough week…we've been talking about reinforcing behavior management strategies) so I strayed from the plan I had made and asked them to write using their usual writing format. One student who has been testing me in terms of behavior for the past week or two was doing so again during writing. When I handed him his graphic organizer and blank sheet of writing paper so he could begin working, he asked me if he would be able to draw and color his animal that he had written about. I told him if he worked hard enough and finished a presentable piece of writing that he could. When he raised his hand ten minutes later (record time for him) and showed me a BEAUTIFULLY finished piece of writing I knelt beside him, looked him straight in the eye and told him how much I appreciated his hard work, telling him all the good things he incorporated into his writing. I finished it with an emphatic, "_____, I'm PROUD OF YOU." He was beaming. It was wonderful.
On Friday we celebrated not only Valentine's Day, but also 100 day. When my cooperating teacher told me we were going to celebrate Valentine's Day I was skeptical as to how we would be tying it into our normal activities, but when we started planning for Friday, I was excited about incorporating it into math. We had students rotate through three stations: one where they had to work together to count and glue 100 sprinkles onto a giant cupcake, one where they had to roll a die to 100 (using stickers to mark their spot each time), and one where they had to predict where they would end up after taking 100 steps from our classroom (and then count to see where they actually ended up). I took the group into the hallway and my cooperating teacher monitored those working in the classroom. The time was meaningful and useful in learning about number sense. It was also a great time of co-planning and co-teaching with my cooperating teacher (5Q).
Tuesday my students were unruly. My teacher got visibly frustrated for the first time this semester. It seemed like every routine they should have been going through with ease, they completely forgot. Numerous times they had to sit down and line up again, or return to their seats and walk to the carpet, or put the white boards back and sit down again. The list could go on. Maybe it's because they were anticipating a day off on Wednesday? Anyway, it was interesting to talk to my cooperating teacher about days like Tuesday. We talked about ways to avoid annoyance, like moving students who are annoying you out of your direct line of vision. We also talked about practicing routines and expecting a certain behavior from students without settling for anything less. It was a good experience to talk with her about it and be a part of the chaos in order to practice dealing with it appropriately.
Wednesday we had a day off for Lincoln's birthday. Thursday I taught writing while my teacher was at a meeting. My students had had a rough morning (actually a rough week…we've been talking about reinforcing behavior management strategies) so I strayed from the plan I had made and asked them to write using their usual writing format. One student who has been testing me in terms of behavior for the past week or two was doing so again during writing. When I handed him his graphic organizer and blank sheet of writing paper so he could begin working, he asked me if he would be able to draw and color his animal that he had written about. I told him if he worked hard enough and finished a presentable piece of writing that he could. When he raised his hand ten minutes later (record time for him) and showed me a BEAUTIFULLY finished piece of writing I knelt beside him, looked him straight in the eye and told him how much I appreciated his hard work, telling him all the good things he incorporated into his writing. I finished it with an emphatic, "_____, I'm PROUD OF YOU." He was beaming. It was wonderful.
On Friday we celebrated not only Valentine's Day, but also 100 day. When my cooperating teacher told me we were going to celebrate Valentine's Day I was skeptical as to how we would be tying it into our normal activities, but when we started planning for Friday, I was excited about incorporating it into math. We had students rotate through three stations: one where they had to work together to count and glue 100 sprinkles onto a giant cupcake, one where they had to roll a die to 100 (using stickers to mark their spot each time), and one where they had to predict where they would end up after taking 100 steps from our classroom (and then count to see where they actually ended up). I took the group into the hallway and my cooperating teacher monitored those working in the classroom. The time was meaningful and useful in learning about number sense. It was also a great time of co-planning and co-teaching with my cooperating teacher (5Q).
Becky,
ReplyDeleteYou are such an innovative and persistent educator. I'm so glad that your student responded to your challenge, and you did a great job of giving him specific feedback/encouragement. You are also wise to consider whether students are physically and mentally tired. I imagine that some students are also in need of a snack or hydration. Thanks for your weekly reflections.
DW
As teachers, these are the moments that make our persistence worthwhile. Such a sweet story about your challenging student. It is evident he is responding to your consistency and high expectations. Way to go!
ReplyDeleteBecky, if your students always seem tired during math, and math is always in the afternoon, could you possibly try math sometime in the morning? Maybe something to think about.
ReplyDeleteIt sounds like you used the Premack Principle with your student to get him to write. Often the key is just to find the right reward - in this case the privilege of drawing and coloring an animal. I'm glad you and your cooperating teacher took the time to discuss the behavior of your students and looked at causes and possible actions. It seems that you two are working together well.